Mustafa Magdi Mustafa Magdi

LP TP5 Mustafa Magdi
Elementary level


In his lesson, students will practice grammar and vocabulary through Presentation.Practice.Production (P.P.P) approach.


Abc Handout
Abc White board
Abc Blu tack
Abc Laptop
Abc New Cutting Edge - Elementary - SB - Sarah Cunningham, Peter Moor & Frances Eales
Abc New Cutting Edge - Elementary - TB - Frances Eales , Sarah Cunningham & Peter Moor
Abc Projector
Abc Posters
Abc Speakers

Main Aims

  • By the end of the lesson, students will have been introduced to the meaning, pronunciation and form of (there is/are - some/any) in the context of food and been given opportunities for controlled written and freer oral practice.

Subsidiary Aims

  • By the end of the lesson, students will have been introduced to the meaning, pronunciation and form and been given opportunities for controlled and freer oral practice of some vocabulay words used for eating and drinking.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

1- Ask the students some questions a) How many meals do we eat a day? 3 meals b) Do you eat snacks? c) Look at the picture, Is it breakfast, lunch, or dinner? Breakfast d) Why did you say it's breakfast? 2- Divide the students (4 groups).

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

1- Try to elicit P.T.V ( cereal, bread rolls, sausages, and yoghurt) * Model, drill and show the form. 2- An activity (competition) * I say the name of the food, and students will point at it. The one who points first wins.

Highlighting (6-8 minutes) • To draw students' attention to the target language

1- Show pictures of (biscuits, toast), Model and drill. 2- Use Ex "2" SB P52. * Put the words in the box into two groups. a) Use realia to demo. For example, an apple and tea. b) Show the answer on the screen. (check together)

Clarification (8-9 minutes) • To clarify the meaning, form and pronunciation of the target language

1- Use the audio or the transcript for the grammar in P53. a) Alone, listen to eight sentences about the picture, are they (T) or (F). b) Check in pairs. c) Monitoring. 2- Try to elicit some sentences (There is/are - some/any) Teach, model, drill, and show the form of some sentences. a) There's an apple. b) There are a lot of grapes. c) There's some tea. d) There are no tomatoes here. e) Are there any tomatoes here?

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

1- Use Ex"1" SB P53. a) Alone write three true sentences and three false sentences about the picture. b) Monitoring and taking notes. c) Give feedback on the spot.

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

1- Tell them to take a look at the questions. a) What do you usually have for breakfast? b) Are the breakfasts in the reading text the same or different from yours? c) Which one would you like to try? e) Which one wouldn't you like to try? f) What about your lunch and dinner? 2- Tell them about my answers. For example: a) I usually have some eggs, salad, and beans. And of course, I always have coffee, black coffee.

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