Clara Arnold Clara Arnold

CELTYL Lesson 4
Elem. Ages 8-9 level


This will be my first lesson with this age group. I will teach them a lesson about food. The lesson comes from Footprints 1 unit...... The key structures are Is.... good for you? Yes it is. / No it isn't. Are..... good for you? Yes they are/ No they aren't. Key vocab: Hamburgers, Salad, Chips, Yoghurt, Chocolate, Sweets, Apples, Bananas


Abc Pip and Squeak Puppets
Abc Flash Cards
Abc Board Markers
Abc Patafix
Abc Class CD
Abc Footprints 1 Pupil's Book
Abc Footprints 1 Activity Book

Main Aims

  • To name food that is and isn't good for you.
  • To help children understand that their bodies need food and water.

Subsidiary Aims

  • To provide clarification of food in the context of health


Warmer/Lead-in (5-5 minutes) • To provide review of food vocabulary

Have all of the students stand up. Take 4 flash cards and show the first to the class. Ask the first student Do you like..... and wait for a response. Then tell that student to ask the next student....and go down the line. The last student will ask me and then I will repeat with the remaining cards.

Reading (8-10 minutes) • To introduce is/are___________good for you

I will hold up a pizza card and ask what is this? I like pizza but pizza isn't good for you. Pizza makes you fat. I will say some food is good for you. It keeps you healthy. I will then flashcards of good food: Apples are good for you. Show another food and say is it good for you. The I will hold up a cake and ask is cake good for you? I will try to elicit good and bad foods from the students. Then I will take a big swig of water and ask is water good for you? Ss: Yes. Teacher: Water is important. We need to drink water. Then I will hand out PB page 42 and play the short reading and have the students follow along. When finished I will ask CCQ's. Is all food good for you? Is it important to eat food that is good for you? Do we need to drink water.

Clarification (5-8 minutes) • To clarify what foods are good for them

Have students in pairs tick what foods are good. I will model the first and second ones. Then I will model a few questions and answers on the board. Are apples good for you? Yes they are. Is chocolate good for you? No it isn't. I will ask questions to ss and they will answer using the model. Then we will check the answers on the CD and the board.

Game (5-10 minutes) • To concept check and have students say what food is good for you.

I will tell all the students to stand up and come in the middle. I will say we will play a game I will name a food. If it is good for you students jump up and say hurray! If it is bad students just stand there silently. I will model and use the flash cards. I will model one good food and one bad food. I will start with some easy ones: apple, chocolate, hamburger. I will add other foods not in the book like biscuits, soup, ice cream and Turkish foods

Review (5-5 minutes) • To have students see if they remember the reading

I will have the students do part one of page 40 of the activity book in pairs. Then we will go over the answers.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

I will have students do the second part of the workbook in pairs and catigorize food. I will show one student an apple card and ask are apples good for you and they will answer. Then I will hand that student another card and he will ask the next child and so on so forth. Then each student will stand up and ask the next student whether something is good for them and the next student will answer.

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