You are what you eat

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You are what you eat

  1. 1. You are what you eatTeacher’s name Olga GlushatovaClass name Elementary 7BRoom 415Date 17th MayLesson start time 9:10Length of lesson 45 minutesTeaching point Grammar: a/an, some/any Vocabulary: food, countable/uncountable nouns Speaking: a food diaryTarget language There are some biscuits.items There isn’t any fruit. There is an apple.Main lesson aims By the end of my lesson learners will be better able to tell about the food they like and their nutrition habits; form accurate oral and written sentences using indefinite quantifiers with countable and uncountable nouns and there is/are constructionEvidence students will respond accurately in drills and written exercises; students will be able to invent sentences of their own following the same patternPersonal goals I tend to explain a lot; I’d like to elicit more and guide students to finding out about the language; I’ll try to do my drills more dynamic.Class profile 15 students (6 boys and 9 girls). The class is an elementary group. Although 4 students are noticeably weaker than others. The class works well together and usually participates actively, though some are quite. Yegor gets easily distracted and can waste other’s time.Timetable fit This lesson is the first one on FOOD, so it gives the core lexis and grammar which help students to develop their speaking, listening, reading and writing skills during the other lessons.Assumptions Students know there is/ there are construction, some names of food and drink.Predicted problems wrongly using any/some/a(n) pronunciation of some new lexisContext A food diaryMaterial used my own worksheets a smart-board a computer
  2. 2. Aids and InteractionTiming Procedure Subsidiary aims materials pattern Write BREAKFAST on the board, ask SS to write as many Pairs words as they can for Warmer: to get things people eat and students talking6 min A board drink for breakfast. and introduce the Feedback the words topic onto the board and T  Ss drill the pronunciation. Focus on the picture and ask SS what they think Laura writes in her food diary and To create context. why? To elicit new Give SS time to write vocabulary.7 min the missing letters in To revise Worksheets T  Ss the picture. Check countable and their understanding uncountable nouns. by answering the question: What did Laura have to eat and drink yesterday? Students discuss To use students buying food in the Pairs10 min own knowledge. Smart-board shop. Get some To predict content. feedback. Show students three baskets with food to elicit what is in each one. Ask SS to match To revise there 1) the basket and the is/are in the cartoon character; context. 2) the basket and the T  Ss To introduce description. indefinite10 min Focus on the words in quantifiers OHP bold in sentences a-f. a/some/any and SmartBoard Ask SS to complete practice them in Worksheets the rules. Elicit the short exchanges. rule of using a/some/any. SS make their own negative and positive Pairs sentences about the
  3. 3. basket. SS make a food diary To practice for yesterday; discuss narrating using12 min what type of eater target language. ___ Pairs they are then act out before the class.
  4. 4. Worksheet 1 VOCABULARY 1. In pairs, ask and answer. a. How often do you go to the supermarket? b. Which supermarket do you go to? Why? c. Do you look at the food other people are buying? Does it say anything about them?
  5. 5. Worksheet 2 GRAMMAR 1. Match the people with the baskets. 2. Read the sentences. Which basket is it? Circle 1, 2, or 3. There is some ice cream. 1 2 3 There isn’t any fruit. 1 2 3 There aren’t any vegetables. 1 2 3 There are some biscuits. 1 2 3 There’s a lettuce. 1 2 3 There isn’t a pineapple. 1 2 3 Look at the sentences and complete the rules with some/any/a/an. Use _____ with singular countable nouns. (e.g. pineapple) Use _____ (+) and _____ (-) and (?) with plural nouns (e.g. vegetables) with uncountable nouns (e.g. cheese)

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