This lesson plan aims to teach students new food vocabulary including count and non-count nouns. Students will complete activities like a word map with food items and their quantifiers, build a food pyramid labeling food groups, and write sentences using count and non-count nouns. The 70-minute lesson involves students developing their vocabulary, categorizing foods in a pyramid, answering questions about food values, and practicing grammar through sentence combinations. Assessment includes completing the word map, food pyramid, and a comprehension task involving count and non-count nouns.

1. BERNARDO VALDIVIESO HIGH SCHOOL
Mrs. Miriam Troya Sánchez
Teacher
Third Bachillerato
Date
Group
Recent topic work
Food vocabulary, count and non count
Aims
School Year
Time
Recent Language work
Students will be able to identify and use in their daily life new vocabulary words about food.
2013 – 2014
70’
No. of students
30
Article a/an, some
Students will be able to:
Complete a graphic organizer with count and non-count nouns plus its corresponding quantifiers
Objectives
Write statements about the properties of food.
Make the food pyramid with the food properties.
Assessment Connecting parts of a sentence in a logical sequence
Making a food pyramid
Completing a word map
Video about food vocabulary, flashcards, textbook p. 15
Materials
The computer projector may not be available or working. Use flash cards instead.
Anticipated problems
Abbs, B., Barker, C.; Freebairn, I. (2008). Student’s book- Level 3 Postcards 2A: Pearson Education , White Plains, NY
Sources
https://www.youtube.com/watch?v=bHJXsHf4Q6E
Timing
Teacher Activity
Student Activity
15’
Teacher helps students develop their vocabulary using a word map with these
headings: count and non-count nouns plus their corresponding quantifiers: a, an,
some, a few, several, and many and the food items that students learned the previous
class. Write on the word map an example for each category. For instance, a few
tomatoes, etc.
Volunteers go to the board to share their own
examples following the model; e.g. several
apples, some fruit, etc.
Vocabulary activation
reinforcement of it.
15’
Teachers draws the framework of the food pyramid for students to think about the
foods that belong to each food group. For carbohydrates, for instance, they may say
bread or pasta. Teacher encourages students to name food items for the other food
groups. Fruits: apples, pears, etc.
In groups of three students, they have to
complete the food pyramid using the information
(about food) of unit 2 and 3.
Recognition of the food items
for each food group.
20’
Encourage students to describe the food groups by asking some Yes/No questions and
wh-questions: Are sausages rich in vitamins and minerals? Is rice a carbohydrate?
What is your favorite food? What food items are good or bad for you?
Offer ongoing support related to the use of singular or plural verbs with count and
non-count nouns while students produce their statements.
Integrate reading and writing skills for students to solve the comprehension task to
page 15, Activity 3 (practicing grammar)
Give task feedback and provide models for students to follow.
Produce sentences with their teacher’s support
plus the food pyramid and the word map.
Understanding and evaluating
the values of food for our
health.
In pairs, students read and write down all the
possible sentence combinations with the parts of
the sentences given in the grammar exercise. For
instance; Rice is my favorite food.
Explain the weight problems due to the abuse of fats, oils and sweets
Workbook page 82
Using singular and plural verbs
for count and non-count nouns.
10’
Additional possibilities
Homework/Further work
Lesson plan format: Harmer J. (2008) The practice of English Language Teaching. Pearson
Success Indicators
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