This is a sample lesson plan for 11-12 years old students (for their fourth year of studying English at public school)

1. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 1
PHASE 2 LESSON PLAN
A. Students and Setting:
Students: 11-12-years old children, 5th
grade, children have been learning English since their 2nd
grade,
so this is their fourth year of learning English language at school. They have a notion about present
simple, past simple and future simple tenses and also present continuous tense, they know singular and
plural forms of nouns and degrees of comparison, also they were told about some, any, no. All these
grammar points shall be reinforced and repeated with the 5
th
grade students during the first semester.
Actually their level is Elementary to Pre-Intermediate.
Setting: Public school, 25 students in the class. The class meets 2 times per week and the lesson lasts
45 minutes. The classroom has 3 rows of desks and chairs (each desk for 2 children) and a blackboard.
B. Lesson Background:
According to curriculum and the Pupil’s Book “English for you” (Form 5) by Iulia Ignatiuc et al. the first
semester students shall review topics and grammar studied during previous years. Almost each lesson is
a new revision of one of studied themes. At previous lesson students revised seasons of the year. This
lesson they will revise food and repeat relevant vocabulary and learn new words used when talking about
food. Students will also repeat the use of indefinite pronouns some, any, no, and the imperative mood.
Students will have a quiz (seasonal food) at the next lesson.
C. Learning Objectives/Expected Results:
Objectives: to revise Food Topic, to repeat and expand vocabulary on food and cooking procedures, to
repeat grammatical items (indefinite pronouns, imperative mood), to practice discussion in small groups
and peer assessment.
Expected results: Students will read an authentic article and recognize and recollect food names, they will
analyze the list of food and briefly express their opinion on healthy food (critical thinking). They will use
some, any and no in short dialogues according to the model similar to a real life talk about food. They will
work in groups to invent and write a recipe (creative thinking), for this purpose they will have to discuss
food products and come to agreement on cooking procedure and then make written and oral presentation
of their recipe using imperative mood.
At the end of the lesson students will be able: to talk about food and to name healthy products, to make a
food list for shopping, to use some, any and no, to participate in small-group discussion on the topic
(cooperative learning) and to make peer-assessment judgment based on proposed criteria.
D. Materials and Sources:
Materials:
1. Authentic material – e-article (printed from the internet in 13 copies with one copy for each desk (i.e.
for each pair of students). See attachment.
2. Realia – 1 carrot, 1 cabbage, 1 onion, 1 egg and 1 small bag of wheat flour (all these objects will be
brought by the teacher from the kitchen)
3. Teacher-created handout - a blank form to write down the recipe (5 copies with one copy for each
group). See attachment.
4. Textbook - Iulia Ignatiuc et al. (2005). Pupil’s Book “English for you” (Form 5). Scan of exercises is
attached.
Sources:
1. Electronic article: Joy Smith “Smart Choices” The Healthy Eating Pyramid Guide. Retrieved from:
http://www.thinkhealthmag.com/smart-choices-the-healthy-eating-pyramid-guide/
2. Food products – normal food from the kitchen.

2. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 2
E. Procedures / Timing:
Teacher does/says . . . Students do/say . . . Approximate
time needed
Greets the students, announces the topic and objectives for
this lesson:
Today we will talk about food and repeat “some, any, no”
indefinite pronouns. So, please, be attentive!
Students greet the
teacher and listen the
theme.
1 min
1. Work with authentic material
Teacher gives an e-article to each pair of students (one copy
of the article at each school-desk) and sets a task.
Let’s work in pairs to warm up. You see an electronic
article. In pair with your neighbor, look through the
article and circle as many names of food products and
food ingredients as you can.
Now, please, dictate me your words.
Teacher writes the words on the blackboard. If nobody
names cereals or some other food products from the article,
teacher will propose to add them to the list on the blackboard
and if it is an unknown word – to write it down in
vocabularies. Also teacher explains the meaning of nutrient in
English (it is a food component, very important for our body,
for health, it gives us energy or vitamins or minerals,
something we need for life) and students try to find the
equivalent in their native language.
Teacher asks questions to develop critical thinking and to
practice speaking:
1. You didn’t read the whole article, can you guess what
is it about?
2. What do you eat more often (from the list written on
the blackboard)? Why?
3. Why do we need to eat healthy food, food rich in
nutrients?
When students answer, teacher provides on-the-spot
formative feedback (quick correction (important mistakes
only), reformulation, clarification/repetition).
Teacher clears the blackboard and announces the contest.
Students listen to the
task and in pairs look
through the article and
circle food products and
ingredients.
In turn each student
name one food product
or ingredient from the
article (not named
before).
Students write down
unknown words, at
least nutrient.
1. It’s about food,
healthy diet
2. Students answer
3. Students give
explanations
3 min
3 min
4 min
2. Group work – the 1st
contest
Teacher tells students to divide into 5 groups of 5 - as they sit
(students can turn/approach to their neighbors) and assigns
the task:
Group 1 should write fruits (growing in our country) but
not berries, group 2 – vegetables (growing in our
country), group 3 – meat and fish dishes, group 4 – dairy
products and group 5 – drinks. You should write on any
sheet of paper at least 5 names, the more the better.
Please, assign a recorder in each group. Everybody in
group should participate! You have 2 min for this task.
Teacher tells the groups to transmit their lists to the neighbor
group for peer assessment so that each group will check the
others’ list. Criteria for peer assessment – number of food
products (at least 5) and number of errors.
Teacher praises all groups and tells that the winning group
gets a privilege in the next contest as their award.
Students make groups
and perform the task.
They exchange with
their lists and check the
other group’s list (count
and write down on the
same sheet of paper
the number of words
and errors).
Students determine the
winning group
(maximum words,
minimum errors). Then
they clamp their hands
to praise themselves.
1 min for
assignment,
2 min for task
itself
4 min for peer
assessment
and
determination
of the winner.

3. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 3
3. Individual work with the textbook.
Open your textbooks please, page 46. Find ex. 3. You
should complete the sentences with some or any. Let’s
repeat – when do we use some? Any?
Teacher makes quick corrections if necessary (on-the-spot
formative assessment).
Students answer the
questions and make the
exercise. Then 5
students in turn read
one of 5 sentences with
some or any.
5 min.
4. Pair work with the textbook
Look at the ex. 4. Read the dialogue and write a shorter
version based on this model. Be attentive when you use
some, any and no! (Dialogue about what to include in food
list planned for shopping)
Teacher makes quick corrections if necessary (on-the-spot
formative assessment).
Students work in pairs
(desk-neighbors) and
then 2-3 pairs read
aloud the dialogues
they composed.
6 min.
5. Group work – Inventing a recipe
Let’s prepare to the 2
nd
contest. Read silently ex. 5 (the
recipe) and tell me the verbs we use with food.
Pay attention that we use these verbs in the imperative
mood here (Remember, it’s initial form of the verb
without to.) What are other verbs we can use for a
recipe? (fry, cut, mash…)
Please, divide into the same 5 groups. Here I have a
magic box with 5 products and 5 blank forms for recipes.
You will close your eyes, choose 1 product and write 1
recipe of any dish that you can cook with this product.
Try to invent something new, a novel, innovative recipe.
Our winners come here first and choose their product
with open eyes – this is their privilege.
Teacher presents the box with 5 food products (one carrot,
one cabbage, one onion, one egg and one small bag of
wheat flour).
When students discuss their recipes the teacher moves
around the class and gives individual on-the-spot
feedback/advice.
After all presentations students with teacher choose the most
original recipe. To choose the winner students and teacher
vote for each group’s recipe by show of hands. The winning
group will get a privilege for the next contest.
Teacher also evaluates written presentation of all recipes
(criterion - number of errors) and students get relevant marks
(alternative form of assessment – assessment of
presentation).
Students read ex. 5 and
name the verbs: wash,
boil, peel, chop, put,
add, mix, serve.
Students add: fry, cut…
The winners choose the
first product with open
eyes and then other
groups’ representatives
choose their products
with close eyes.
Students in groups
discuss ingredients and
cooking procedure and
the recorders write the
recipe in the blank
form.
Each group’s reporter
reads out loudly their
recipe.
Students vote for the
most original recipe by
show of hands.
Groups give their written
recipes to the teacher
for assessment.
1 min for
reading
1 min to
name the
verbs
2 min for
preparation
and choosing
products
5 min for
writing the
recipe
4 min for oral
presentation
2 min for
voting
Your homework is to read the text (ex.7), write 5 question
on the text and be ready to answer them.
Students write down
their homework
1 min
F. Learner Feedback/Formative Assessment:
Teacher provides on-the-spot formative feedback (quick correction (important errors only),
reformulation, clarification/repetition) when students answer the questions and perform tasks. Formative
assessment (alternative form) includes assessment of written presentation of recipes. These types of
feedback and assessment allow to find out how accurately students can speak and write in English
about food, how they use grammar items and how they apply vocabulary for such authentic tasks as
making a food list for shopping or describing cooking procedure.

4. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 4
G. Extended Reflection:
(a) The main content of the lesson is the same as in my Phase 1 Lesson Plan. However I clarified for
myself the learning objectives/expected results and wrote them down in more details. I also added criteria
used for peer assessment and for alternative form of assessment (assessment of written presentation of
recipes) – as the lack of these criteria was noted in peer evaluation of my Phase 1 Lesson Plan. I think
these amendments make the lesson plan more understandable and more accurate.
(b) At this lesson students use both the realia (food from real kitchen) and authentic material (electronic
article from the Internet). Though the article is difficult for students’ age and level of English, they can
easily recognize the words they know (foodstuff) in the text and thus repeat them. The lesson allows to
repeat indefinite pronouns and vocabulary on the topic “Food”. Besides, students will learn at few more
new words (nutrients, cereals) and will repeat functional words – verbs often used when talking about
food and cooking (authentic activities).
At this lesson students work both in pairs and in groups, so they can practice speaking and listening and
also can communicate in English to find the best options to use the language correctly.
Critical and creative thinking is developed through answering teacher’s open questions and inventing a
recipe, for these tasks students should analyze and synthesize information they have.
Teacher provides on-the-spot formative feedback and formative assessment (assessment of written
presentation) so the learners can improve their language skills, and both teacher and students can get to
know students’ current level.
I think these types of activities and feedback/assessment techniques are appropriate for the learners as
they correspond to their zone of proximal development.

5. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 5

6. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 6
Ex. 3,4,5 from the Pupil's Book (textbook)
Ex. 3 and 4
Ex.5

7. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 7