LESSON PLAN

Week: ……
Period: ……
Date of teaching: …………………

TEXTBOOK: MOVE UP 3
Unit 5: IN THE RESTAURANT
Lesson Two - Grammar (page 35)
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Ask and answer questions about identifying the food someone likes.
2. General competences
- Communication and collaboration: work in pairs/groups to ask and answer questions about
identifying what food someone likes.
- Problem-solving and creativity: write the questions and answers about identifying what food
someone likes.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary
- Recycled vocabulary: cereal, noodles, vegetables, strawberries, pancakes.
2. Sentence pattern: Does he / she like pancakes? / Yes, he / she does. / No, he / she doesn’t.
3. Skills: Listening, speaking, reading and writing.
C. RESOURCES AND MATERIALS
- Student book - page 35
- Audio Tracks 22
- Flashcards/Pictures (food)
- Teacher’s Guide
- Computer, projector, ….
*Culture notes: Students can show their knowledge about food. They can show how to choose
healthy food.
D. LEARNING EXPERIENCES
Teacher’s activities Students’ activities
WARM-UP/REVIEW (5 minutes)
Objective: To help students review the vocabulary about food.
*Game: “Pictionary”
cereal noodles vegetables
strawberries pancakes - Work in two groups.
- Divide the class into two groups. - Stand at the board with a marker or a
- Have a student from each group stand at piece of chalk and draw something, e.g.
the board with a marker or a piece of chalk noodles.
and draw something, e.g. noodles.
- Have groups try to guess what the student - Guess what the student from their team is
from their group is drawing. drawing.
- The first group guesses the correct picture - The first group guesses the correct picture
gets 1 point. gets 1 point.
- Repeat with different students. - Continue to play the game.
- The group that gets the most points win. - Praise the winner.
Praise the winner.
- Ask students to read all words aloud. - Read all words aloud.
Expected outcomes and assessment
- Task completed with excellence: Students can remember and say the food words correctly
and fluently.
- Task completed: Students can remember and say the food words.
- Task uncompleted: Students are unable to remember and say the food words.
PRESENTATION (10 minutes)
Objective: To help students say the sentences about identifying the food someone likes.
*Lead-in: Use the picture on page 35.
- Run through the picture. Help students - Follow the teacher.
identify the food by asking some questions,
e.g. What is it?
- Elicit students to answer the questions. - Answer the questions.
*Listen and repeat. (Track 22)
- Have students look at pictures. Ask them - Look at pictures. Identify the characters
to identify the characters and the food in and the food in the pictures.
the pictures.
- Play the recording for students to listen. - Listen to the recording.
- Play the recording again, sentence by - Listen to the recording again and
sentence for students to listen and repeat individually and in chorus.
repeat individually and in chorus. Correct
their pronunciation where necessary.
- Invite a few students to the front of the - Come to the front, listen to and repeat the
classroom to listen to and repeat the sentences in the recording.
sentence in the recording.
- Draw students’ attention to the - Follow the teacher.
sentences “Does he like pancake?”, “No,
he doesn’t”. Tell students that they are the
sentences about identifying the food
someone likes.
Expected outcomes and assessment
- Task completed with excellence: Students can say the sentences correctly and fluently.
- Task completed: Students can say the sentences.
- Task uncompleted: Students are unable to say the sentences.
PRACTICE (8 minutes)
Objective: To help students write the missing words and then answer the questions.
*Look and write the missing words.
Then answer. (page 35)
- Have students look at the pictures. Ask - Look at the pictures. Identify the
them to identify the characters and the food characters and the food in the pictures.
in the pictures.
- Have students look at the four incomplete - Look at the four incomplete dialogues.
dialogues. Draw their attention to the Pay attention to the missing words in the
missing words in the questions. questions.
- Model Picture 1. Have students look at - Follow the teacher.
the dialogue. Ask them what words are
missing in the question (she / pancakes).
Then have them answer the question (Yes,
she does.). - Complete the dialogues individually.
- Ask students to complete the dialogues
individually. Give students time to do the
task. Go around the classroom to offer
support where necessary. - Swap books with a partner, then check
- Get students to swap books with a the answers together.
partner, then check the answers together as - Come to the board and write the correct
a class. answers on the board.
- Ask students to come to the board and - Read the sentences in front of the class.
write the correct answers on the board.
- Invite some pairs of students to read the
sentences in front of the class.
- Praise students if they have done well.
*Answers:
1. Does she like pancakes? / Yes, she does.
2. Does he like vegetables? / No he
doesn’t.
3. Does he like cereal? / Yes, he does.
4. Do they like strawberries? / No they
don’t.
Expected outcomes and assessment
- Task completed with excellence: Students can write the questions and answers
correctly.
- Task completed: Students can write the questions and answers.
- Task uncompleted: Students are unable to write the questions and answers.
PRODUCTION (10 minutes)
Objective: To help students review the food words.
*Game: “Toss a dice. Then ask and
answer.”
Do you like yogurt?
Yes, I do. / No, I don’t.
- Prepare two dices.
- Stick 20 pictures about the food on the
board and number them.
- Explain how to play the game. - Listen to the teacher.
- Divide the class into two groups. - Work in groups.
- Model the activity first. Ask one student - Follow the teacher.
of each group to toss the dice to choose a - Work four groups. Toss the dice to
picture from the picture list. choose a picture from the picture list.
- The student to toss the dice will invite a - Ask and answer questions about
pair of their group to ask and answer identifying the food someone likes
questions about identifying the food
someone likes, e.g. “Do you like yogurt? /
Yes, I do. / No, I don’t.”.
- The pair of the student asking and - The pair of the student asking and
answering the questions correctly will get 1 answering the questions correctly will get
point. 1 point.
- The group gets the most points is the
winner.
- Praise the winner. Give feedback. - Praise the winner.
Expected outcomes and assessment
- Task completed with excellence: Students can ask and answer questions about identifying
the food someone likes correctly.
- Task completed: Students can ask and answer questions about identifying the food
someone likes.
- Task uncompleted: Students are unable to ask and answer questions about identifying the
food someone likes.
HOMEWORK (2 minutes)
- Ask students to review the words and structures of unit 5.
- Require students to do the exercises in the Workbook.
- Ask students to prepare for the next lesson (Unit 6 - Lesson 1).
REFLECTION
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