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Main aim:
-Lexis: To introduce foods and drinks key words
Subsidiary aims: Students use simple past to talk about what they ate and simple present to talk about what they usually eat

Assumptions: Students can use simple past / simple present as well as past time expressions and adverbs of frequency/ expressions of

Anticipated problems: Students may use verbs in present to talk about past events / Students may need help to recall the expressions of

Possible solutions: Use prompts to help students remember past forms / reformulate the utterance.

Timing Procedure Stage aim Aids and materials Interaction pattern

5 min “I went to the supermarket and I bought Warmer: to get students to None W/C
______, but I forgot ______” think in English

10 min Students look at the image on slide #1 Settler: To quieten students -Image (Hungry planet) S
displaying food items. Then, ask students and to set the context on the board Slide #1
write a shopping list with their 6 favourite
food items -Shopping list form (W/S)

Check students’ answers

5 min In pairs, Students discuss the sentences on Lead-in: to introduce the -PPT (Lead-in) slide #2 SS
slide #2, choose the sentence that best topic.
describes them and finally, compare their
answers To connect the topic to
their own lives. TW/C
10 min Have students look at the pictures on slide To help students recall lexis Market Pictures Slide #3 TW/C
#3 and ask them: they might know about
food and places to buy food
-What’s on the images?
Possible answer: (markets)
-Are there any markets in your town?
(Guayulera, de Abastos, de la madre, etc…)
-What do they sell? (Fruit, vegetables, meat, To make Students provide
stolen goods) foods they buy (Categories)
-Where do you prefer shopping for food, in
a market or a supermarket? Why? To make students think
Because (Cheap, expensive, fresh, stale, about adjectives to
variety) describe food/ places to
buy food.

10 min -Students look at the categories of food To introduce vocabulary. -W/S SS
image and add an extra one to each category (food/categories)
-Afterwards, students answer Ex.B “How
many foods can you create?” To extend students’ range
of vocabulary

Students go to page 93 and classify the To provide students further S

words in the correct category. practice and to check
understanding of categories

5 min In pairs, students ask and answer the Lead- in to listening task. W/S S
questions on practice #3 To predict possible
10 min -Listen to the recording and answer the To practice Inferring mood Empower track 2.07 S
questions on practice #3 B

Students share their answers in open class To check answers TW/C

-Listen again and tick the food on the To practice listening for S
shopping list that the speakers need. specific information

Students share their answers in open class To check answers TW/C

5 min In pairs, answer the questionnaire To provide students oral W/S SS
fluency practice

Students share their answers in open class TW/C


Timing Procedure Stage aim Aids and materials Interaction pattern

10 min Elicit the vocabulary to describe food and ask Pre-teach vocabulary. 4-box slides TW/C
students to drill chorally the pronunciation of
each word.
Healthy, Unhealthy, fatty / high-fat, low-fat,
salty, sweet, high-calorie, low calorie.

Ask the students to close their booklets to

prepare them for the next activity.

5 min Write the following headline on the board Predicting content and Did you know? reading SS
“Healthy eating out of and at home” and ask vocabulary. text
the students to predict and discuss what the
text will be about.
8 min Ask Students to read the text and get the Reading for gist Reading text S
main idea from it. Concept questions may
help check their understanding.

10 min Students read the text again and answer the Reading for specific W/S S
questions on practice 5 information

3 min Students check their answers in open class. Checking the answers W/S TW/C

8 min Students answer the following exercise on Guessing meaning from W/S TW/C
practice 6 and check the answers in open the context.
10 min In pairs, students ask and answer the Further practice W/S SS
questions in practice 7

Class’s dismissed
5 min Ask students what kind of food and drinks Lead-in to set the context none TW/C
they like at a birthday party. and recall previous lexis

10 min Show on the screen pictures of different To prepare students for Slide # 4 TW/C
party foods. (Count/Non-count nouns). If the following task.
needed, quantifiers can be used. (Prices
need the be included)

Elicit the name of the items displayed on the

8 min Tell the students you are having a birthday To highlight need for new (Supermarket leaflets) SS
party and ask them to do this task. language and vocabulary

Ask students to go look on the supermarket

leaflets for party foods and their prices.

Then, ask them to choose the food and drink

they would like for a birthday party for 10
friends, keeping within a price limit $300
5 min Once completed check the answers in open To check answers/ TW/C
class possible options

5 min Have students watch the count-non To introduce the grammar Count/Non-count nouns S
countable nouns video. Afterwards, students topic and set the context video
discuss it.

20 min Introduce the grammar topic “Countable / Focus on grammar form Slides TW/C
non-countable nouns”