Approved:

Lesson plan

Unit 4
Date: 04.11.2024
CLASS: 3 Number present: absent:
Theme of the lesson: Have you got a milkshake?

To identify types of food

Learning objectives(s) that To understand a short story
this lesson is contributing to To ask and answer questions about what people have got
To write short answers to questions
To act out a story
Lesson objectives All learners will be able to:
 Identify and name various food items (e.g., milkshake, salad, fries, pizza).
 Use “Have you got…?” and “Has he/she got…?” to
ask and answer questions about food preferences and
possessions.
 Respond with short answers, such as “Yes, I have”
and “No, I haven’t.”
 Practice listening comprehension through a story
about food.
 Engage in role-play to act out dialogues, improving
pronunciation and fluency.
 Develop confidence in asking and answering
questions in English in a familiar context (food).
Success criteria Learners have met the learning objective if they can:
recognize and name 80-100% familiar sight words
identify and match 80-100% of familiar sight words

Cross-curricular links Physical education, Math, Social Studies, Health Education, Art
CD © 30, 38-40; Story posters 3 and 4; Food flashcards
Resources 33-38
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of Warmer @30 Students sing the song Song and Story CD 30
o Sing Where is my “Where is my teddy Discussion,Observe Story poster 3
the lesson teddy bear? from bear?” and discuss the participation and
Class Book page Unit 3 story using ability to recall story
22. Story Poster 3. details.
o Use Story poster 3 • They answer
5 min. to retell the Unit 3 questions about the
story. Ask What can story (e.g., “What can
Tim do? Can he ride Tim do? Can he ride a
a bike? Does bike?”).
Grandpa help him?
Lead-in
o Use flashcards 33- Food flashcards
38 to teach the food 33-38
vocabulary. Hold up
 each one and ask
What's this? Model
any new words.
o Hold the flashcards
up in a different
order and repeat.
Middle of the 1 Listen, point and repeat. Transcript Check Class Book
@ 38 Listen and point. pronunciation and
lesson o Ask children to look salad, fries, pizza, correct P 30
at the food pictures. milkshake, cheese identification of CD 38
5 min. Play the first part of sandwich, chicken| food items.
the recording for pizza, cheese
children to point to sandwich, salad,
the pictures. chicken, fries,
o Play the second milkshake Listen and
part for children to repeat.
repeat. salad, fries, pizza,
o Play the recording milkshake, cheese
all the way through sandwich, chicken |
for children to listen
and point and then
Food flashcards
repeat the words.
33-38
o Hold up the
flashcards in a
random order and
ask the class to say
the words.

2min. 2 Listen and chant. @ 39 Transcript Assess rhythmic Class Book

o Play the recording salad, salad, salad accuracy and
and teach the chant. fries, fries, fries pizza, pronunciation. P 30
o Play the chant again pizza, pizza milkshake, CD 39
for children to milkshake, milkshake
repeat the words. cheese sandwich,
o Children say the cheese sandwich,
chant as a class, cheese sandwich |
without the chicken, chicken,
recording. chicken

Optional activity Students are divided Check engagement Game

o Divide the class into into groups based on and correct
six groups, one for food types. Each responses to food
10 min. each type of food. group mimes eating or cues.
Tell children that drinking when their
they have that type food is mentioned in
of food in front of the chant.
them and they are
about to eat (or
drink) it.
o Play the recording
again. When their
food is mentioned,
the correct group
mimes eating or
drinking it.

3 Listen and read. @40 Students look at the Monitor Class Book
o Use Story poster 4 story in their books understanding of
to present the story. and listen to the dialogue and P 30
3 min. Talk about each recording, pointing to correct pointing. CD 40
frame and speech bubbles as Story poster 4
encourage they hear them.
predictions. • They answer
o Ask children to look comprehension
at the story in their questions (e.g.,
Class Books. Play “Where are Mum,
the recording for Rosy, and Billy?”).
them to listen and
point to the different
speech bubbles as
they hear the words.
o Ask comprehension
 questions, e.g.
Where are Mum,
Rosy, and Billy?
Does Rosy give Billy
a sandwich?
o Ask children to look
at the story again.
They find and point
to words from
Exercise 1.

2.1 Look and say. Students point to Assess Class Book

• Recute tue tern and pictures and repeat pronunciation and
answer, hasing you each one sentences/questions ability to form new P 31
for children to point to the displayed by the sentences.
picture and repeat. teacher.
o Write the sentences • They create
and questions on new sentences and
the board. Read questions by replacing
them again for food words with
children to repeat. flashcards.
Rub out the food words in
each sentence and replace
them with flashcards to elicit
sentences with the same
pattern, e.g. Have you got a
cheese sandwich? Has he
got a salad? Children repeat
the new sentences.
• Invite different children to
change the food words to
make new sentences and
questions.

3.1 Write. ANSWERS Check for correct Class Book

o Ask children to look 1. Yes, I have. use of “Yes, I have”
at the picture and 2. No, I haven't. / “No, I haven’t.” P 31
tell you what foods
the children have
got (milkshake and (milkshake and salad).
salad).
o Children read the
answers in the word
pool. Read the first
question in the
speech bubble for
children to answer
o Let children
complete the
activity, then ask the
questions for the
class to answer.

4 Look, ask and answer. ANSWERS Evaluate question

o Ask the class to look 1 No, he hasn't. 2 Yes, formation and
and identify the he has. 3 Yes, she accuracy of
food. Focus has. 4 No, she hasn't. responses.
attention on the first 5 No, he hasn't.
question. Point to
the boy and ask
Has he got a
cheese sandwich? No, he hasn't.
(No, he hasn't.)
o Allow time for
children to read the
questions and
choose the correct
answer from the
word pool. Explain
that they will need
to use one of the
options more than
once.
 o Ask the questions
for the class to reply
in chorus.

ENDING THE Feedback “Traffic Students give Teacher’s Exercise books, cards
LESSON light”: feedback assessment
Write down the
homework
5 minutes
Ask the teacher, if
they have any
-Green;I understood the questions.
lesson
-Yellow:I understood
but I have some Say good bye.
questions
-Red:The lesson wasn’t
clear
Gives the HW: Learn
by heart the text to act
out and new words.
Asks if everything is
clear, have they any
questions.
Says good bye.
Additional information
Differentiation – how do you Assessment – how are you Health and safety check
plan to give more support? planning to check learners’ ICT links
How do you plan to learning?
challenge the more able
learners?
 more support can be given The teacher will be able to
during elicitation, instruction assess how well the students
and questioning phases of can speak using studied
the lesson by nominating vocabulary and structures
learners to answer items during the speaking, and how
relating to more high sell students have developed
frequency vocabulary to
their receptive skills during
build confidence through
listening.
participation
 more able learners will be
challenged by prompting
their groups to narrate parts
of the body
Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners
achieve the LO?
If not, why?
Did my planned
differentiation work well?
Did I stick to timings?
What changes did I make from