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Lesson Plan Form

Class:
TB
Teacher: James van Miert
Lesson/Unit:
aims/sub aims

Level:

Date:
1. Topic
Food and Drink containers
Vocabulary
Food and drink containers: bottle,
bowl, plate, pack, bag
Verbs: need, wait, use, take away
Miscellaneous: ketchup, tissues,
alien
Grammar
Can for requests (review)
Quantifiers: lots, lot of, many,
some, any, another, more
Function
Making requests
Talking about food in terms of
quantities
2. Topic
Rules in a Restaurant

2A
Time:
3.

4.

Vocabulary
Restaurant: restaurant, menu, bill,
waiter, cash, change, chef,
customer
Verbs: clean, cut, wash, pay
Adjectives: correct, busy
Grammar
Have [got] to for obligation
Must for obligation
Function
Talking about what you have to do,
e.g. at home, in school
Talking about rules in a restaurant
anticipated problems 1.

2.

proposed solutions

2.

tim
e

1.

stage

interaction

activity & materials

Warm up

ss

Play Scrabble Spelling with some fast food words.

Set
context/task
1/2

ss

Next, open the students' book to Activity A, but hav


the students keep their books closed. Read the text
aloud, pausing at the marks you made earlier, and

10
20

encouraging the students to help you complete the


story. If the contribution is not correct, then give
students hints to help them find the right word.
Prevent this from continuing for too long by
supplying the answer after a few seconds.
Note: Don't echo correct guesses; just continue the
story.
Have the students open their books to Activity A.
Have the students read the text again and then
complete the table.
B TOP
Use realia, drawings, or the images in Activity B to
introduce 'bowl', 'bottle', 'glass', 'bag', 'plate', and
'pack'. As a class, brainstorm different foods/drinks
that can go with these containers.
Pronunciation Portal

Draw the students' attention to the pronunciation of


the weak form of 'of' /v/. Play A Bag of
ApplesA1M6L3_A_P and have the student listen and
repeat the weak form 'of' in the structures: a
bowl/bottle/glass/bag/plate/pack of ...

Next, play Ball Toss JHAC063 or Time Bomb JHAC064


to have the students practice the structures, 'a
bowl/bottle/glass/bag/plate/pack of ...'
Additional Practice
Practice matching the words to pictures using Snap
Cards A1M6L3_HO

Task 3/4
20

ss

On the board, write the structure for requests,


'Can ..., please?' Now, pretend to be hot. Ask the
class to open the window using the structure, 'Can
you ..., please?' Next, take some paper and pretend
to search for a pen in your coat, desk, etc. Ask the
class to give you a pen using the structure, 'Can
you ..., please?' Finally, pretend to be thirsty. Ask th
class to give you a drink using the same structure.
Continue with similar examples until it's clear that
your students understand that you are making
requests
C TOP

Have the students and fill in the gaps for Activity C.


Check the answers as a class.
Answers:
1) John plate of fries
2) Kyle bowl of rice
3) Lu glass of milk
4) Nyomi pack of tissues
5) Susan bottle of ketchup

Next, divide the students into small groups and hav


them perform the story; include a narrator. Give
each group cut-out pictures from Snap Cards
A1M6L3_HO to use as props. Allow the students five
minutes to prepare and then have them perform for
the class. Encourage them not to use their books, if
they are able to complete the activity without.
Note: At the preparation stage, monitor and assist
the students with vocabulary and pronunciation.
D TOP

Divide the students into small groups. Show Making


Requests A1M6L3_WB slide one and have the group
guess what the request could be. First, show only th
image and elicit guesses about what might be
requested. Next, show the clue and elicit further
answers or allow groups to change their previous
guess. Finally, reveal the answer.

Tasks 5/6/7
20

ss

Have the students complete Activity D by writing th


answers into their student book, then have each
group read out their answers to the class and write
these up on the board. Review the answers using th
remaining slides and have the students comment on
which ideas they like or agree/disagree with.
Have the students look at the sample dialogue in
Activity E.
Have a pair of students read the dialogue aloud.
Ensure they put emotion into their reading. Have
another pair read the dialogue. Ask them which
picture from Activity D matches the dialogue.
Answers:
1) The top right hand picture
F TOP
Divide the students into pairs and have them write
dialogues for two of the remaining three pictures in
Activity D. Next, have each pair perform their

dialogues, and have the rest of the class identify


which picture each dialogue relates to.
G TOP

First, write the following quantifiers/phrases on the


board: 'a cup of', 'a glass of', 'a plate of', 'a bowl of',
'a lot of', and 'a bit of'. Next elicit a few examples of
foods and drinks that can be used with each
quantifier, e.g., 'a bowl of ice cream', or, 'a glass of
milk'.

Alternatively, this can be done as a game by dividin


students into teams and having them brainstorm
examples for each quantifier or container for one
minute. Review answers as a class and correct any
errors. You can also play The Coordinates Game
JHAC013 or Collocation Partners JHAC054.

Make sure books are closed and listen to Greedy


Alien A1M6L3_A_G. Write the following question on
the board for students to answer after they have
listened: 'How does the alien feel - hungry, happy, o
tired?' Review student answers as a class.

Next, have the students open their books to Activity


G. Play the dialogue again and have the students fil
in the blanks in the text. Play the audio twice and
check answers as a class.
Answers:

Consolidation

ss

1) food
2) fries
3) ice cream
4) ketchup
Do a DEC and ask CCQs.

10

Lesson 2
Warm up

ss

Pictionary style game for rules.

Set context/
task 1/2

ss

ATOP

10
20

Play Shark Attack JHAC068 with the word


'restaurant'. Once students have guessed the word,
have them brainstorm all non-food words associated
with restaurants. Create a word map on the board
using restaurant in the center and the words they
brainstormed around it.

Have the students look at Activity A and read along


in their books while playing the audio Ros's Daily
Responsibilities A1M6L4_A_B. Next, have the
students answer the questions for Activity A. Replay
the audio as necessary and check the answers as a
class.
Greenville Grammar

Draw the students' attention to the Greenville


Grammar section. Draw three columns on the board
In the first column, write 'must/have to', in the
second column, write 'mustn't', and in the third
column, write 'can'. Now, elicit some of the rules for
students in a classroom and school and write them
the correct column, e.g., they must listen to the
teacher, mustn't fight, and they can speak English.
Add as many examples to the columns as necessary
to help students differentiate between the meaning

Note: It may be necessary to point out that although


'have to' and 'must' are the same, 'don't have to'
and 'mustn't' are not.
BTOP

Next, write 'Do you have to ...?' on the board. Using


the structure on the board, ask some students
questions about what they have to do at home.
Elicit, 'Yes, I do. / No, I don't' and write these on the
board too. Encourage students to think of questions
using this structure. They might find this difficult, so
give examples.

Have the students look at the Activity B survey. Tell


the students to read each choice and put a check or
a cross in the box marked 'Me' depending on
whether they have to do this or not. Model this
process first.

Once students have finished, ask a few questions


about this activity using 'Do you have to ...?', then
demonstrate the next activity with a student. Ask
this student about each choice in the activity using
'Do you have to ...?'; depending on whether or not
the student has to do this, put a check or a cross in
the box marked 'My friend'. Divide the students into
pairs and have them do the same and record their
partner's answers.
Finally, have the students report back about their

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Tasks 3/4

ss

partner's answers. If you have a big class, have the


students tell you one thing their partner has to or
doesn't have to do at home. Model the structure, 'H
has to ... / He doesn't have to ...' when they give
their sentences.
CTOP

In this activity, students work in pairs to share


information about three of our heroes. They then
have to use that information to make a reasoned
judgment. Write the questions from the top of the
handout on the board. Elicit possible answers to the
question about students in the class.

Hand out the Heroes Have To Do A1M6L4_HO to eac


pair of students. One student has Part 1; the other
has Part 2. The task is to complete the missing
information in their charts by asking their partner
questions. They can use the suggested questions at
the top of the page. If necessary, demonstrate the
activity with a student.

Once they have finished sharing the information,


have the students answer the question at the bottom
of the page. Have the students report their answers
and reasons to the class.
DTOP

Have the students open their books to Activity D an


put the scrambled sentences in order. Check the
answers.
Additional Practice

20

Task 5/6

ss

Have the students make up their own scrambled


sentences individually and read them to the class.
The other students then have to put the sentence in
order orally.
ETOP

Look at Activity E. Draw the students' attention to


the word 'correct', then have them find it in the
Greenville Grammar box. Check if the students know
what it means. Demonstrate the meaning with a
check on the board or a thumbs-up.
Return to Activity E and draw attention to its
opposite, 'wrong'. Then draw attention to the
different uses of 'correct' and 'wrong': change,
answer.
Finally, have the students brainstorm the different

things they can 'clean', 'wash', or 'study'. If the


students like competition, then this activity can be
done in teams where the team with the most correc
collocations is the winner.
Pronunciation Portal

Return to the original storyboard in Activity A. Draw


the students' attention to the underlined words.
Write the sentences which include the underlined
words on the board. Next to the first one, write the
sentence again without underlining the word.

Now read both sentences aloud the underlined one


with the appropriate added stress to emphasize
feeling and the non-underlined one without any
added stress. This will demonstrate how adding
stress is a necessary ingredient to adding feeling.
Repeat with the other examples. Have the students
read the underlined sentences to practice adding
stress. Then have the students read the whole
dialogue again in pairs. Have one or two pairs
perform the dialogue.
Additional Practice

Have the students create a short role-play or provid


a short dialogue for them. Encourage students to us
the words used during the lesson as well as the
modals 'have to' and 'mustn't'. Set a short time limi
(five minutes) for students to prepare their dialogue
and remind them to focus on correct sentence
stress. After each group performs, provide some
feedback about the accuracy of their sentence stres
or how changing it may change meaning.
FTOP
Play the video, Ros's Restaurant A1M6L4_VS twice
and have the students answer the questions about
the video in Activity E. Review the answers as a
class.

Answers:
1) The alien leader.
2) There is no food.
3) Ros goes shopping and the other characters offer
to help get his restaurant ready.
4) Answers will vary.

Additional Practice

Play the video again and have the students list all o
the things Ros and the other characters have to do
to get ready for the leader's visit.

Answers:
go shopping, clean the dining room, wash the dishe
set the tables, cook, clean the VIP room
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Consolidation

t-s

Lesson 3
10

Warm up

ss

20

Set
context/task
1/2

ss

Play the QoS Picture Round JHAC071 using Guess th


Picture A1M6L5_WB to review Chapter 6 language b
having the students guess which food or drink is
hidden in each slide.
Ask the following questions to review the story:
1) Where are all the characters now?
2) Who called Ros in the last video?
3) What do Ros and the children have to do to get
ready for the Leader's visit?
Answers:
1) at Ros' Hot Dog Stand
2) the alien leader
3) clean the dining room, wash the dishes, set the
tables, cook, clean the VIP room

Introduce the terms 'fix' and 'get rid of'. Focus the
students on the picture in Activity A, ask them what
the characters have to do to get the VIP Room ready
for the alien leader and board their answers.
Encourage the students to answer using 'have to' or
'must'. Read through the speech bubbles as a class
while introducing the words 'sew' and 'electronics' if
necessary. Have the students complete the speech
bubble individually, using the sentences from the
box. Check the answers as a class, encouraging the
students to read the completed speech bubbles
aloud.
BTOP

Write the word 'ability' on the board, circle it and


create a mind map, with the students eliciting all of
the abilities they are familiar with. To get the
students started and familiarize them with the
concept of ability, refer them to the 'I can'

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Task 3/4

ss

statements from Activity A. If the students are


having trouble thinking of other abilities, provide
them with categories such as sports or hobbies.
Write the phrases 'I can...' and 'I can't...' on the
board and explain that we can use these structures
to talk about our abilities. Model by making one 'can
and one 'can't' statement about yourself. Have each
student do the same about themselves following
your model. Have the students open their books and
complete the Activity B mind maps individually,
using the abilities from the board.
CTOP

Draw the students' attention to the adverbs listed in


Activity C. Explain the meaning of 'well' and 'not at
all.' Read through the Greenville Grammar note 'Can
and Can't' to show students how the adverbs can be
used with 'can' and 'can't' statements. Have the
students complete the blanks in Activity C to
construct five sentences. Have each student read
one or two of their sentences aloud to the class.
DTOP

Distribute a copy of What can you do? A1M6L5_HO


to each student. Focus the students on the
'Questions with can' grammar note in the Greenville
Grammar box. Read through each of the prompts on
the handout with the class and use them to form
questions. Focus the students' attention on the
Pronunciation Portal. Model the weak form /kn/ for
the students. Explain that the weak form is used
both in the question form, for example, 'Can you
swim?', and in statements such as, 'I can swim.', bu
that the strong form is used in short answers such
as, 'Yes, I can.' Write some questions and statement
on the board and have the students practice
pronunciation of the weak form, /kn/, by
backchaining.

Have students complete the chart on their handouts


by thinking of five more questions to ask their
partners and creating prompts in the spaces
provided. Split the students into pairs and have them
complete their charts by asking their partners 'Can
you ...?' questions and noting the corresponding
spaces 'yes' or 'no'. Assign the students new
partners and have them ask each other questions
about their previous partners using the third person
for example, 'Can s/he...?'
Additional Practice

20

Task 5/6

ss

Collect everyone's papers and shuffle them. Have a


volunteer come to the front of the class and give
them one of the handouts. Have them tell their
classmates about the person from column one and
see if the class can guess whose abilities are being
described.
ETOP
Have the students listen to Gaian Idol: That Aliens
Got Talent A1M6L5_A_E once without stopping. Ask
the following questions to the students:
1) What are the characters watching in the audio?
2) What was Lu telling the characters about?
3) How many characters did you hear talking?

Answers:
1) The characters are watching an alien talent show
(Introduce the word talent at this time, if necessary)
2) Lu was telling them about the aliens' abilities.
3) All of the characters spoke; John, Lu, Kyle, Susan
and Nyomi.

Now, play the audio again having the students focus


on the talents the aliens have. Ask the students to
complete Activity E in their books by completing the
table of what the aliens can and can't do. If the
students are still unable to complete the activity,
play the audio again, pausing if necessary. Review
answers as a class.
Answers:
Can Can't
dance sing
skateboard run fast
drive play Instruments
play sports
FTOP

Have the students think of three unique talents they


have and write sentences about them on their blank
paper. Provide them with examples by talking about
three talents of your own.

Divide the class in to groups of three and distribute


piece of scrap paper to each student. Explain to the
students that each group is going to interview their
classmates about their talents and then make a
poster for a talent show. Match up each group of
three with another group and have them interview
each other about their talents. Have them make

10

consolidation

Materials Needed

t-s

notes about any talents they think are interesting.


After all the groups have had a chance to hear abou
all of their classmates talents, have them decide
within their own groups which three talents they fin
the most impressive. Distribute one blank piece of
paper to each student and have them draw and
write about one of their classmates talents. When
the individual students are finished, have them
compile their work into one group poster and presen
it to the class. After everyone has finished their sho
presentations, vote as a class to determine who has
the most amazing talent.
Do a DEC and ask CCQs.

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