LESSON PLAN [7] – Melissa K. Bell-Thomson
Class level
Classroom
Basic Beginner
Progress expectation
Student should be able to integrate food and drink vocabulary into their
speech, as well as the verbs ‘eat’ and ‘drink’, and how to express whether
they like something or do not.
Food and Drink vocabulary
Using new vocabulary, including verbs ‘eat’ and ‘drink’, ‘like’ and ‘do not
like’.
Prepare student to be able to use English to talk about different food, and
drink.
Student will be able to name fruits, vegetables, meats, and drinks.
Student should already have knowledge of ‘to be’, and ‘to have’, as well as
their letters, and pronouns.
Flashcards, worksheets, and whiteboard
I will be able to assess learning through the worksheets that will be
provided. These will be graded with a 1, 2, or 3 (1 being perfect, 2 being
good, and 3 needing improvement).
Subject
Topic
Aim
Objective
Knowledge assumed
Material & equipment
Learning assessment
Lesson date
Lesson duration
55 min
Post lesson notes
Tasks
Phase Duration Topic
1, etc. 2 min
Introduction
of teacher
and topic
2
5 min
3
5 min
Etc.
5 min
Teacher activity
Introduce myself, write my
name on the board, and where
I am from.
Student activity Resources
Students should whiteboard
be using the
target language
to answer
Have with me a cup of coffee. questions, and be
Take a sip, and say, “Mmmm. I ready to learn.
like coffee”
Write it on the board.
Ask the student, “Do you like
coffee?”
Write on the board:
“I like to drink coffee”
Presentatio Show flashcards of :
n of new
Coffee, milk, water, wine, beer,
vocabulary eggs, fish, beef, ham, chicken,
pasta, fruit: apples, bananas,
pears, orange, strawberry and
grapes. vegetables: eggplant,
carrots, peas, onions, peppers,
tomatoes, mushrooms, potato,
cucumber, bread, yogurt,
cheese, pepper, and salt.
Student should b Flashcards
repeating
vocabulary, and
being visually
stimulated by the
flash cards.
Say out loud, have student
repeat
Flashcards Review flashcards again, trying Student should
Whiteboard,
to elicit the answer, before
be practicing the flashcards
writing the name on the board. pronunciation of
vocabulary.
Introduce
Circle the word ‘drink’ on the
Student should
whiteboard
‘eat’ and
sentence about coffee and
be taking notes,
‘drink’
water that was from the
asking questions,
warmer:
and repeating
Go through flashcards and ask: after me
drink or eat? [with gestures]
Write on the board:
‘To drink’
Conjugate for student
‘To eat’
Conjugate for student
‘To like’
Conjugate for student
Allow time for copying from the
board
5 min
Presentatio Write on the board sample
n of sample sentences
sentences “I eat apples”
“I like apples”
“I like to eat apples”
“Sally eats pears”
“Sally likes pears”
“Sally likes to eat pears”
“Joe ____ apples”
“Joe ____ apples”
“Joe ____ ______ apples”
Have student fill in the blanks
on the board.
“Sally and Joe eat pasta”
“Sally and Joe like pasta”
“Sally and Joe like to eat pasta”
“They _____ mushrooms”
“They ______ mushrooms”
“They _____ ______
mushrooms”
6 min
7 min
Worksheet
Worksheet: concept check and
reinforce conjugations and
vocabulary.
“like”/”dislike”
Write on the board while
showing appropriate
flashcards:
What do you like?
I like bananas.
[MMMM Bananas]
I like coffee.
[MMMMM coffee]
I like cheese
[MMM cheese]
What do you dislike?
I dislike fish
[Bleh!]
I dislike milk
Student should
Whiteboard.
be listening to my
pronunciation and
practicing
pronunciation by
running through
paradigm
[bleh!]
I dislike eggs
[bleh!]
5 min
Write on the board:
A. I eat meat. Do you eat
meat?
B. Yes, I eat meat.
A. I dislike fish.
What do you dislike?
B. I dislike _______
A. What do you like to eat?
B. I like pineapple.
A. I like to drink wine.
What do you like to drink?
B. I ____ ______ wine too.
Student should
be practicing
pronunciation
Whiteboard
Run through paradigm with
student twice. Then switch
roles. Correct pronunciation.
3 min
Draw a sun rising, a full sun,
and a moon on the board
Ask student for each image
what time of day it is.
Write down: morning,
afternoon, night.
Ask what do we have in the
morning to eat? [Breakfast]
What do we have in the middle
of the day? [lunch]
What do we have to eat at the
end of the day? [dinner]
Students should Whiteboard,
be trying to
printed pictures.
answer questions
in the target
language, and
taking notes
Ask what time is breakfast?
What time is lunch, and what
time is dinner.
Explain that American’s eat
differently, and that our largest
meal is usually dinner.
Write down the times that we
eat as well.
2 min
Show different pictures of
different meals, and ask which
is breakfast, lunch, and dinner.
5 min
2 min
10 min
Go through flashcards and list Students should Whiteboard
the food under the correct time be understanding
of day.
what is
happening, and
using the target
language when
necessary to
answer questions
Go through some of the
Students should Flashcards
vegetable and fruit and ask the be using target
student what color they are.
language to
answer questions
Play hangman with new
Student should
Whiteboard
vocabulary. Have winner lead. be practicing the
alphabet and
learning the
spelling of the
new vocabulary.
They should use
English to play
the game.
Taboo: have student take a
Student should
flashcard and then try to make be using target
you guess what food or drink
language to play
they have.
game.
10 min
Flashcards.
Students who attended
Name
Student Name
Age Level
Notes
Any other details about the student you want to add.