Lesson Plan Form

Class: TB Level: 2A Teacher: James van Miert

Lesson/Unit: Date: Time: aims/sub aims 1. Topic

Food and Drink containers

VocabularyFood and drink containers: bottle, bowl, plate, pack, bagVerbs: need, wait, use, take awayMiscellaneous: ketchup, tissues, alienGrammarCan for requests (review)Quantifiers: lots, lot of, many, some, any, another, moreFunctionMaking requestsTalking about food in terms of quantities

3.

2. TopicRules in a Restaurant

VocabularyRestaurant: restaurant, menu, bill, waiter, cash, change, chef, customerVerbs: clean, cut, wash, payAdjectives: correct, busyGrammarHave [got] to for obligationMust for obligationFunctionTalking about what you have to do, e.g. at home, in schoolTalking about rules in a restaurant

4.

anticipated problems 1. 2.

proposed solutions 1. 2.

time stage interaction activity & materials

10Warm up ss Play Scrabble Spelling with some fast food words.

20Set context/task 1/2

ss Next, open the students' book to Activity A, but have the students keep their books closed. Read the text aloud, pausing at the marks you made earlier, and 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 əthe 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

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 the 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

20Task 3/4 ss C TOP

Have the students and fill in the gaps for Activity C. Check the answers as a class.

Answers:1) John – plate of fries2) 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 have 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 groups guess what the request could be. First, show only the 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.

Have the students complete Activity D by writing the 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 the remaining slides and have the students comment on which ideas they like or agree/disagree with.

20

Tasks 5/6/7 ss 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 dividing 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, or 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 fill in the blanks in the text. Play the audio twice and check answers as a class.

Answers:

1) food2) fries3) ice cream4) ketchup

10Consolidation ss Do a DEC and ask CCQ’s.

Lesson 2

10Warm up ss Pictionary style game for rules.

20 Set context/ task 1/2

ss ATOP

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 in 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 meanings.

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 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, 'He has to ... / He doesn't have to ...' when they give their sentences.

20 Tasks 3/4 ss 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 each 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 and put the

scrambled sentences in order. Check the answers.

Additional Practice

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.

20 Task 5/6 ss 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 correct 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 provide a short dialogue for them. Encourage students to use the words used during the lesson as well as the modals 'have to' and 'mustn't'. Set a short time limit (five minutes) for students to prepare their dialogues and remind them to focus on correct sentence stress. After each group performs, provide some feedback about the accuracy of their sentence stress 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 of 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 dishes, set the tables, cook, clean the VIP room

10 Consolidation t-s

Lesson 3

10 Warm up ss Play the QoS Picture Round JHAC071 using Guess the Picture A1M6L5_WB to review Chapter 6 language by having the students guess which food or drink is hidden in each slide.

20 Set context/task 1/2

ss 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' 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.

20 Task 3/4 ss 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 /k n/ for the əstudents. 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.', but that the strong form is used in short answers such as, 'Yes, I can.' Write some questions and statements on the board and have the students practice pronunciation of the weak form, /k n/, by əbackchaining.

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

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.

20 Task 5/6 ss ETOP

Have the students listen to Gaian Idol: That Alien’s 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'tdance singskateboard run fastdrive play Instrumentsplay 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 a 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 notes about any talents they think are interesting. After all the groups have had

a chance to hear about all of their classmates talents, have them decide within their own groups which three talents they find 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 present it to the class. After everyone has finished their short presentations, vote as a class to determine who has the most amazing talent.

10 consolidation t-s Do a DEC and ask CCQ’s.

Materials Needed