LESSON PLAN

Week: ……
Period: ……
Date of teaching: …………………

TEXTBOOK: MOVE UP 3
Unit 5: IN THE RESTAURANT
Lesson One - Words (page 34)
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Identify the vocabulary about food.
- Understand a story.
2. General competences
- Communication and collaboration: work in pairs/groups to identify the vocabulary about food.
- Problem-solving and creativity: find out what healthy food they like.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary
- Vocabulary: cereal, noodles, vegetables, strawberries, pancakes.
- Recycled vocabulary: whale, parrot, penguin, dolphin, butterfly.
2. Skills: Listening and speaking.
C. RESOURCES AND MATERIALS
- Student book - page 34
- Audio Tracks 20, 21
- Flashcards/Pictures (food)
- Teacher’s Guide
- Computer, projector, ….
*Culture notes: Students can show their knowledge about food. They can show how to choose
healthy food.
D. LEARNING EXPERIENCES
Teacher’s activities Students’ activities
WARM-UP/REVIEW (5 minutes)
Objective: To help students review the animal words.
*Game: “Slow reveal”
whale parrot penguin dolphin
butterfly - Listen to the teacher.
- Explain how to play the game. - Follow the teacher.
- Model the activity. Put a flashcard on the
board and cover it with a piece of paper or
another card. - Look at the flashcard.
- Very slowly move the paper to reveal the
picture, little by little. - Guess the name of the animal.
- Ask What’s this? The first student to
guess correctly comes to the front to
choose the next card. - Continue to play the game.
- Continue the game until all of the words
from the vocabulary set have practiced. - Read the words aloud.
- Call students to read the words aloud.
- Praise students if they have done well.
Give feedback.
Expected outcomes and assessment
- Task completed with excellence: Students can say the animal words correctly and fluently.
- Task completed: Students can say the animal words.
- Task uncompleted: Students are unable to say the animal words.
PRESENTATION (10 minutes)
Objective: To help students identify the vocabulary about food.
*Lead-in: Use flashcards to present the
food.
- Hold the flashcards up one at a time and - Follow the teacher.
introduce the food.
- Help students identify the food by asking
some questions, e.g. What’s this?
- Elicit students to answer the questions. - Answer the questions.
*Listen and point. (Track 20)
cereal noodles vegetables
strawberries pancakes
- Arrange the pictures on the board. Have - Look at the pictures on the board.
students to look at the pictures.
- Point to the pictures. Say the words and - Look at the pictures and listen to the
let the students listen. words.
- Play the recording. Ask the students to
listen and point to the words. - Listen to the recording and point to the
- Play the recording again. Ask the words.
students to listen and point to the correct - Listen to the recording again and point to
words. the correct words.
- Say the words. Invite a few students to - Listen and point to the words.
listen and point to the words.
- Praise the students if they have performed
well.
*Listen, point and repeat. (Track 20)
cereal noodles vegetables
strawberries pancakes
- Arrange the pictures on the board. Have - Look at the pictures on the board.
students to look at the pictures.
- Point to the pictures. Say the words and - Look at the pictures and say the words.
let the students repeat.
- Play the recording. Ask the students to - Listen to the recording and point to the
listen and point to the correct words. correct words.
- Play the recording again. Ask students to - Listen to the recording again and repeat
repeat each word after they hear it. Help each word after they hear it.
them with their pronunciation if necessary.
- Ask the class to work in pairs. One - Work in pairs. One student randomly
student randomly points to the pictures in points to the pictures in their book, and the
their book, and the other one says the other one says the words.
words. Then have them swap roles and
continue this activity.
- Walk round the class and support them if
- Say the words in front of the class.
needed.
- Call some pairs of students to point and
say the words in front of the class.
- Praise students if they have performed
well.
Expected outcomes and assessment
- Task completed with excellence: Students can point and say the words correctly.
- Task completed: Students can point and say the words.
- Task uncompleted: Students are unable to point and say the words.
PRACTICE (8 minutes)
Objective: To help students understand the story about the food.
*Listen, point and repeat. (Track 21)
- Have students look at the pictures and - Look at the pictures and identify the
identify the characters in the picture. characters in the picture.
- Play the recording for students to listen. - Listen to the recording.
- Play the recording again, sentence by - Listen to the recording again. Repeat the
sentence, for students to listen and repeat sentences individually and in chorus.
individually and in chorus. Correct their Repeat the dialogue several times.
pronunciation where necessary.
- Point at each picture. Ask the class to - Look at each picture. Repeat the dialogue
repeat the dialogue several times. several times.
- Put students in pairs. Have students - Work in pair. Practice pointing to the
practice pointing to the pictures and saying pictures and saying the dialogue.
the dialogue.
- Invite a few pairs to point at the pictures - Say the dialogue in front of the class.
and say the dialogue in front of the class.
- Praise students if they have performed
well.
Expected outcomes and assessment
- Task completed with excellence: Students can say the dialogue correctly and fluently.
- Task completed: Students can say the dialogue.
- Task uncompleted: Students are unable to say the dialogue.
PRODUCTION (10 minutes)
Objective: To help students remember the food words.
*Game: “Pass the teddy bear”
cereal noodles vegetables
strawberries pancakes
- Explain how the game is played. - Listen to the teacher.
- Model the activity first. Play the music. - Follow the teacher. Listen to music. Pass
Give a teddy bear to one student and ask the teddy bear to the second one.
her/him to pass it to the second one.
- The second student passes the teddy bear - The second student passes the teddy bear
to the third one, and so on. to the third one, and so on.
- Stop the music. Raise the picture. Ask the - Say the word, e.g. noodles.
student who is holding the teddy bear to
say the word, e.g. noodles.
- Continue to the game until all the words - Continue to play the game.
are said.
- Ask the class to read all the words aloud.
- Praise students if they have done well.
Expected outcomes and assessment
- Task completed with excellence: Students can say the food words correctly and fluently.
- Task completed: Students can say the food words.
- Task uncompleted: Students are unable to say the food words.
HOMEWORK (2 minutes)
- Ask students to learn the new words by heart.
- Require students to do the exercises in the Workbook.
- Ask students to prepare for the next lesson (Unit 5 - Lesson 2).
REFLECTION
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