Day / Date Sunday,3March,2024
Week 1
Grade / class 1st primary
Session 6
Duration 45 min
Subject English
Subject Matter Global citizen
Lesson Title Unit 2:This is Delicious.
Topic Vocabulary
General By the end of the session students should be able to
Objectives • identify food vocabulary
• Explore what people eat around the world.
• Practice listening for gist and details.
Specific • identify food vocabulary: soup/dinner/chicken/breakfast/cereal
Objectives
Teaching • Active learning.
Strategies:
• Auditory learning.
Learning - Play Unscramble. Scramble five or six words from Lesson 1 (pp. 22–
Activities: 23) on the board. Give students two minutes to unscramble the words.
If necessary, give them the first letter of each word.
- Play a guessing game.
Included Issues Elicit ideas and encourage students to think about all types of food by
asking them: What do people eat around the world?
Learning Aids: Students’ books. NAVIO
platform Digital tool
Smart board.
Audio Tracks 21,22
Lead In:
(10 min.) Focus on activating students’ prior knowledge and awakening
curiosity. (Diagnostic Assessment)
Ask the opening question: What do people eat around the
world? Elicit ideas and encourage students to think about all types of food.
Ask What’s typical food from our country? Don’t correct them or give much
feedback; students will find out more about the topic
during the lesson.
Procedures A Listen to Antonio and his mom talk about food. What food
(10 min): does he like? Track 21
Tell students they are going to listen to a boy named Antonio talking about
food with his mom. Play the audio and have students point to the words or
pictures as they listen. Words mentioned: salad, soup, chicken, pasta, cheese,
lunch, breakfast, dinner, cereal (all
but rice and eggs).
Ask the gist question What food does he like? and elicit the answer. Play the
audio again for students to check. (Auditory learning).
B Listen, say, and number the pictures in A. Track 22
Play the audio and have students point to the pictures and say the words.
Tell students to listen again and this time number the pictures. Point out the
example answer (chicken). Pause the audio after each word, giving students
enough time to write their answer.
Check answers by calling out a number and having students call out the
word, in chorus. Afterward, display the answers using the Tap & Teach
Lessons for students to check. (Auditory learning)
Progress Check: Say Now let’s think about food in our country. What food do we have? Do we
(10 min) have rice or pasta? Do we have fish? Elicit ideas and write them as a spider
gram on the board. Accept any suggestions, even if the food is not local to
your area or country. You could add another spider gram for food (from pp.
26–27) that you don’t have.
Then ask What food comes from trees or plants? (fruit, vegetables, and nuts)
Say So there are fruit and vegetables in sunny places.
Assessment Play a guessing game. Have a student say a sentence about what he/she eats
(5 min.)
or what food he/she likes; e.g. I don’t like soup or I eat cereal for breakfast.
The sentence can be true or false. Assign one side of the classroom as true and
the other as false. Students guess and move to the appropriate side of the room.
Choose someone who
was correct to say the next sentence.
Home Students have no assessment.
Assignment:
Teacher’s Preparation: Grouping options:
Feedback: o Adaptation of o Whole class
content o Small groups
o Links to past o Partners
learning o Independent
o Strategies
incorporated
Integration of processes: Assessment:
o Reading o Individual
o Writing o Group
o Speaking o Written
o Listening o Oral
Teeacher’s comment ______________________________________________________________________________
_____________________________________________________________________________________________
