| Lesson plan components |
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| Level and number learners\ class profile | Pre-Intermediate; 12 students |
| Topic | Speaking about the most delicious.. |
| Timetable fit | students have already known the names of food (vegetables and fruit, dairy products, drinks and others); students have already know some names of dishes and ethnic cuisine |
| Main aim | to consolidate topical vocabulary in monologic speech and reading |
| Subsidiary aims | to revise vocabulary for “food” to make up sentences logically connected to each other using topical vocabulary; to improve reading in details ; |
| Assumptions | students know enough vocabulary for food; students are able to use Present Simple, Future Simple and Past Simple in oral speech |
| Anticipated problems | students might meet unknown names of dishes while reading the text |
| Possible solution | to encourage students to guess the meaning of these words while reading (jacket potato); to explain the meaning of some words |
| Timing | Procedure | Stage aims | Aids and materials | Interaction pattern |
| 2 min | Students look at the pictures and guess the topic of the lesson | 1. Lead-in: to involve students into the topic (they should guess the topic from the pictures) | pictures
| whole class |
| 10 min | Students are divided into groups. Each group has a big worksheet and small pieces of paper. Ss write down the word connected with “food” on one paper and put it in the middle of the desk (other ss should see this word). Ss do it one by one (in groups) till the end of the time (3 min). Then ss classify these words into four groups. Students come up to other groups and add some new words to their classifications. Then ss name their classifications and explain the reasons of their choice. (SORT CARDS) | 2. Warmer: to revise vocabulary; to develop their critical thinking. | worksheets clock-timer
| group work |
| 10 min | Each student chooses one classification on the worksheet and makes up 4-5 sentences using the words of chosen classification. Sentences should be connected logically. Then Ss present their short monologues to the partner on the shoulder. After that some students present their monologues to the whole class | 3. to provide an opportunity for students to improve their spoken language; to give students further fluency practice | worksheets with classifications clock-timer | individual work - in pairs - to the whole class
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| 15 min | The text consists of three paragraphs. Each student gets one of three paragraphs for reading and translating in details. After reading students make up three sentences about the contents of their paragraphs: two unbelievable but true facts and one fiction. They read their sentences aloud one by one and the team discusses these sentences. If the team guesses the fiction the inventor stands up and applauds. If not - the members of the team stand up and applaud the inventor. (FIND THE FIB) | 4. to improve reading skills in details 5. to develop students’ attention to their partners
| textbooks
| individual work - to the group
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| 4 min | Teacher elicits words and word combinations or sentences students have memorized from the text. | 5. to consolidate topical vocabulary
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| individually |
| if time | Ss complete ex.3 p.30 filling the gaps with the words from the text | 6. to consolidate topical vocabulary
| textbooks | individually |
| 1 min | teacher assesses each student’s work | 7. to give formative assessment |
| teacher |
| 2 min | teacher gives Ss homework to retell one of three paragraphs | 8. to give Ss an opportunity to develop speaking skills on the topic |
| teacher |
