Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Warm-up

Show pictures of meals.

Ask:

Is this breakfast, lunch or dinner?

Pupils answer together.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle of the lesson

Presentation part.

10 min

Ex:1 P:62

Present the new food vocabulary using pictures or flashcards.

Say each word clearly.

Play the audio.

Pupils listen and point to the food items.

Play the audio again.

Pupils repeat the words chorally and/or individually.

Check pronunciation and stress.

Explain, in L1 if necessary, that there are three main meals:

breakfast

lunch

dinner

Use gestures or pictures to support understanding.

Ask pupils:

“What do you like to eat for breakfast?”

“What do you like to eat for lunch?”

“What do you like to eat for dinner?”

Elicit answers from pupils around the class.

Praise correct vocabulary use and participation.

Repeat or reformulate pupils’ answers if needed.

Differentiation

Weaker class: Use pictures and pointing throughout.

Stronger class: Ask confident pupils to answer in full sentences:

“I like eggs for breakfast.”

Values Link – Adal Azamat:

Responsibility

Take responsibility for actions.

Accept consequences.

Correct mistakes.

Example:
“I broke the rule. I will say sorry.”

Learners listen, point, and repeat.

key

Suggested answer key • I like cereal for breakfast.

• I like steak for lunch.

• I like yogurt for dinner.

Descriptor:

- recognise and pronounce new food vocabulary

- identify breakfast, lunch, and dinner

- talk about their food preferences

Total: 3 point

12 min

Ex:2 P:62

Ask pupils:

“What do you like doing in your free time?”

Elicit answers from pupils around the class.

Ask:

“Which activities are popular with boys?”

“Which activities are popular with girls?”

Allow discussion in L1 if necessary.

Explain clearly:

“We shouldn’t categorise activities based on gender.”

“Boys and girls can be equally good at any activity.”

Give simple examples:

“Girls can play football.”

“Boys can play the guitar.”

Present the free-time activities using pictures or mime:

go to the park

play football

play tennis

play the guitar

play volleyball

ride a bike

Say each phrase clearly.

Pupils repeat chorally and individually.

Mime an activity.

Pupils say the activity.

Ask:

“Do you like …?”

Encourage short answers:

“Yes, I do.” / “No, I don’t.”

Praise respectful answers and active participation.

Reinforce the message of equality and choice

Differentiation

Weaker class: Allow pupils to answer with single words or Yes/No.

Stronger class: Ask confident pupils to use full sentences:

“I like playing volleyball.”

Values Link – Adal Azamat:

Respect for Others

Respect classmates and adults.

Respect public property.

Respect different opinions.

Example:
“I will not shout or fight.”

Pupils listen and read. Choose the right dishes. (Track 43)

key

1 b

2 a

Descriptor:

- recognise and say free-time activities

- talk about activities they like

- understand that activities are not for one gender only

Total: 3 point

13 min

Ex:3 P:62

Play the audio for the song.

Pupils listen only the first time.

Play the audio a second time.

Encourage pupils to sing along.

Stop the audio if necessary.

Practise any difficult words or lines together.

Repeat the challenging parts chorally.

Play the song again and let pupils sing confidently.

Praise participation and effort.

Differentiation

Weaker class: Allow pupils to listen and hum instead of singing.

Stronger class: sk confident pupils to sing louder or lead a line.

Values Link – Adal Azamat:

Responsibility

Take responsibility for actions.

Accept consequences.

Correct mistakes.

Example:
“I broke the rule. I will say sorry.”

Cross-Curricular Links

PE: sports activities

Art: drawing hobbies

PSHE: healthy use of free time

Learners: Sing the Can I have ... song! (Track 43)

Descriptor:

- listen attentively to a song

- join in singing with support

- pronounce words clearly

Total: 4 point

End of the lesson

5 min

Learners provide feedback on what they have learned at the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!  

Poster Success