Unit Plan

4th Form

Topic: Food
Number of lessons: 6/7
By the end of the unit students can:
CEFR
Can Dos

Objectives/
Aims

Talk about food;

Name some food;
Name their favourite food;
Identify food;
Ask someone about his/her favourite food;
Answer when someone asks about their favourite food;
Understand when someone speaks about his/her favourite food;
Read information about food;
Identify healthy and unhealthy food;
Express likes and dislikes;
Identify some typical British food/ meals.

Contents
Vocabulary

Identify/
name five
different food
items;
Read
information

Food: pasta,
rice, chicken,
salad, cheese,
pizza

Activities/
strategies
Structures
Can I
have
some?
Whats
your
favourite
food?

Functions

Cultural

Ordering a
simple meal
Asking and
answering
about tastes in
food
Expressing

UK
children
usually
have
lunch at
school
(like Leo)

Saying a
chant (class
work)
Listening
exercise
(individual
work)

Materials

Book
Zabadoo
CD Zabadoo
CD player
Blackboard
Chalk

Assessment/
Evaluation
Listening
exercise

Nr of
lessons

about those
food items

own tastes in
food

Ask for
someones
favourite food
Answering
questions
Read
information
about some
food items
Name
some food
Identify
some fruit and
vegetables
Identify
some drinks
Express
likes and
dislikes

Food: menu,
fish, ice-cream,
chips, hungry.

Im
hungry!

English
lunch:
chips and
fish

Meals: lunch

Fruits:
banana, apple,
lemon, peach,
strawberry,
cherries;
Vegetables:
tomato, carrot,
potato,
cabbage,
lettuce, onion.
Drinks:
orange juice,
lemonade

Do you
like?
yes/ no
How
many
vegetables
are there?
I eat three
apples.
I drink
water.

Expressing
likes and
dislikes
Counting
fruits and
vegetables

English
proverb:
An apple
a day
keeps
doctor
away!

Drawing
Lauras
favourite food
(individual
work)
Asking
questions to
each others
(What is your
favourite
food?) (class work)
Performing
a comic-strip
story (group
work)
Creating a
personal
menu
(individual
work)
Collecting
fruits/
vegetables
and read their
names (class
work)
Asking
questions to
each others
(class work)
Doing a
mini food
book (I like/ I
dont like) (individual
work)

crayons

Book
Zabadoo
Flashcards
Worksheet
Blackboard
Chalk

Describing
pictures
Doing a
word
searching
exercise

Fruits and
vegetables
crafts
Tree and
basket crafts
Worksheet
Computer
(Words Alive )
Blackboard
Chalk

Playing a
computer
game related
to food items
(Words Alive)
Matching
exercise

 Name
several food
Identify
healthy/
unhealthy
food

Food:
yogurt, meat,
sausages,
chocolate,
cakes, donuts,
cereals, beans
Drinks:
water, milk

Do you
like?
yes/ no
I want
milk.

Ordering a
simple meal
Expressing
likes and
dislikes
Talking
about healthy/
unhealthy food

English
Breakfast:
traditional
and
nowadays

Solving a
puzzle in
order to
revise some
food and to
learn some
new words
(group work)
Playing
Bingo (class
work)
Doing a
healthy and
unhealthy
food wall
chart (group
work)

Blackboard
Chalk
Puzzle
Bingo
Old
magazines
Butcher
paper
crayons

Playing a
computer
game (words
alive) memory game
bingo

2/ 3

References:
Bento, C., Coelho, R., Joseph, N., Mouro, Sandie, 2005, Programa de Generalizao do Ensino do Ingls para o 1 ciclo Orientaes Programticas, Krispress, Ministrio da Educao
Davies, Paul A., 2002, Zabadoo, Oxford, Oxford University Press (students book and teachers book)
Hilton, Michael, 1996, Words Alive, Porto, Porto Editora Multimedia
www.dltk-holidays.com
www.recursoseb1.com

LESSON PLAN
Form: 4th

Topic: Food

Level: 1st

No of students: 15-20

Duration: 90

Previous note: This lesson plan is conceived to a specific class, bearing in mind its own specificities (students and available
materials). Nevertheless it can be used in other classes considering possible changes/ adaptations. This lesson plan is based on
the previous unit plan, namely on lesson number 3.

Can Dos

(By the end of the lesson)

Students can: name some food; name their favourite food; identify food; ask someone about his/her favourite food;
answer when someone asks about their favourite food; understand when someone speaks about his/her favourite
food;

Time

Procedures
Warm-up:

Step 1: As usual teacher and students greet each other. Then teacher writes the date on the board and some clues
about the topics that are going to be taught, so that students open their notebooks and start to settle down.
Introducing new vocabulary:

10

Step 2: The teacher sticks on the board a tree and a basket craft. On the tree there are several fruits. Some students
go to the board and collect the fruits; then they read its name that is in the back of the fruit. The student has to read it
aloud. After that, the teacher says the name of the fruit and encourages all the class to repeat it.

10

Step 3: The same procedure will be taken to the basket craft that contains vegetables.
Practicing the new vocabulary and structures:

Step 4: After identifying all the fruits and vegetables, teachers asks Do you like carrots? after that she gives
possible answers: yes (she smiles at the same time to show satisfaction) or no (she mimes a sad face). Then she
asks the question to a student in order to realise if the he/ she understands what he/ she has to do.

15

Step 5: The teacher encourages the students to go on and ask the same question to each others. She says they can
ask for different fruits and vegetables.

20

Step 6: Students go to the computer and play Words Alive, they will have fun and practise their food vocabulary
knowledge.

10

Step 7: Then students do a matching exercise in order to assess their knowledge about fruits and vegetables. At the
end, they have to colour them.
Wrap-up:

Step 8: The teacher asks students what new things did they learn, this question will work as a finisher. A way of
realizing the knowledge they really acquired.

Step 9: Students and teacher say good-bye as usual.