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drink vocabulary. Use the neative and interroative forms of simple present in the correct way!
Distinuish between countable and countable nouns by usin a"an and some! #espond pertinently to
offers usin $%would you like $&'! (cannin and skimmin the te)t for details! *istenin for specific
information! +reate dialoues askin about likes and dislikes concernin their eatin habits! ,roduce
a pararaph talkin about their eatin habits!
Unit 4: Food and Drink Level: Secondary school
students
Room: not a fixed one. SB: 26 to 33 T: A. Ait Talebe Ali
Warm up :
Revising the si!le !resent of the verbs es!ecially in the third !ersonal for"
Revising !ossessive ad#ectives" this $ that" %hose" &aily vocabulary"
3' seconds tal( as a eans to deonstrate the students) ca!abilities in *nglish.
Introducing Food and Drink terms:
+ntroducing the dialogue:
,a(ing the students re!eat the %ords related to the unit for !ronunciation. This can be done %ith the hel! of
flashcards- realia."
The students are invited to role/!lay the dialogues before their ates.
Introducing the expressions of inviting and declining invitations:
The students are re0uired to a(e dialogues through %hich they invite each other using the ex!ression 1%ould
you li(e soe .23
They can ex!ress their acce!tance or declining of the invitation using 1yes- !lease3 or 1no- than(s3.
This can be done through using the food and drin( ites ac0uired in the above activity- %hich %ould be as %ell
a deonstration of their co!rehension of the taught vocabulary. They can !erfor these dialogues before their
ates by acting out real life situations.
The best conversations should be %ritten on the 44 as a !ositive feedbac( to the ones %ho did %ell.
Is there a an!" #re there an$!":
/ The students are re0uired to create dialogues of their o%n follo%ing a odel 1the dialogue 3 !age 35.3
/ They have to a(e distinctions bet%een the uses of the countable nouns and uncountable nouns.
/ 6!en !airs are encouraged to ta(e !art as a eans to establish a coherent class.
The voca%ular$ section:
&irstly- + ade the students re/discover the !arts of the day and then + as(ed the at %hat !art of it they eat and
drin(.
7h 82.'' 86.'' 87.'' 22.''
,orning ,idday Afternoon *vening 9ight
4y the hel! of this- + introduced the eals of the day and the !art of the day in %hich food is consued.
Then- + as(ed the: 1:hat do you eat and drin( in for brea(fast23
1:hat do you eat and drin( in for lunch23
1:hat do you eat and drin( in for dinner23
The material to %e used: 44- Student)s boo(- flashcards- realia- Ta!e Recorder.
The Teaching &%'ectives
4y the end of the activities- the learners %ill be able to:
;eonstrate their co!rehension of &ood and drin( vocabulary.
Use the negative and interrogative fors of si!le !resent in the correct %ay"
;istinguish bet%een countable and countable nouns by using a$an and soe"
Res!ond !ertinently to offers using 1%ould you li(e .2"
Scanning and s(iing the text for details"
<istening for s!ecific inforation"
=reate dialogues as(ing about li(es and disli(es concerning their eating habits"
>roduce a !aragra!h tal(ing about their eating habits"
+ntroducing the vocabulary related to food and drin( %ith the hel! of flashcards- realia" as %ell as stating soe
food that is related to foreign culture and %hich is eaten in the sae %ay in ,orocco 1Tortilla- S!aghetti-
rice.3
Seantic a!!ing is a good strategy for instilling these ters in their inds. They are also ex!ected to a(e a
ini !ro#ect through %hich they gather all the ters and !ictures of the ac0uired vocabulary.
*xercise: 8?2 !age 37.
Introducing the interrogative form of the simple present:
After revising the use of si!le !resent %ith a focus on the third !ersonal !ronoun- + oved to initiating the
other fors starting %ith the interrogative:
&irst of all- + as(ed the about the interrogative for of 1to be3- then + ade a !arallel %ith the interrogative
fors of the other verbs:
+ s!ea( do + s!ea(2 @ou s!ea(. ;o you s!ea(2 She s!ea(s. ;oes she s!ea(2
Ae s!ea(s. ;oes she s!ea(2 :e s!ea(. ;o %e s!ea(2 They s!ea(. ;o they s!ea(2
+ directed their attention to the s!ecial case of the third !ersonal !ronouns.
(xercise:
Bive the interrogative for of these sentences:
8/ ,aria lives in <ondon. 2/ 6ar and Ali slee! in the house. 3/ Ali eats chocolate.
4/ :e s!ea( *nglish. 5/ The teacher educates students.
<oo( at the observations about this lesson in the 1daily lesson !lanning3.
)ome*ork: ex 2?3 !ages 36?3C
The sae thing is a!!lied to the negative for as + elicited exa!les in the affirative for and changed it into
the negative one. They discovered by theselves the rule and they a!!lied it in the suggested exercises.
(xercise:
Bive the negative for of these sentences:
8/ ,aria !lays tennis. 2/ >eter and Albert %or( on co!uter. 3/ The echanics re!air cars.
4/ Silvio learns *nglish. 5/ Ronaldo !lays football.
+ounta%le or ,ncounta%le"
+ as(ed the students to count fro 8 to 8' and + initiated the verb to count. Then + too( a !en and as(ed the:
1%hat)s the !lural of !en3 to elicit !ens. Then + as(ed %hether %e can count it or not.
:ith the hel! of a bottle of %ater + brought- + as(ed the students: %hat)s the !lural of %ater2 1:ater3. =an %e
count it2 19o3. So the first category is called countable nouns and the second is uncountable nouns.
*x: 4 !age 3C.
Speaking activit$:
+n order to test the students) assiilation of the !resented vocabulary and their astery of the (ey %ords
!resented during the %hole unit- + as(ed the to !re!are a dialogue through %hich they tal( about their eating
habits follo%ing the odel of !age 3D.
This is a great o!!ortunity for the to utter %ords in *nglish as it %ould give the confidence of theselves so
that they %ould not be afraid of a(ing ista(es.
The ost i!ortant thing for e in this activity is to give the a basis on %hich they can build ore dialogues
of their o%n creation.
+ started by revie%ing the !arts of the day- verbs 1to eat)" to Edrin(). Then- + as(ed the using gestures about the
eals they ta(e during the day.
Then- + %rote the 0uestions on the 44 and let the !ractice for !ronunciation. + as(ed the to %or( in !airs
and !roduce the sae dialogue- letting the understand that it %ould be !erfored before their ates.
&verall Revie*:
Revie% !age 48 and soe exercises that + !re!ared for the %ould be a reca!itulation of all %hat %e did during
this unit. +t %ould also be a %ra! u! for this unit and an initiation to the %ritten exa they %ould a(e next
%ee( inchalah.