1. You are what you eat
Teacher’s name Olga Glushatova
Class name Elementary 7B
Room 415
Date 17th May
Lesson start time 9:10
Length of lesson 45 minutes
Teaching point Grammar: a/an, some/any
Vocabulary: food, countable/uncountable nouns
Speaking: a food diary
Target language There are some biscuits.
items There isn’t any fruit.
There is an apple.
Main lesson aims By the end of my lesson learners will be better able to
tell about the food they like and their nutrition
habits;
form accurate oral and written sentences using
indefinite quantifiers with countable and
uncountable nouns and there is/are construction
Evidence students will respond accurately in drills and
written exercises;
students will be able to invent sentences of their
own following the same pattern
Personal goals I tend to explain a lot; I’d like to elicit more and
guide students to finding out about the language;
I’ll try to do my drills more dynamic.
Class profile 15 students (6 boys and 9 girls). The class is an
elementary group. Although 4 students are noticeably
weaker than others. The class works well together and
usually participates actively, though some are quite.
Yegor gets easily distracted and can waste other’s time.
Timetable fit This lesson is the first one on FOOD, so it gives the core
lexis and grammar which help students to develop their
speaking, listening, reading and writing skills during the
other lessons.
Assumptions Students know there is/ there are construction, some
names of food and drink.
Predicted problems wrongly using any/some/a(n)
pronunciation of some new lexis
Context A food diary
Material used my own worksheets
a smart-board
a computer

2. Aids and Interaction
Timing Procedure Subsidiary aims
materials pattern
Write BREAKFAST
on the board, ask SS
to write as many
Pairs
words as they can for Warmer: to get
things people eat and students talking
6 min A board
drink for breakfast. and introduce the
Feedback the words topic
onto the board and
T  Ss
drill the
pronunciation.
Focus on the picture
and ask SS what they
think Laura writes in
her food diary and To create context.
why? To elicit new
Give SS time to write vocabulary.
7 min the missing letters in To revise Worksheets
T  Ss
the picture. Check countable and
their understanding uncountable nouns.
by answering the
question: What did
Laura have to eat and
drink yesterday?
Students discuss
To use students
buying food in the Pairs
10 min own knowledge. Smart-board
shop. Get some
To predict content.
feedback.
Show students three
baskets with food to
elicit what is in each
one. Ask SS to match
To revise there
1) the basket and the
is/are in the
cartoon character;
context.
2) the basket and the T  Ss
To introduce
description.
indefinite
10 min Focus on the words in
quantifiers OHP
bold in sentences a-f.
a/some/any and SmartBoard
Ask SS to complete
practice them in Worksheets
the rules. Elicit the
short exchanges.
rule of using
a/some/any.
SS make their own
negative and positive Pairs
sentences about the

3. basket.
SS make a food diary To practice
for yesterday; discuss narrating using
12 min what type of eater target language. ___ Pairs
they are then act out
before the class.

4. Worksheet 1 VOCABULARY
1. In pairs, ask and answer.
a. How often do you go to the supermarket?
b. Which supermarket do you go to? Why?
c. Do you look at the food other people are buying?
Does it say anything about them?

5. Worksheet 2 GRAMMAR
1. Match the people with the baskets.
2. Read the sentences. Which basket is it? Circle 1, 2, or 3.
There is some ice cream. 1 2 3
There isn’t any fruit. 1 2 3
There aren’t any vegetables. 1 2 3
There are some biscuits. 1 2 3
There’s a lettuce. 1 2 3
There isn’t a pineapple. 1 2 3
Look at the sentences and complete the rules with some/any/a/an.
Use _____ with singular countable nouns. (e.g. pineapple)
Use _____ (+) and _____ (-) and (?) with plural nouns (e.g. vegetables)
with uncountable nouns (e.g. cheese)