Children lesson plan. Food & like/dislike

Date: 27.05.2025

Teacher: Illarionova Kristina Dmitrievna

Focus: ON VOCABULARY AND GRAMMAR

Time length: 60 Minutes The timing for the lesson plan has already been set. Your

lesson plan should fit into a 1hour time slot.

Class Level: Type the CEFR level. You may choose between A1 and A2

Age group: 7-8 years old Children – GENERAL ENGLISH

Number of students: 17 children

Objective:

Communicative: Students will be able to name at least 6 food items and express food preferences using "I like..." and "I don’t like...".

Linguistic: Practice pronunciation and sentence construction

Potential Student Misunderstandings:

Confusion between “I like” and “I don’t like”.

Pronunciation difficulties (e.g., “cheese” /tʃiːz/, “bread” /bred/).

Mixing food names with other known vocabulary (e.g., “banana” vs. “ball”).

Materials:

• Flashcards (images of food items)

• Real or toy food items (plastic fruits/vegetables, etc.)

• Board and markers

• Coloring supplies

• Small reward stickers

• Laptop/projector for video/song

Timing

Write how long you think the stage will take (eg. 5 minutes, 7 minutes)

Warm-up (4 min)

Describe the activity:

Activity: "Mystery Bag"

Teacher pulls out toy food from a bag.

Students ask: "What is it?"

→ The teacher answers: "It's an apple!" (chorus repetition after the answer)

Introduction (3 min)

Introduce the objective:

The teacher says "Today we are going to talk about FOOD!"

Show a food picture and ask: “Who likes pizza?” → Students respond.

Write on the board examples of answers:

"I like pizza."

"I don’t like fish."

Presentation (5 min)

Direct Instructions:

Explanation of the new words: "pizza", "ice cream", "broccoli", "milk", "cake", "chicken", "donuts", "juice", "banana".

Modeling & Think-Alouds (5 min):

Materials: Flashcards

• The teacher shows each flash card and names the food.

• Students repeat chorally and then individually.

• Stick flashcards on the board with smile/sad face emojis for like/dislike.

Think-Aloud Example:

"Look, this is ice cream. I like ice cream. Yum!"

"But… broccoli? Hmm… I don’t like broccoli."

Check for Understanding (3 min):

The teacher asks: "Do you like apples?" = Wait for thumbs up/down.

Point to flashcard and ask: “What’s this?” “Do you like it?”

Practice

Guided practice (7 min)

Activity: “Food sorting”

• Students work in pairs. 14 people are divided into two, one group of three people.

• The teacher puts the food cards (or images) in two piles: “Likes” and “Dislikes".

• The students say to each other the phrase: "I love bananas. I don't like apples." If the apples are in the “Dislike" pile, then the student should say that he does not like the apple.

Structured Activity (5 min):

Activity: "Draw and Say"

Each student draws one dish that he likes and another that he doesn't like.

Then the student says: “I like ___. I don't like ___”

The teacher walks around the classroom, watches and listens to students.

Semi-structured Activity (5 min):

Activity: “Find a friend”

Students are divided into two groups, 8 and 9 people, and then the groups begin to approach each other with worksheets (food cards) and ask each other, “Do you like ___?” and mark ✓ or ✗.

The teacher controls the behavior so that there is no noise and confusion, helps to find the person you need to ask about the food. Also, the teacher awards stickers to the group that can do it faster.

Checks for Understanding (3 min):

Ask 3-4 students to tell you what their classmate likes and dislikes by presenting it:

For example: “I asked Maria. She likes pizza. She doesn't like cheese.”

Practice

Independent practice (5 min):

• Children write short sentences about their favorite and unloved food on sheets of paper.

• The teacher supervises and awards stickers to each student

Unstructured Activity (5 min):

Activity: “Food Song & Dance”

Watch and sing a food song (e.g., Super Simple Songs – “Do You Like Broccoli Ice Cream?”)

Encourage singing along and movement.

Evaluation (5 min):

• At the end of the lesson, the teacher takes a short quiz: "What do you like?" and "What do you not like?".

• Evaluate the understanding through the children's responses.

• The teacher awards stickers to everyone who answered the questions correctly.

Describe the End-of-Lesson Assessment (3 min):

Mini speaking circle:

Each student says:

“I like ___.”

“I don’t like ___.”

Teacher notes who uses correct structure, pronunciation, confidence.

Homework:

Ask the children to draw their favorite food and write a sentence about it: "I like... I don’t like"

Explain the homework task (2 min):

Task:

• Draw your “like” and “dislike” food.

• Write under it (with parent help if needed):

“I like ___. I don’t like ___.”

Interventions:

• Stronger students: Can add why (e.g., “I like ice cream because it’s sweet.”)

• Weaker students: Use food toy props to support speaking, visual matching, sentence starters.

• Teacher helps during pair and group work.

Notes:

• Keep energy high with songs and movement.

• Repeat key phrases throughout the lesson.

• Use visuals and gestures constantly.

• Encourage all responses; focus on fluency over accuracy.

• If the video of the song doesn't turn on, print out the lyrics in advance and give them to the students to sing on the printout.

LIKE

DISLIKE