Children will learn how to

Children will learn how to:

✦ Name foods and drinks

✦ Categorise foods into fruit and vegetables

✦ Categorise foods and drinks

✦ Talk about hunger and thirst

✦ Associate eat with food and drink with beverages

✦ Express food likes and dislikes

✦ Recognise and use the indefinite article a/an

[an + noun]

✦ Recognise some for an indefinite number of items and

with mass nouns

✦ Recognise the connective but

✦ Recognise plurals made by adding s

✦ Make and respond to polite requests

✦ Make suggestions

✦ Sight read these words:

bread, carrot, cheese, chicken, fish, honey, onion,

potato, rice, egg, tomato, biscuits, cola, milk, orange

juice, water, coffee, tea, apple, banana, date, orange,

cake, ice-cream, chips, lemonade

Main language

✦ I’ve got a cake.

✦ I like/don’t like chocolate.

✦ Yes, I like [cola].

✦ No, I don’t like [fish].

✦ Can I have an apple, please?

✦ Here you are.

✦ Thank you.

✦ I’m hungry/thirsty.

✦ Have a/an/some …

Vocabulary

✦ Food: biscuits, eggs, fruit, vegetable apple, banana,

bread, cake, carrot, cheese, chicken, chips, date, fish,

honey, ice-cream, onion, orange, potato, rice, tomato

✦ Drink: coffee, tea, cola, lemonade, milk, orange juice,

water

✦ hungry, thirsty

✦ money, shop

Skills

✦ Apply prior knowledge

✦ Categorise

✦ Reason deductively

✦ Sort foods by quantity (into only one and more than

one)

✦ Sort words into initial vowel groups

✦ Sort food into fruits and vegetables

✦ Sequence events

✦ Read whole words

✦ Read whole sentences which have been learned orally

✦ Read rebus sentences [where visuals are used to

reinforce or replace vocabulary items]

✦ Transfer information

✦ Spell food and drink words

✦ Match spoken words and pictures

✦ Match written words and pictures

✦ Match oral information to a picture

✦ Match written information to a picture

✦ Identify a picture from aural information

✦ Identify a picture from written information

✦ Look for detail in pictures

✦ Listen for detail

✦ Listen to longer more complex texts for general

understanding

✦ Read a cumulative food text

✦ Recall by visualising

✦ Recognise the rhythm and stress of English through

songs

Literacy

✦ Match pictures with words

✦ Learn words for a spelling quiz

✦ Understand the concept of plurals

✦ Unscramble letters to form words

✦ Understand and complete sentences

✦ Compare a chart

✦ Classify words under vegetable or fruit

✦ Learn to use the indefinite article a/an

✦ Consolidate understanding of a, an, some

✦ Do crossword puzzles

✦ Complete sentences with like/ don’t like

✦ Sort and classify items of food and drink

✦ Identify items of food and drink from descriptions

Classroom language

✦ What can you see? How many [carrots]?

✦ Look at[the foods and drinks on page ...]

✦ Listen and look at the picture

Activities

✦ Draw food and drink for a picnic

✦ Draw foods to complete written sentences

✦ Draw fruits and vegetables

✦ Read a song

✦ Play a spelling game using letter cards/racks

✦ Label pictures with words

✦ Complete charts

✦ Play I spy

✦ Participate in shared reading

✦ Listen, read, and colour pictures

✦ Sing songs

Unit 5 121

Food and shopping Unit 5

122 Unit 5

Food and shopping

Lesson 1

baskets. They should be able to name carrots,

cake, dates, parrots and honey.

✰ Hold up your full bottle of water. Ask What is it?

Children may remember the word water from

2A. If they don’t, say It’s water. Hold up your

empty bottle of water. Show children that there

is no water in it. Take the top off and turn it

upside down. Say It’s empty. Now hold up your

full bottle of water. Indicate the water in the

bottle and say It’s full. Check that children

understand these concepts in L1.

Step two

✰ Tell the class that you are going to play them a

song about baskets. Ask them to listen and look

at the pictures. Play Sing a Song of Baskets (Song

CD 5.1) straight through.

Children will:

• identify and name items of food

• understand the meanings of ‘full and ‘empty’

• listen to and join in with a song

• understand the meaning of money

• match pictures with words

• practice spelling

• do a spelling quiz

You will need:

• Flashcards: 39, 41,45, 47, 51, 142,196

(apple, cake, dates, honey,orange, banana,

carrots)

• Word cards: , 27, 31, 33, 175 (cake, dates,

honey, money)

• Realia: Omani Rials and Baizas, two bottles

of water (1 empty, 1 full)

Task One (10 minutes)

Step one

✰ Ask the class to look at the frieze on pages 42 and

43 of their Classbooks. Get them to name as many

items of food and drink in English as they can.

✰ Ask children to look at the picture on page 42.

Give children time to study the picture. Point to

the basket in your Classbook and say a basket. Get

children to repeat this with you, and then ask them

to name any of the things they recognise in the

Song Transcript 5.1 [Track 18]

Sing a Song of Baskets

Sing a song of baskets,

A basket full of carrots, [picture 5]

A basket full of chocolate cake, [picture 2]

Or maybe pretty parrots, [picture 3]

A basket full of tasty dates, [picture 1]

A basket full of money, [picture 4]

Or if it’s something sweet you want,

A basket full of honey, [picture 6]

Ugh!

Unit 5 123

✰ Play the song again, line by line. Pause after each line,

and ask children to listen and say the number of the

picture that shows the basket being described in the

line. Children should be able to identify the basket

full of money through a process of elimination

because they know all the other items. Hold up

some rials and baizas and say money. Get the class

to repeat this with you two or three times. You may

want to remind children of the difference between

sweet and sour.

✰ Play the song line by line again. Sing the lines with

the CD and then get the class to sing the lines with

you. Play the song straight through again. Ask

children to join in with the words when they can.

Task Two (10 minutes)

✰ Ask children to name all the foods in the song. As

children name the foods, put the corresponding

flashcard on the board. You should have a carrot,

a cake, dates, and honey on the board. Point to

each one in turn and name them – carrots, dates,

etc. Get the class to repeat the words after you.

✰ Ask children to shut their eyes. Remove one of the

flashcards from the board. Tell children to Open

your eyes. Ask them What’s missing? Use gesture

and facial expression to make it clear that something

is missing from the board. Try and elicit the name of

the missing food from the board. If children cannot

remember, hold up the flashcard, elicit the food

word from them, and then put it back on the board.

✰ Tell children to Close your eyes again. Remove a

different flashcard. Get the class to open their eyes

and say what flashcard is missing. Put it back on the

board.

✰ Ask children to look at the four flashcards and

remember what they are. Give them a moment to

look at the flashcards before you remove them from

the board. Ask children if they can remember the

four food flashcards. As they are named, put them

back on the board. The class should find this

relatively easy.

✰ Add these flashcards to the board: banana, apple,

orange. As you put the flashcards on the board, elicit

the names of the fruits from the class. Point to each

of the seven flashcards on the board in turn and get

children to name the foods.

✰ Ask children to look at and remember the foods

Food and shopping

again. Give them about half a minute to look at the

flashcards. Remove the flashcards from the board

and write the number 7 on the board.

✰ Tell children to compare the names of the foods

they remember with a friend. Can they remember

all seven? Ask for a pair of children to volunteer to

name the foods. Put any foods named correctly

back on the board.

Task Three (5 minutes)

✰ Quickly chain the alphabet round the class.

✰ Point to the flashcards in random order and elicit

the names of the foods from the class. As children

name the foods, hold up the corresponding word

cards and repeat the name of the food. Put the

word cards under the flashcards.

✰ Point to each flashcard and word card in turn.

Name the item of food and ask the class How do

you spell ...[cake]? Help children to spell out the

word as you point to it on the board. Repeat this

procedure for the remaining six foods.

✰ Ask a confident child How do you spell [dates]? The

child has to find the word on the board themselves

and then spell it out. Get individual children to spell

out all the food words on the board. Tell children

to take care as you will give them dictation on these

words.

Task Four (5 minutes)

✰ Write cake, dates, honey and money on the board,

then ask children to look at each pair of words and

to tell you what letters are different in cake and

date. The first and third letters are different, and in

honey and money just the first letter is different.

✰ Ask children to look at the words and to learn them

as you will give them a spelling quiz. Give children a

few moments.

✰ Ask children to open their Skills Books at the end

pages where they can write. Ask children to write

the numbers 1-4. Say each word clearly, three times.

Ask children to write dates, cake, money and honey.

✰ Ask children to exchange their books and correct

their partner’s work. Put each word card in turn on

the board. Get children to make corrections.

124 Unit 5

Food and shopping

Lesson 2

You will need:

• Flashcards: 37-38, 42, 44-46, 48, 50, 52,

54, 142, 196, 197-199, 202 (chicken, chips,

cheese, cola, dates, fish, ice cream, milk,

orange juice, potato, banana, carrots, rice,

bread, water, egg)

• EFM 2A Classbook

Children will:

• revise the names of items of food and drink

• understand the concept of creating plural by

adding ‘s’

• listen and identify pictures

• listen and repeat conversations

• describe pictures and guess characters [ I’ve

got {water, rice, fish and a cake] [You are

Vicky]

Task One (10 minutes)

✰ Quickly ask children to look at the words they

did for spelling in the previous lesson. Get

children to read the words, dates, cake, honey

and money. Now ask them if they can

remember the other three food items they

learned in the previous lesson. Elicit banana,

apple, and orange.

Unit 5 125

Food and shopping

✰ Ask children Who can spell banana? Get several

children to spell it. Do the same for apple and

orange.

✰ Ask children to look at the pictures at the

bottom of page 42. Point to these in your

Classbook. Ask children What food can you see?

Elicit the names of the different foods.

✰ Point to a banana in your Classbook and ask

How many bananas? Elicit an answer, two.

✰ Point to the picture of four carrots and ask How

many carrots? Elicit four from the class.

✰ Practise the question How many…? using and

pointing to the individual foods on the page.

✰ Ask children to read the names of the foods in

the box aloud. Get children to label the foods.

✰ Draw two columns on the board. Write one at

the top of the first column. Write more than

one at the top of the second column. Say a

food word for example, a cake. Point to the

two columns and get children to decide

whether the word should go into the first

column or the second column. Ensure that

children understand the meaning of more than

one.

✰ Point to the two cakes, and ask Which column?

Elicit 2. Write cakes in column two.

✰ Point to a carrot. Elicit from children the

number of the column. Write a carrot under

column one. Do the same for the other items of

food.

✰ Tell children to look at the words in the

columns. Ask them to read the words on the

board aloud with you. Ask them if they can see

the difference between the endings of the

words and the ‘more than ‘one’ words. Help

children to express the idea that the ‘more than

one’ words all end in ‘s’. This is a very simple

introduction to the notion of discovery learning.

Task Two (5 minutes)

✰ Ask children to open their Skills Books at page

25. Children are now familiar with the idea of

‘one’ and ‘more than one’. Get children to

complete the task individually.

Task Three (5 minutes)

✰ Ask children to look at page 43 of their

Classbooks. Ask children if they can remember

anything about the picnic that the characters

went on in 2A. You may want to bring your 2A

Classbook to remind them. Ask Where were

they? In the park. What kinds of food did they

eat? etc.

✰ Ask the class to look at the items of food and

drink on page 43. Ask children to name any

items of food and drink they remember in

English. Put the corresponding flashcards on the

board as children name them. Teach the new

word egg and get children to repeat an egg with

you several times. Put any remaining food or

drink flashcards that children didn’t remember

on the board and name them. You should have

the following flashcards on the board: milk, egg,

cola, chicken, orange juice, cheese, carrots, rice,

fish, chips, ice cream, bread, water, dates,

banana, potato. Leave the flashcards on the

board.

✰ Tell the class that the four blankets show the

items of food and drink that Sami, Maha, Paul

and Vicky have taken on a picnic with them. Ask

the class to listen to Biff and Soot asking

questions about the children’s picnic.

✰ Play Listening CD 5.1. section by section, pausing

after each dialogue. Ask children to listen and

then identify the picnic blankets with those

foods. When children have correctly identified

the blankets, ask them to draw a line from the

character to their picnic blanket.

Listening Transcript 5.1 [Track 29]

What have you got?

Biff: Maha, what have you got?

Maha: I’ve got eggs, milk, bread, and dates.

Biff: Mmm. That sounds nice! [picture 2]

Soot: Paul, what have you got?

Paul: I’ve got a cola, chicken, chips,

and ice-cream.

Soot: Mmm. Yummy! [picture 1]

Biff: Sami, what have you got?

Sami: I’ve got a potato, orange juice, cheese,

and bananas.

Biff: Ooh! What a lot of food! [picture 3]

Soot: And what about you, Vicky. What

have you got

Vicky: I’ve got water, rice, fish, and a cake.

Soot: Oh lovely! I like fish! [picture 4]

126 Unit 5

Food and shopping

✰ Play the CD again. Ask children to look at the

correct picture as they listen.

Task Four (5 minutes)

✰ Tell the class that they are going to hear the CD

again. Divide the class in half. Tell one half that

you want them to imagine they are Biff or Soot,

and repeat the questions after the CD. Tell the

other half you want them to imagine they are

children with the picnics, and repeat the answers

after the CD .

✰ Play Listening CD 5.1 again. Ask children to

exchange roles. Pause after each line and

encourage children to repeat so that half the

class ask four questions and the other half

answer them.

Task Five (5 minutes)

✰ Ask children to look at the four picnic blankets

again. Ask the class questions about what the

characters have for their picnic. For example, ask

What’s Maha got? and elicit milk, [two] eggs,

bread, and dates. Ask questions about all the

characters. Accept just the names of items of

food and drink at this stage.

✰ Tell the class that you are going to pretend to

be one of the characters. Describe the items of

food and drink. Start describing the food, and

drink, on one of the blankets and ask the class

to guess who you are. For example, you say I’ve

got water, rice, fish, and a cake. Children should

listen, look at the pictures, and say You’re Vicky.

Describe each picnic blanket once or twice.

✰ Ask a confident child to pretend to be one of

the characters and describe what they have on

their picnic blanket. The rest of the class should

listen, look at the picnic blankets, and try and

identify the character. Remind them to use

You’re [Sami ... ]. Get two or three more

children to volunteer to pretend to be one of

the characters and describe their picnic blanket.

✰ Organise the class into pairs. Tell children to

take it in turns pretending to be a character and

describing their picnic blanket. Their partner has

to guess who it is and say You’re [Maha].

For the next lesson

✰ You will need the following flashcard letters:

a, b, c, d, e, f, h, i, k, l, m, n, o, p, r, s, t, w, y from

grade 1 CRP.

Unit 5 127

Food and shopping

128 Unit 5

Food and shopping

Lesson 3

You will need:

• Flashcards: 37, 38, 41, 42, 44-48, 50, 52,

54,142, 196 - 202 (chicken, chips, cake,

cheese, cola, dates, fish, honey, ice cream,

milk, orange juice, potato, banana, carrots,

rice, bread, water, parrots, money, egg)

• Word cards: 26-28, 30 - 34, 36, 38, 40,

173 - 181 (a banana, cake, cheese, a cola,

dates, fish, honey, an ice cream, milk, orange

juice, a potato, carrots, parrots, money, egg,

rice, water, bread, chicken, chips)

Children will:

• identify and name items of food and drink

• listen to and join in with a song

• listen and identify pictures

• draw and describe 3 itmes of food [I’ve got

... ]

• match pictures to words

• learn to spell words begining with [chips,

cheese ... ]

• ask and answer questions using ch [What

have you got? I’ve got ... ]

• practise spell of words begining with ‘ch’

• play a game of ‘I spy with my little eye‘

Task One (5 minutes)

✰ Ask children to look at the pictures on page 42 of

their Classbook. Elicit the contents of the baskets

from the class. For example, ask What’s in Maha’s

basket? Get the class to say what each character

has in their basket. As the items are named, put

the corresponding word card and flashcard on the

board.

✰ Play Sing a song of baskets (Song CD 5.1). Ask

children to join in with the words where they can.

Task Two (5 minutes)

✰ Ask the class to look at the picnic blankets on page

43. Tell children they will hear the items of food

and drink on each picnic blanket being described.

Ask children to listen and say which picture it is.

✰ Play Listening CD 5.2. Pause after each description

and give children time to find the picnic blanket

described. Ask What picture? and elicit the number

of the picnic blanket.

✰ Play the CD again. Ask children to listen and

repeat the words after the CD.

✰ Draw a blanket on the board. Draw three foods

and one drink on it. Point to the drawing and

describe your picnic. For example, I’ve got [an

apple, bread, cheese and water].

✰ Ask children to look at the empty picnic blanket

at the bottom of page 43 of their Classbook. Tell

children to draw and write the names of three

foods and one drink that they would like to take

on a picnic. Tell them to choose from the items

of food and drink they can name in English.

✰ Ask children to show their picture to a friend

when they have finished. Tell them to describe it

using I’ve got ...[two bananas, chicken, rice and a

cola].

Listening Transcript 5.2 [Track 30]

Food

Eggs, milk, bread and dates.

Cola, chicken, chips and ice-cream.

Orange juice, cheese, a potato and bananas.

Water, rice, fish and a cake.

Unit 5 129

IntFroooddu catnidon to English

Task Three (10 minutes)

✰ Make sure you have the following flashcards and

word cards on your desk: banana, bread, cake,

cheese, chicken, chips, cola, date, egg, fish, icecream,

milk, orange juice, potato, rice, water.

✰ Hold up the flashcards one by one and elicit the

names. As children give you each name, put the

flashcard on the board.

✰ Point to each flashcard in turn and elicit the

names again. As children give you each name,

hold up the corresponding word card and then

put it on the board next to the flashcard.

✰ Remove all the flashcards from the board. Point

at each word card in turn and elicit the word. As

children give you the word, ask for a volunteer to

come and put the corresponding flashcard back

on the board with the word card. Repeat this

process for all 16 words, asking for a different

volunteer each time.

✰ Ask two children to come to the front of the

class. Give one child a flashcard and give the

other child a word card. Get them to ask each

other What have you got? Look at their flashcard

or word card, and respond with I’ve got ...[fish].

✰ Tell children that you are going to give each of

them a flashcard or a word card. Ask them to

walk around the class asking What have you got?

until they find their partner. When children find

their partner, they should bring their cards to you

and say what they’ve got. If they are a correct

match, tell children to put the word card and the

flashcard together on the board. If you have a

class with more than 32 children, use some of the

flashcards and word cards from lesson 1.

✰ When all the flashcards and word cards are back

on the board, point to each of pair of cards and

elicit the name of the items of food or drink. Tell

the class to find the picture of the food on one of

the picnic blankets and look at the word written

next to it. Repeat this procedure for all the items

of food and drink.

✰ Take the 16 word cards off the board. Give a

child a word card and ask What have you got?

The child should read the word off the card and

say I’ve got ...[bread]. If children need help, tell

them to find the word on the page and look at the

picture. Quickly distribute the 16 word cards

around the class. Ask individual children to hold up

their word for the rest of the class to see and say

I’ve got [milk]. The rest of the class must say if the

child is correct or not. If they are not sure, they

should check the words using the pictures and

words on their Classbook page 43. Collect the

word cards as each child names the item correctly.

This very simple activity is the beginning of basic

referencing skills.

Task Four (5 minutes)

✰ Tell children that they are going to learn the

spellings of three food words beginning with ch.

Write the letters ch on the board and underneath

stick on the word cards cheese, chicken, chips.

Point to each word in turn and get children to

spell the words out. When you feel that they are

getting confident, remove the word cards from the

board. Ask children to open their Skills Books at

the end where there are empty pages. Ask

children to write the numbers 1-3. Dictate each of

the three words . When you have finished, ask

children to exchange their books. Stick the word

cards one by one on the board. Get children to

check on each individual spelling and correct their

partners work.

Task Five (5 minutes)

✰ Hold up your Classbook and point to the items of

food and drink on the picnic blankets. Elicit the

names from the class. Say I spy with my little eye

something beginning with m. Ask the class to look

at the pictures and try and guess what you are

thinking of. They should be able to guess milk as it

is the only food on the page beginning with ‘m’.

Use the flashcards as cues.

✰ Say the phrase I spy with my little eye … and get

the class to repeat it with you. Ask children to play

the game using the foods and drinks on their

Classbooks page 43 (milk, egg, cola, chicken, orange

juice, cheese, carrot, rice, fish, chips, ice cream,

bread, water, dates, banana, potato.)

130 Unit 5

Food and shopping

Lesson 4

of their Classbooks. Elicit the contents of the

baskets from the class. For example, ask What’s in

Maha’s basket? Get the class to say what each

character has in their basket. As the items are

named, put the corresponding word card and

flashcard on the board.

✰ Play Sing a Song of Baskets (Song CD 5.1). Ask

children to join in with the words where they can.

Task Two (5 minutes)

✰ Distribute the food flashcards and word cards

around the class (cake, carrot, honey, bread,

cheese, chicken, chips, cola, egg, fish, ice cream,

milk, orange juice, potato, rice, water, apple,

banana, dates). Ask children to find the matching

picture or word. Remind children to use What

have you got? and I’ve got [a cake].

✰ When children have matched their words with

pictures, ask them to come and tell you what

they’ve got. If they are correct, tell them to put

their flashcard and word card on the wall.

Task Three (5 minutes)

✰ Point to one of the items of food and drink and

say I like [dates]. Name a few other foods you

like and then name some things you don’t like.

You will need:

• Flashcards: 37,39, 41,42, 44 - 48, 50, 52,

54, 142, 196 - 202 (chicken, chips, apple,

cake, cheese, cola, dates, fish, honey, icecream,

milk, orange juice, potato, banana,

carrots, rice, bread, water, parrots, money,

• Word cards: 25 - 28, 30 - 34, 36 - 38, 40,

176 - 181 (an apple, a banana, cake, cheese,

a cola, dates, fish, honey, an ice-cream, milk,

an orange, orange juice, a potato, egg, rice,

water, bread, chicken, chips)

Children will:

• listen to and join in with a song

• match words with pictures

• talk about their food and drink [likes and

dislikes]

• fill in information on a chart about their food

likes and dislikes

• ask and answer questions about their food

likes and dislikes, and fill in information on a

chart

• transfer information from a text to a diagram

and a table

Task One (5 minutes)

✰ Ask children to look at the pictures on page 42

Unit 5 131

IntFroooddu catniodn to English

Say I don’t like [fish].

✰ Divide the board in half down the middle. Write

We like … on one side of the board, and We

don’t like … on the other side. Ask children to

name their favourite foods. Write or put the

word cards and flashcards on the board under

We like … . Repeat with foods they don’t like.

✰ Ask children to look at page 44 of their

Classbooks. Ask children to name all the foods

they can see on the questionnaire on the chart.

✰ Hold up your book and point to the first

question on the chart. Read it aloud: Do you

like chicken? Point to the next question and ask

the class to read it aloud with you. Read all the

questions aloud with the class.

✰ Call out the number of a question and ask

children to volunteer to read it aloud. Tell the

rest of the class to listen carefully to see if it is

correct.

✰ Draw a simple copy of the chart on the board.

Write the first question on the board Do you

like chicken? Track across and put a tick or cross

– whichever is appropriate for you. Then say I

like chicken or I don’t like chicken. Repeat this

with the first three questions. Make one of the

foods a negative response so that you can

model I don’t like [carrots].

✰ Ask children to complete the questionnaire

about themselves. Make sure they understand

they should only complete the first column

about their own likes and dislikes. While

children are completing their charts, complete

the chart on the board about yourself.

✰ When children have completed their

questionnaires, ask them questions about their

likes and dislikes. For example, ask [Raya]. Do

you like fish? Encourage the child to look at the

questionnaire, find the appropriate written

question and then track along to the ✔ and ✘

column and say Yes, I like fish or No, I don’t like

fish. Ask several children questions about their

food likes and dislikes.

Task Four (5 minutes)

✰ Point to the first question on the chart again and

get children to read it aloud with you. Answer

the question about yourself. Point to the

relevant space in the second column on the

board and say Yes, I like chicken or No, I don’t

like chicken. Put a tick or a cross as appropriate.

✰ Point to the next question on the board and get

the class to ask you the question Do you like

bananas? Answer the question and put a tick or

cross in the appropriate space on the board,

again in the second column.

✰ Organise children into pairs. Use your Classbook

to show the second column on the chart.

Explain that you want each pair to take it in

turns asking each other the questions and

completing the second column about each

other. Remind children to ask Do you like

...[fish]? and answer using Yes, I like ...[fish] or

No, I don’t like ...[fish].

Task Five (10 minutes)

✰ Ask children to open their Skills Books at page

26. Show them activity 3.

✰ Read the text while children track the words.

Then get children to read and track the

sentences. Direct children to the diagram. Ask

children to write on the lines what Maha likes,

then what Vicky likes and what they both like in

the section where their likes overlap. This is the

first time children meet this kind of task, It is a

complex task as they need to read a text and

transfer the information to a diagram. Support

children while they work.

✰ Ask children to look at activity 4. Read the text

with children .

✰ Ask children to complete the blanks by using

the pictures cues. The use of rebus sentences

(where pictures support the word) is helpful in

building up children’s confidence and help them

become independent in reading. Ask children to

look at the table below. As in the first diagram,

they are transferring information from a text to

a table. Again support children while they work.

132 Unit 5

Food and shopping

Lesson 5

✰ Play Sing a Song of Baskets (Song CD 5.1). Ask

children to join in with the words where they can.

Task Two (5 minutes)

✰ Tell the class to look at page 44 of their

Classbooks. Ask a few children about their likes and

dislikes. For example, [Ali]. Do you like [milk]?

Encourage children to respond with Yes, I like

[milk] or No, I don’t like [milk].

✰ Hold up your book and point to the sentence at

the bottom of page 44. Point to, and say, I like and

then point to the three lines after it. Then point to,

and say, but I don’t like and then point to the line

after it.

✰ Write the following sentence on the board – I like

– then put up three flashcards of things you like.

Then write the next part of the sentence – but I

don’t like and put up one other flashcard of

something you don’t like.

✰ Track along the words and flashcards and

encourage the class to try and read the sentence

with you. For example. I like rice, cake, and milk],

but I don’t like fish]. Get the class to read this with

you again.

✰ Read the sentence on the board again. As children

name the items of food or drink, replace the

flashcards with word cards. For example, your

You will need:

• Flashcards: 37, 40, 41, 43, 45 - 47, 50, 54,

196,197, 200, 201, 203 (chicken, bananas,

cake, chocolate, dates, fish, honey, milk,

potato, carrots, rice, parrots, money, biscuits)

• Word cards: 26, 27, 29, 31-33, 36,40, 173 -

175, 177, 180 (a banana, cake, chocolate,

dates, fish, honey, milk, carrots, parrots,

money, rice, chicken, a potato)

Children will:

• listen to and join in with a song

• talk about their food likes and dislikes

• complete a written sentence about their

food likes and dislikes

• listen and fill in a chart

• ask and answer questions about information

on a chart

• transfer information from a table to a text

Task One (5 minutes)

✰ Ask children to look at the pictures on page 42

of their Classbooks. Elicit the contents of the

baskets from the class. For example, ask What’s

in Maha’s basket? Get the class to say what each

character has in their basket. As the items are

named, put the corresponding word card and

flashcard on the board.

Unit 5 133

InFtroooddu acntidon to

sentence should now read I like rice, cake, and

milk, but I don’t like fish.

✰ Encourage the class to read the sentence off the

board one more time.

✰ Tell children it is now their turn to think of items

of food and drink they like and don’t like. Get

children to write their favourite foods on the lines

after I like and one thing they dislike on the line

after but I don’t like.

NB: The use of rebus sentences [where picturees

support the word] is useful in building up childrens’

confidence and independence.

✰ When children have completed their word and

picture sentence, ask them to compare it with a

friend’s and to read it to them. Ask for children

to volunteer to read out their sentences to the

rest of the class.

Task Three (10 minutes)

✰ Ask children to look at the chart at the top of

page 45 of their Classbooks. Give children some

time to study the chart. Quickly draw a very

simple copy of it onto the board. Write the

corresponding food and drink words down the

side of the chart. You may want to use the

corresponding flashcards where you can and

place them next to the words.

✰ Elicit the names of all the items of food children

recognise on the chart. Remind children of the

word onion. Biscuits is a new word. Point to the

flashcard and say biscuits. Get children to repeat

this with you several times.

✰ Tell the class they will hear the characters talking

about the items of food they like and don’t like.

Ask them to listen and complete the chart. Ask

them to put a tick on the chart to show the

items of food the characters like and a cross for

those they dislike.

✰ Play Listening CD 5.3. Ask children to listen and

look at the chart. Pause after each character

speaks and elicit the names of the items of foods

the character likes and dislikes.

Biff: I like carrots and onions, but I don’t like milk. I

like carrots and onions, but I don’t like milk.

Sami: I like biscuits and chicken, but I don’t like

carrots. I like biscuits and chicken, but I don’t

like carrots.

Vicky: I like milk and cheese, but I don’t like

chocolate. I like milk and cheese, but I don’t

like chocolate.

Soot: I like everything! I like cheese, chocolate, cake,

carrots, milk, chicken, onions and biscuits! I like

everything! I like cheese, chocolate, cake,

carrots, milk, chicken, onions and biscuits.

Listening Transcript 5.3 [Track 31]

I like, I don’t like

Maha: I like cheese and cake, but I don’t like onions. I

like cheese and cake, but I don’t like onions.

Paul: I like chocolate and chicken, but I don’t like

cheese. I like chocolate and chicken, but I

don’t like cheese.

✰ Tell the class they will hear the same character

speaking again. This time they should listen and

complete the information on the chart for that

character.

✰ Check the answers by asking questions about

the characters’ likes and dislikes. For example,

ask Does Maha like cheese? Encourage children

to refer to their charts and say Yes. Then ask

Does Sami like carrots? and elicit No from the

class.