How to make a sandwich (food vocabulary revision)

The aim of the lesson is to revise some food vocabulary and learn how to write a sandwich recipe or the steps in making a sandwich.

1. To introduce the topic of the lesson I decided to use realia and demonstrate how I make my favourite sandwich. I tried to elicit the food vocabulary from the students to make it easier for them to complete the activities that followed.

2. In the main part of the lesson the students watched a video with Mr.Bean when he makes a sandwich. ( https://www.youtube.com/watch?v=jtqpuYvOfHY).
2.1 While watching the video they were given a handout and were expected to work in pairs. There were two activities on the handout - one true/false exercise and one with numbering the sentences in the correct order according to the video. ( http://www.eslprintables.com/cinema_and_television/movies/comedy_movies/mr_bean/Mr_Bean_making_a_sandwich_609185/#thetop)
2.2 During the video I asked the students several questions to point out the answers on the handout.
2.3 When the video stopped I asked the students to take some time and complete the second exercise with their partner and once they finished we checked the answers together.

3. To make sure the students know how to write the steps to making a sandwich I used a nice, simple activity I found on the Internet. ( http://www.havefunteaching.com/worksheets/reading-worksheets/plot-worksheets/peanut-butter-jelly-sandwich-sequence-worksheet/) The students worked in pairs and their task was to arrange the sentences on the piece of paper in the correct order. The sentences described the steps we need to follow to make a peanut butter and jelly sandwich. We checked the sentences together and to make sure everyone got everything right we put the sentences on the board in the correct order. In the end the students were given a small handout to write the steps and the recipe for their favourite sandwich. 

Presenting - Food containers ( Countable and uncountable nouns)

The aim of this lesson is to present the students with the type of food containers and make them realize how they help us to make a difference between countable and uncountable nouns.

1. Warm-up : revision from the previous lesson, the difference between countable and uncountable nouns. The students come to the board, take one strip of paper and put it in the correct column on the poster.

2. For the introduction of food containers I used realia. I presented the words to the students and asked them to repeat after me and then say the words by themselves. In the end to make sure they remembered the words well I gave them some toys representing the key vocabulary and asked the students to talk about what they've got.

3. Then I put a poster on the board with the key vocabulary represented by pictures and by eliciting from the student wrote the key words next to each picture. The students were given time to copy from the board on a handout I provided for them earlier. 

4. As an end-of-class activity I decided to divide the students in two groups, give them pieces of paper and ask them to "write on the floor". Without looking at the poster on the board they are expected to use what they've learned from the lesson and complete the task. 

Presenting - How much / How many and their use with countable and uncountable nouns

The aim of this lesson is to introduce how much and how many to the students and their use with countable and uncountable nouns. We are going to revise food vocabulary and discuss what ingredients are needed to make a cake and pizza.

1. As a lead in to the lesson I decided to buy some cupcakes and give to the students to taste so that I can elicit what ingredients are used in the preparation of this dessert. I showed flashcards with different kinds of food and asked the students to agree or disagree with what is used in the cupcakes. I put the food in two columns and the students realize that the other ingredients are used to make pizza.
I wrote examples on the board and asked students to copy in their notebooks.

2. As a next activity I used a dialogue from the textbook we use in class. The students had to listen and write down how many or how much of each ingredient is used in the pizza the children make in the dialogue.

3. As a finishing activity I used the story Timmy goes shopping. The students listen to the story carefully and choose the correct shopping basket. 

You can find the story here:

https://www.scribd.com/doc/200703834/Timmy-Goes-Shopping-story

Christmas gathering

This year for Christmas we organised a Christmas gathering. The students performed one short play in Macedonian and one in English. A group of students sang some traditional Christmas carols in both languages and the parents contributed to the event by providing home made food. The guest of honour was the British ambassador to Macedonia  Charles Edmund Garrett with his family.

Vocabulary revison - Food

Teaching young learners means that you constantly need to find different ways to engage your students and keep them busy:) This is one way we revise vocabulary - we create food out of paper. Then students use "I like...." to present the food they like.