UNIT 6 (FOOD, PLEASE!)

SCHEME OF WORK: PROJECT-BASED LEARNING NON-TEXTBOOK BASED LESSON (UNIT 6)

LESSON: 1 MAIN SKILL FOCUS: Listening THEME: World of Knowledge

WEEK: TOPIC: Food, please! CROSS-CURRLICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present
simple for description, prepositions of place:
from + country

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson You Tube Video Differentiate learning
Listening 1.2 Listening 1.2.1 https://www.yout according to the
Understand Understand with 1. Choose an appropriate pre-lesson activity that suits ube.com/watch? needs of your pupils
meaning in a support the main your pupils’ need and interests and that will review v=XINl8YvzxMc and class.
variety of familiar idea of short language to prepare pupils for lesson. Focus on food
contexts. simple text. You could play the
words pupils already know. Ask pupils which of those video in slower mode
foods they like. to help the pupils
identify the words.
Complementary Complementary Lesson delivery Worksheet 1
Skill Skill 2. Tell pupils they will watch a song video about food. (refer below)
Listening 1.2 Listening 1.2.2 3. Ask pupils to watch and listen carefully.
Understand Understand with 4. Ask them what the foods are mentioned in the song.
meaning in a support specific
variety of familiar information and Which countries the food belongs to?
contexts. details of short 5. Distribute the worksheet. Explain to pupils that they
simple texts.
need to watch the video again and name the food /
country in the worksheet as the video.
6. Show the video again. Pause the video to the image of
food in the worksheet. Check the answers with pupils
7. Play the video again and ask pupils to sing-along.

Post-lesson

8. Choose an appropriate post-lesson activity that suits
your pupils’ need and interests and that will review the

main areas covered in the lesson.

Worksheet 1

Food: Bibimbap Food: ______ Food: ______ Food: ______ Food: ______
Country: _________ Country: China Country: Japan Country: Italy Country: India

Food: ________ Food: _____ Food: Tom Yam Goong Food: ______ Food: _____
Country: UK Country: Vietnam Country: USA
Country: ______ Country: Spain

Food: Baguette Food: _____ Food: _____ Food: ______ Food: _____
Country: ______ Country: Japan Country: Mexico Country: UK Country: USA

SCHEME OF WORK: PROJECT-BASED LEARNING NON-TEXTBOOK BASED LESSON (UNIT 6)

LESSON: 2 MAIN SKILL FOCUS: Speaking THEME: World of Self, Family & Friends

WEEK: TOPIC: Food, please! CROSS-CURRLICULAR ELEMENT: Language, LANGUAGE/GRAMMAR FOCUS: Some

Creativity & Innovation (countable & uncountable)

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson A4 paper Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity that suits Food flashcards according to the
Communicate Describe people needs of your pupils
simple and objects your pupils’ need and interests and that will review and class.
information using suitable language to prepare pupils for lesson. Focus on food
intelligibly words and words pupils already know. Ask pupils which of those If you think it may be
phrases foods they like. difficult for some of
Complementary your pupils to form
Skill Complementary Lesson delivery full sentences in
Listening 1.2 Skill 2. Tell pupils that they will do role play. Activity 2, out some
Understand Listening 1.2.2 3. Explain the situation of the role play. Tell pupils they will model sentences on
meaning in a Understand with the board. You can
variety of familiar support specific act the situation at the supermarket. begin to erase these
contexts. information and 4. Assign some pupils to act as seller at the few foods during the activity if
details of short you think pupils don’t
simple texts. section, customer service and buyers. need it anymore.
5. Write down the food section names at A4 papers and

paste it to the table and put the food/ drink flashcard on
the table.
6. Tell pupils to act the situation at the supermarket.
7. Encourage pupils to use full sentences.
Monitor carefully as pupils do the Speaking activities to
see how well they have understood countable and
uncountable nouns)

Post-lesson

8. Choose an appropriate post-lesson activity that suits
your pupils’ need and interests and that will review the

main areas covered in the lesson.

SCHEME OF WORK: PROJECT-BASED LEARNING NON-TEXTBOOK BASED LESSON (UNIT 6)

LESSON: 3 MAIN SKILL FOCUS: Reading THEME: World of Self, Family & Friends

WEEK: TOPIC: Food, please! CROSS-CURRLICULAR ELEMENT: Language, LANGUAGE/GRAMMAR FOCUS:

Global Sustainability Pronoun

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Worksheet 2 Differentiate learning
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity that suits (refer below) according to the
Understand a Understand the needs of your pupils
variety of linear main idea of your pupils’ need and interests and that will review and class.
and non-linear short simple language to prepare pupils for lesson. Focus on food
print and digital texts words pupils already know. Ask pupils which of those Monitor the pair work
texts by using foods they like. so that more
appropriate Complementary proficient pupils work
reading Skill Lesson delivery with less proficient
strategies Reading 3.2.2 2. Pupils work in pair. Each pupils have a worksheet. pupils.
Understand 3. Pupils read the text and answer the question.
Complementary specific 4. Have all pupils to check their answers together.
Skill information and 5. Appoint some pupils to read the text loudly.
Reading 3.2 details of short
Understand a simple texts. Post-lesson
variety of linear 6. Choose an appropriate post-lesson activity that suits
and non-linear
print and digital your pupils’ need and interests and that will review the
texts by using main areas covered in the lesson.
appropriate
reading
strategies

Worksheet 2

SCHEME OF WORK: PROJECT-BASED LEARNING NON-TEXTBOOK BASED LESSON (UNIT 6)

LESSON: 4 MAIN SKILL FOCUS: Writing THEME: World of Self, Family & Friends

WEEK: TOPIC: Food, please! CROSS-CURRLICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present
simple for description

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Flashcards to Differentiate learning
Writing 4.3 Writing 4.2 1. Choose an appropriate pre-lesson activity that suits show cooking according to the
Communicate Communicate verbs (optional) needs of your pupils
with appropriate basic information your pupils’ need and interests and that will review and class.
language form intelligibly for a language to prepare pupils for lesson. Focus on food A simplified
and style for a range of words pupils already know. Ask pupils which of those recipe for a For the writing
range of purposes in print foods they like. Malaysian dish activity, you can
purposes in print and digital for pupils’ provide recipes with
and digital media Lesson delivery reference more or fewer gaps
media 2. Ask pupils if they have cooked a dish or prepared a (see below) to support different
Complementary levels of proficiency.
Complementary Skill drink at home before. Talk to them about cooking to find
Skill Writing 4.2.4 out what they know. Introduce cooking verbs using
Writing 4.3.3 Describe people flashcards or mime: pour, cut up, mix, stir, serve. Write
Plan, draft and and objects and leave the words on the board.
write an using suitable 3. Brainstorm together some ingredients for a Malaysian
increased range words and dish that all pupils know. Prepare some key words in
of simple phrases advance, such as coconut milk, onion, milk, eggs,
sentences tomato, potato, chicken, rice etc. pupils may work in
their first language, and you can supply the English
translation. Explain that these are the ingredients.
4. Show example of recipe “How to make Milo Dinosaur”.
Pupils work in pairs
5. Explain that pupils will write a recipe for a dish. This
lesson may be challenging for some pupils, who may
be unfamiliar with cooking processes. You could add

some pictures to the recipe or mime each stage of the
recipe and have pupils watch and complete the stage.

Post-lesson
6. Choose an appropriate post-lesson activity that suits

your pupils’ need and interests and that will review the
main areas covered in the lesson.