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Grammar practice includes “How much is/are” with interactive matching, dialogue speaking, scavenger hunts using supermarket ads, dictation, and grocery total money listening with fake cash.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/basic-food-week-16-containers-and-prices-lesson-plan/491058/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/basic-food-week-16-containers-and-prices-lesson-plan/491058.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What should students learn in Week 16 about food containers?","Question",{"text":113,"@type":114},"Students identify common food containers such as box, bag, package, jar, bottle, carton, and can, and practice communicating preferences using “I like/I don’t like.”","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How do students practice “How much is/are” in the lessons?",{"text":118,"@type":114},"They join matching activities by standing under the correct sign (“How much is” or “How much are”) and produce sentences like “How much are the grapes?” They also create and practice short dialogues on the board.",{"name":120,"@type":111,"acceptedAnswer":121},"What activities help students search and use real prices?",{"text":122,"@type":114},"Students scan supermarket ads to find prices and complete a food ad scavenger hunt worksheet, followed by dictation and tasks that use labeled foods with prices.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},491058,1791059811,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Basic: Food: Containers – week 16 –(2 of 4)  \nUnit Objective: Students will be able to identify food containers, identify food price, search food ads, and demonstrate understanding of price with fake cash.  \n\n| Lesson Objectives: | Materials |\n| --- | --- |\n|  Identify common food containers (box, bag, package, jar, bottle, carton, can)\u003Cbr> Communicate their food preferences with “I like/I don’t like” |  Story, TOTB Shopping SV pg. 34-“At the Checkout”\u003Cbr> Food pictures (ask coordinator),  Containers (ask coordinator)\u003Cbr> Container worksheet (see below) |\n| Activity Ideas: |  |\n|  Review-Food names/healthy/unhealthy/food groups with food cards from last week.\u003Cbr> Container Demonstration-T holds up containers. Ss identify food and container. Teach form a   of   (a bag of chips) . Write the name of each container on the board as you talk about it, having Ss help you spell it. As Ss what other foods come in that container. Have Ss copy list into their notebooks and drill with containers until most remember names.\u003Cbr> Container worksheet |  |\n\nContainers  \n1.   o    \n2.   a    \n3.   n  \n4. p   k   e  \n5.   a r   o    \n6.   a r  \n7.   o a    \nTuesday  \n\n| Lesson Objectives: | Materials |\n| --- | --- |\n|  Review Monday’s objectives\u003Cbr> Correctly use is/are with “How much?” |  Food pictures (ask coordinator)\u003Cbr> Foods with prices (ask coordinator)\u003Cbr> Price worksheet (Longman 132, 137) |\n| Activity Ideas: |  |\n|  How much is/are match: Each Ss gets a food picture. Have to stand under how much is/how much are signs and say the sentence: “How much are the grapes?”\u003Cbr> Price worksheet: Longman 132, 137\u003Cbr> Speaking – T and Ss create dialogue on board. Class practices with 3-4 different labeled foods (Milk, eggs, apple)\u003Cbr> A: Excuse me, how much is the milk?\u003Cbr>B: $2.00.\u003Cbr>A: Thank you |  |\n\nWednesday  \n\n| Lesson Objectives: |  | Materials |  |\n| --- | --- | --- | --- |\n|  Review Monday and Tuesdays objectives\u003Cbr> Correctly use is/are with “How much?”\u003Cbr> Scan supermarket ads to find prices |  | | Food ads (see coordinator) Scavenger hunt worksheets (see below)\u003Cbr>Worksheet (Survival English 151-152) |\n| Activity Ideas: |  |  |  |\n| | Food Ad scavenger hunt: After T models, Ss use store pictures to complete scavenger hunt worksheet. Can be done as a whole class, pairs or individually.\u003Cbr>Worksheet: Survival English: 151, 152\u003Cbr>Dictation – bag, jar, can. How much is the box of cereal? |  |  |\n\nThursday  \n\n| Lesson Objectives: | Materials |\n| --- | --- |\n|  Review objectives from week\u003Cbr> use correct monetary amounts when asked for grocery total (demonstrate w/ cash/listening) |  Worksheet (see below)\u003Cbr> Fake money (ask coordinator) |\n| Activity Ideas: |  |\n|  Money listening-T passes out fake money to students. T says a food and an amount (Apples- $1 .00) . Ss show how much it is using fake money. Repeat for different amounts/foods\u003Cbr> Container worksheet (T-made) |  |","cbCaiscNJVpp8Tw9","https://ap.wps.com/l/cbCaiscNJVpp8Tw9","pdf",1544308,"English","# Unit Objective\n## Lesson Objectives and Materials (Monday)\n## Activity Ideas (Monday)\n## Lesson Objectives and Materials (Tuesday)\n## Activity Ideas (Tuesday)\n## Lesson Objectives and Materials (Wednesday)\n## Activity Ideas (Wednesday)\n## Lesson Objectives and Materials (Thursday)\n## Activity Ideas (Thursday)","[{\"question\":\"What should students learn in Week 16 about food containers?\",\"answer\":\"Students identify common food containers such as box, bag, package, jar, bottle, carton, and can, and practice communicating preferences using “I like/I don’t like.”\"},{\"question\":\"How do students practice “How much is/are” in the lessons?\",\"answer\":\"They join matching activities by standing under the correct sign (“How much is” or “How much are”) and produce sentences like “How much are the grapes?” They also create and practice short dialogues on the board.\"},{\"question\":\"What activities help students search and use real prices?\",\"answer\":\"Students scan supermarket ads to find prices and complete a food ad scavenger hunt worksheet, followed by dictation and tasks that use labeled foods with prices.\"}]","Basic - Food - Week 16 - Containers and Prices - Lesson Plan | PDF",1790845203,25]