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LESSON 40 - VIBE ON THE TABLE - Objectives, vocabulary and lesson planning","","PROSKILLS Teacher’s Notes provide a structured lesson planning framework for MODULE 3, LESSON 40 “VIBE ON THE TABLE”, focusing on reading, speaking, and writing skills through targeted language work. Students learn to identify and differentiate cooking utensils, cutlery, and tableware, practice quantifiers when describing cooking processes, and produce sentences using target vocabulary and grammar. 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It also notes that some words can belong to more than one category.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the students practice and check learning during the lesson?",{"text":121,"@type":113},"Students complete controlled-practice activities in the Student Books, watch videos to identify utensils, and fill in Self-Assessment Sheets based on correct answers for formative assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},427749,1791001436,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3848291630094,"https://eur-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","PROSKILLS  \nTeacher’s Notes. Lesson Planning Framework  \nReading skills  \nSpeaking skills  \nWriting skills  \nMODULE 3. LESSON 40  \nLesson 40  \nMODULE 3. LESSON 40  \nVOCABULARY.  \nVIBE ON THE TABLE  \nObjectives  \nBy the end of the lesson, students will be able to:  \n➡ Identify and differentiate words to describe cooking utensils, cutlery and tableware;  \n➡ Disambiguate and use the Quantifiers when describing cooking process;  \n➡ Produce sentences using target vocabulary and grammar.  \n Vocabulary/structures   \nBowl, centrepiece, chopsticks, colander, cup, fork, glass, grater, jug, knife, ladle, measuring cup, measuring spoon, mixing bowl, mug, napkin, nutcracker, meat mallet, masher, lid / cover, funnel, strainer, stirring spoon, oven mitt, pan, pasta fork, sieve, peeler, pepper shaker, plate, pot, rolling pin, salt shaker, saucer, saucepan, spatula, spoon, sugar bowl, tablecloth, tablespoon, teapot, teaspoon, tongs, tray; Quantifiers.  \n Materials   \nSB, handouts, video, audio, presentation, phones, computer, projector or TV screen, two sets of tableware.  \n Time  45 minutes.  \n Symbols   \n 􈗍  Differentiation  \n 􀹋  Motivation  ✅  Formative Assessment  \n 􀆡  Objectives  ♥  \nSEL  \n 􏅉  Optional  \n 􀊙  Idea  \n Suggested for less confident students  \n Suggested for more confident students  Suggested for fast finishers  \n\n| MODULE 3. LESSON 40\u003Cbr>Stage—purpose | Time  | Instruction  | Mode  | 3\u003Cbr>Resources / Tools & Links |\n| --- | --- | --- | --- | --- |\n| Warm Up\u003Cbr>➡ to prepare students for learning by engaging them in activities that activate their prior knowledge, create a comfortable environment. | 5 min | \u003Cbr>♥ 􀹋\u003Cbr>1. Welcome students to the lesson. Ask students to answer the questions:\u003Cbr>● Do you often cook?\u003Cbr>● What tools do you use while cooking?\u003Cbr>● Does cooking depend upon using cooking utensils? Why or Why not?\u003Cbr>2. To perform a warm up online use the Curipod poll.\u003Cbr>3. Form two teams in a random way. Give them sets of tableware and ask to serve the table. Leave their «tables» to be referred to at the other stage of the lesson. The winner will be announced according to the correct rearranging according to the Video 2. Lesson 40.\u003Cbr>\u003Cbr>✅\u003Cbr>Let the students know that today’s lesson will include self-assessment elements. Give each student a Self-Assessment Sheet from the Additional Materials folder. Ask them to mark their correct answers by filling in the matching numbers on their sheets. | Whole group\u003Cbr>Teamwork | ➡ Curipod\u003Cbr>➡ Self-Assessment Sheets ➡ Video 2. Lesson 40 |\n| Target vocabulary presentation | 9 min | \u003Cbr>􀆡 | Whole group\u003Cbr>Individual | ➡ Word Cards\u003Cbr>➡ SB (Activity 1) |\n| ➡ to introduce the target vocabulary; |  | 1. Use the Word Cards from the Additional Materials folder to introduce the target vocabulary. |  | ➡ Quizlet 1\u003Cbr>➡ Wordwall 1 |\n| ➡ to practice pronunciation and visual perception of the target vocabulary; |  | \u003Cbr>􀊙\u003Cbr>To present the target vocabulary online you may use Quizlet 1. |  | ➡ Extension Activity 1\u003Cbr>➡ Classtime |\n| ➡ to elicit already known lexemes. |  | 2. Tell the students the difference between cutlery, cooking utensils and tableware. Ask them to sort the words from the list in Activity 1a) into the categories. Explain to them that some words can refer to more than one category. |  |  |\n\n4 MODULE 3. LESSON 40  \n\n| Stage—purpose | Time | Instruction |  | Mode | Resources / Tools & Links |\n| --- | --- | --- | --- | --- | --- |\n|  |  | Activity 1a) Keys:\u003Cbr>Cutlery: fork, knife, teaspoon, tablespoon, chopsticks.\u003Cbr>Tableware: cup, glass, mug, napkin, plate, saucer, sugar bowl, salt shaker, pepper shaker, tablecloth, teapot, centrepiece.\u003Cbr>Cooking utensils: colander, grater, ladle, measuring cup, measuring spoon, oven mitt, pan, peeler, rolling pin, saucepan, spatula, tongs, pot, whisk. |  |  |  |\n|  |  | \u003Cbr>􏅉 | |  |  |\n|  |  | There is an alternative online activity in Wordwall 1.\u003Cbr>3. Encourage the students to find suitable words in Activity 1a) for the definitions in ","cbCaircVIfD4LlYE","https://ap.wps.com/l/cbCaircVIfD4LlYE","pdf",1388132,"English","# Objectives\n## Target vocabulary and structures\n## Materials and timing\n## Warm Up\n## Target vocabulary presentation\n## Target vocabulary controlled practice","[{\"question\":\"What should students be able to do by the end of Lesson 40?\",\"answer\":\"Students should identify and differentiate words for cooking utensils, cutlery, and tableware, use quantifiers correctly when describing the cooking process, and produce sentences using the target vocabulary and grammar.\"},{\"question\":\"Which categories are used to sort the target vocabulary in Activity 1a?\",\"answer\":\"The lesson sorts words into Cutlery, Tableware, and Cooking utensils. It also notes that some words can belong to more than one category.\"},{\"question\":\"How do the students practice and check learning during the lesson?\",\"answer\":\"Students complete controlled-practice activities in the Student Books, watch videos to identify utensils, and fill in Self-Assessment Sheets based on correct answers for formative assessment.\"}]","MODULE 3. LESSON 40 - VIBE ON THE TABLE - Objectives, vocabulary and lesson planning | PDF",1790644738,23]