Detailed lesson plan

60 minutes · Starter reading

Lee Eats Lunch

Class: Starter English. Adapt pace to learners’ age and experience. Duration: 60 minutes. Source: ActiveVocab page 5738, 12 sentences and six pictures.

Learning objectives

By the end, students should be able to identify at least six lunch words, copy the story sentences aloud, put four lunch events in order and complete four simple sentences with support.

Materials and preparation

Open the student lesson and test its audio. Prepare both worksheets, pencils and a spoon, apple, glass or simple drawings. Display the six story pictures in their original order. Read the answer keys before class. Allow students to point or gesture before expecting spoken answers.

1. Connect to the topic — 5 minutes

Show a spoon and apple. Ask “What is this?” Accept a word or pointing. Say “apple” clearly and invite students to copy. Ask “What do you eat for lunch?” Accept familiar food names; model a short response without interrupting every error.

2. Teach essential vocabulary — 8 minutes

Introduce tray, chair, table, rice, spoon, water, glass, apple and plate using the objects or story pictures. Say each word, pause for copying, then check by asking students to point. Mime carries, sits, eats and drinks; students copy the movement and word. Check empty and happy using the final picture.

3. Listen, copy and repeat — 15 minutes

Play one sentence once. Students listen, then copy it aloud during a teacher-controlled pause. Keep the highlighted sentence visible. Repeat the sentence if needed, then move forward. Work through all 12 sentences in picture order. Ask “Where is his lunch?” and model “On the table.” For sentence 5, point to the rice; for sentence 7, mime drinking. Do not rush the pause for speaking.

4. Check meaning and sequence — 7 minutes

Ask students to show the picture for eating rice, drinking water and eating an apple. Ask “Is the apple red?” and “Is his plate empty?” Invite yes/no answers, then model the full sentence. In pairs, students retell the order with pointing and short phrases. Refer back to the story whenever needed.

5. Worksheet 1 — 10 minutes

Demonstrate the first vocabulary match. Students complete A, then use the word bank for B. Read the completed sentences aloud together. Students attempt C independently before comparing with a partner. Correct by returning to the matching story sentence.

6. Worksheet 2 — 10 minutes

Model how to number the first event. Students complete the sequence and true/false questions. Let them read the story while answering. For the final writing task, first model one spoken sentence, then ask students to write and read their own choices.

7. Exit check — 5 minutes

Ask each student to name one lunch object and say one story sentence with a picture prompt. Check their four event numbers and four gap-fill answers. Record independent, prompted or needs practice. Use the evidence to choose the next practice task; completion alone is not proof of mastery.

Support and extension

Support: give two choices, allow pointing, read directions aloud and pair a learner with a supportive partner. Extension: hide the text and retell three picture events; replace the food word in “Lee eats an apple” with a suitable alternative. Keep the language manageable.

Home practice

Open Lee Eats Lunch. Listen, copy and repeat each sentence, then read the whole story aloud. Where the teacher has an agreed submission method, record a short reading video. Conversation pages can be optional extra speaking practice.

Teacher record

Date: __________ Class: __________ Teacher: __________

Objectives achieved / partly achieved: __________________________

Students needing support and next steps: _______________________

Exact story text

1. Lee gets his lunch.
2. He carries his tray.
3. He sits on a chair.
4. His lunch is on the table.
5. Lee eats his rice.
6. He uses a spoon.
7. He drinks some water.
8. His glass is clear.
9. Lee eats an apple.
10. The apple is red.
11. His plate is empty.
12. He is happy now.

Worksheet 1

Lunch words and sentences

Name: ____________________ Date: ______________

A. Match the words

Write the correct letter beside each word.

1. spoon ___   2. tray ___   3. chair ___
4. glass ___   5. apple ___   6. plate ___

a. You sit on it.
b. A round fruit.
c. You carry your lunch on it.
d. You use it to eat rice.
e. You put food on it.
f. You drink water from it.

B. Finish the story sentences

Words: tray · spoon · water · red

1. He carries his __________.
2. He uses a __________.
3. He drinks some __________.
4. The apple is __________.

C. Choose the correct word

1. Lee (eat / eats) his rice.
2. He (sit / sits) on a chair.
3. His plate (is / are) empty.
4. Lee eats (a / an) apple.

D. Say it, then write it

Copy one sentence from the story. Read it aloud to your partner.

________________________________________________

Worksheet 2

Understand, order and write

Name: ____________________ Date: ______________

A. Put the events in order

Write 1, 2, 3 and 4. Use the story to help you.

___ Lee eats an apple.
___ Lee gets his lunch.
___ He drinks some water.
___ Lee eats his rice.

B. True or false?

Write T or F.

1. He carries his tray. ___
2. His lunch is under the table. ___
3. Lee uses a spoon. ___
4. The apple is green. ___
5. His plate is empty at the end. ___
6. He is happy now. ___

C. Answer using the story

1. What does Lee drink? __________________
2. What colour is the apple? ______________
3. Where is his lunch? __________________

D. Make your own lunch sentences

Say your choices to a partner, then write them.

Food ideas: rice · bread · an apple
Drink ideas: water · milk

1. I eat __________________________________.
2. I drink ________________________________.

Draw your lunch underneath your sentences.

Grammar in this lesson

Exact examples from the story

Present simple: actions

“Lee gets his lunch.” “He carries his tray.” “He sits on a chair.” “Lee eats his rice.” “He uses a spoon.” “He drinks some water.” “Lee eats an apple.”

The story tells a sequence using the present simple. With Lee or he, the action verbs have -s; carries changes y to -ies. Model the complete sentences for students to copy.

Present simple: be

“His lunch is on the table.” “His glass is clear.” “The apple is red.” “His plate is empty.” “He is happy now.”

Is links the subject to a location, description or feeling. This lesson does not contain present continuous or past-tense sentences.

Pronouns and possession

He refers to Lee. His shows that the lunch, tray, glass and plate belong to or are associated with him. Examples: “He carries his tray.” “His plate is empty.”

Articles: a, an and the

“He sits on a chair.” “He uses a spoon.” “Lee eats an apple.” “The apple is red.”

An comes before the vowel sound in apple. The apple refers back to the apple already introduced. The also appears in “on the table.”

Some with an uncountable noun

“He drinks some water.” Water is uncountable here. Rice is also uncountable in “Lee eats his rice.”

Place: on

“He sits on a chair.” “His lunch is on the table.” Point to the pictures to demonstrate on.

Adjectives and time

Clear describes the glass; red describes the apple; empty describes the plate; happy describes Lee. Now gives a time reference in “He is happy now.”

Teacher use

Keep these notes available for planning and employer documentation. During Starter speaking practice, demonstrate meaning and model whole sentences. The “What does Lee drink?” question on Worksheet 2 is teacher-supported comprehension language; it is not a question pattern found in the story.

How student tracking will work

Planned feature · weekly email reports

This describes a planned service. Tracking and weekly emails are not activated by this sample page.

Individual student accounts

Each student will use an individual account linked to their teacher. During practice, the system is intended to record which reading and conversation pages they open, practice dates and use of the reading controls.

Practice time and activity

Intervals between button presses can help indicate whether students allow time to listen and repeat. The proposed reports will separate active interaction from a page simply being left open, using clearly defined activity and inactivity rules.

These are activity indicators. They cannot confirm that a student spoke, pronounced correctly, listened attentively or worked independently. Playback and button presses should not be labelled as verified speaking.

Weekly email reports

The proposed weekly summary will show lessons visited, practice dates, estimated active practice time, sentences played or replayed, activity progress and lessons revisited. Teachers can use it to follow up missed homework and identify students needing support.

Reaching the last sentence records activity completion; teacher assessment determines learning progress. Time estimates and incomplete sessions should be labelled clearly.

Speaking videos and teacher assessment

Teachers can combine the reports with short speaking videos submitted through an agreed method. Activity records show practice patterns; videos and classroom observations provide evidence for assessing speech, pronunciation and confidence. Teachers decide when students are ready to progress.

School and employer records

Weekly summaries will help document homework participation and follow-up teaching. Access will be restricted to authorised accounts. The implementation will need agreed rules for consent, student data, retention and account access before launch.

Example report entry — illustration only

Student: Sample Student
Lesson: Lee Eats Lunch
Activity: 12 of 12 sentences played; 4 replay events
Estimated active practice: 6 minutes
Teacher review: Speaking video awaiting review

This fictional entry illustrates the proposed format. It is not a real student record or a verified speaking score.

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