LESSON PLAN | ACTIVITIES | TIME |
1. Introduction | - Show the picture
- Ask “what can you see?”
- Ask “why does this person has a present?”, “what special day is it?”
| 10’ |
1. Warm-up (IMPROVEMENT #2) | - Show pictures about special days
- Ask “what special day is it?”
| 5’ |
2. Presentation | - Ask “in Peru, what are presents for..?
- While asking, show the previous pictures again.
- Students raise their hands.
- Pick a student to participate.
- OK, student X, in Peru, what are presents for birthdays?
- A tablet.
- What else? And pick another student.
- Let the first participant ask the same question to the class. (Say, OK, student X, ask the same question to your partners)
- Repeat the procedure with the next participant.
- Show them a video about other peoples’ reactions.
- Show them pictures with food items and tell them about my preferences by using some new expressions from the book (also USE TO / USED TO). (IMPROVEMENT #3)
- Ask them to write the expressions they use to describe their passions about food.
- Have the students write down my preferences in two columns (My teacher loves… - My teacher hates…) (IMPROVEMENT #4)
| 15’ 10’ |
3. Development | - OK, so do you think a tablet is a good present for birthdays?
- I think a tablet is too expensive. What about a T-shirt?
- Student X says I think a T-shirt is boring for a birthday.
- OK, so what’s your idea?
- A smartphone.
- OK, does anybody have any other idea?
- Some money.
- Ask them to do exercise A, and identify positive and negative passions. Who has a positive passion about food? Does the woman have a positive passion about food?
- Transition: Now let’s listen to some people and see how they feel about the food in those pictures.
- Do exercise B.
- Using the food mentioned before, do exercise C.
- Explain the difference between “use to / used to” as an expression for eating preferences.
- Do the Grammar practice.
| 45’ |
3. Practice (IMPROVEMENT #5) | - Have them present their preferences in pairs, by using the expressions given in the book.
- Allow them find out what both of them have in common about their food preferences (likes or dislikes).
- Report their preferences to the class, by telling them their similarities and differences regarding food preferences, and using the expressions given.
- Have the students reflect on the food they don’t like to know what they used to love in the past. Ask them to report individually.
| 30’ |
4. Application (IMPROVEMENT #6) | - Listen to some speakers and identify their preferences in the book.
- Complete some statements by using USE TO and USED TO in the book.
- Have them write their own past habits about their likes and dislikes as extra examples.
- Give each pair a card with a food item and ask them to make a small conversation about it using confirmation questions.
| 40’ |
4. Closure 5. Wrap –up (IMPROVEMENT #7) | - Ask them to make a dialogue in pairs, talking about food passions.
- Do the dialogue as a role-play.
- Show each student a statement about eating habits before they leave, and ask them to express a food passion with the most appropriate expression for each case. I.e. Sam eats vegetables once in a while. (Student response: Sam is not crazy about vegetables)
| 20’ 10’ |
6. Follow-up (IMPROVEMENT #8) | - Ask them to bring up pictures of their favorite dishes for the next lesson.
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