LESSON PLAN Nº: 1

Trainees: Fátima Requena

Camila Paez Date: September 26th Time: from 13.15 to
15.25

Class Teacher: Antonella Racig School: Nuevo Siglo Course: 4th Grade
Nº of Students: 23 Ss
Context: Let’s visit a food fair and vote your favourite pizza.

Objectives:

By the end of the lesson Ss will be able to:

- express their preferences in connection to pizza toppings,
- design their own pizza by combining different topics.

Teaching Point: “Toppings”

- New vocabulary: toppings /ˈtɒp.ɪŋz/, mushrooms /ˈmʌʃ.ruːmz/, green peppers /ˌɡriːn ˈpep.əZ/, onions /ˈʌn.jənz/, olives /ˈɒl.ɪvz/, spinach
/ˈspɪn.ɪtʃ/, tuna /ˈtʃuː.nə/, prawns /prɔːnz/, pineapple/ˈpaɪnˌæp.əl/, sweetcorn /ˈswiːt.kɔːn/, basil /ˈbæz.əl/
- Revision: tomatoes /təˈmɑː.təʊz/, chicken /ˈtʃɪk.ɪn/, cheese /tʃiːz/.

Materials:

- Chalk
- Board
- Cards with names
- Sticky tape
- Bingo
- Worksheets
- Video (Adapted from: undefined [Kids TV and Stories]. (2022, April 4). Peppa Pig Learns How To Make Pizza! | Kids TV And Stories [Video].
YouTube. Retrieved September 20, 2022, from https://www.youtube.com/watch?v=mmy6ueYgk44&list=LL&index=2)
- Note + Pizza template
- PTT First Part

Step Time Task (T) Task (Ss) Interaction Purposes

Ts stick the names on the desk for seating - Ts To sit the students in groups of four,
arrangement (1). since that seating arrangement
defines the groups for the final
project.
Ts receive students. Ss greet the new Ts. Ts ⥄ Ss To greet each other.

Ts ask students to look for their names (2) on the Ss look for their names and sit on their Ts → Ss To get students used to looking for
desks and sit there. assigned desks. their seats every single class.

To get to know each other.

Ts present themselves. Ss listen and ask questions about Ts if T ⥄ Ss
they want.

T asks Ss about the date and the weather and writes it Ss answer and write the date and the T ⥄ Ss To follow an established routine.
on the board. weather.
1 10'
T writes on the board and reads to Ss: Ss read from the board & listen. T → Ss To anticipate activities to be done.

✔️
Today, we'll:

✔️
play a game

✔️
watch a video

✔️
complete some activities

✔️
break.
complete activities in this copy (*shows the copy as soon as
she finishes writing*).

T explains that they will be working with the students

Ss listen and say whether they like the T → Ss To introduce global context and
for 8 lessons and that they will create a menu for their
idea or not. present the project.
school canteen in which they will be chefs,
waiters/waitresses and customers. She can say: "We'll
create a menu for our school canteen, with pizzas -do
 you like pizza?-, crazy dishes and food from all around
the word *accompanies by body language*. You will
be chefs, waiters/waitresses and customers."

T explains: "Today, we'll visit a food fair and vote our They make ask questions or comments Ts → Ss To introduce today's lesson.
favourite pizza".
In this step, no levels are developed
by the students.
T elicits that Ss will play a game and asks them if they Ss listen to the T, recall and explain how T ⥄ Ss To introduce the activity.
know how to play BINGO. to play bingo.

T elicits the instructions. T says "You'll work in groups One S hands out the cards. T ⥄ Ss To explain the activity and check Ss'
with this card * T shows bingo card (3) and asks Ss receive the sheet of paper. understanding.
someone to hand them in*. You need to complete the Everyone reads the examples and asks
chart. Let's read the questions. Who wants to read? / any necessary questions, such as
*Use roulette*." Ss read and T asks them questions to "What's the meaning of canteen?".
check understanding, such as who can explain what
you have to do?

T says: "The group that answers more questions, Ss listen to the example. Selected Ss T → Ss To explain and show students
2 20’ wins. Take turns to stand up and look for the answer. show what to do. Ss listen. T ⥄ Ss exactly what they are expected to
The rest writes." T chooses a group and asks Ss to do.
show her what they have to do.

Once the T has checked Ss’ understanding, she tells Ss quickly go around the room to find Ss → Ss To monitor and help Ss if they need
them to start playing. T monitors Ss as they play. people to complete the chart. help to complete the activity.

When one group finishes, T indicates it is time for Ss Ss let the teacher know when they have T → Ss To share the information recollected
to stop playing and go back to their seats. She finished completing the bingo card. Ss and see if the students’ real life are
reads/asks Ss to read the answers. In case they ask listen to their partners/teacher reading truly connected with the project.
for a prize, the Ss in the winning group can take turns the answers.
to be the T's assistant as a reward. Levels: understanding (classifying)
Knowledge: factual
 T shows Ss the PPT (8) presentation and explains Ss listen and answer "yes/no". T ⥄ Ss To introduce the input and connect it
they are visiting Peppa Pig’s Food Fair. T asks Ss if with the lesson’s context.
they know "Peppa Pig" and if they like it. S hands out the worksheet. Ss listen T ⥄ Ss
and answer if they know Peppa Pig. To activate Ss' prior knowledge and
T asks a S, who has won the Find someone who build connections with the
game, to hand out the worksheets (4). She also asks information that will appear in the
Ss if they know the pigs in the picture at the top of the S selected reads the question. Ss listen T ⥄ Ss material through anticipation.
page. and the answer.
T asks a S to read the question in the bubble above
3 10' the picture of the Pig's family. Then, she answers the
question as an example. Then, she asks different Ss: S reads the instruction. Then, the rest S → Ss To check understanding.
"What's your favourite pizza?". explains to the teacher what they have T ⥄ Ss
T asks a S to read the first instruction. Then, she asks to do.
Ss to explain what they have to do while she shows it Ss listen and ask Ss to match the T ⥄ Ss Level: Understanding (Inferring)
on the board. Then she says: "Are you ready? I'll read toppings with the pictures. Knowledge: Factual
the words, and you match with the ones you know".
While she reads the numbers and the words, Ss
complete.
 T tells Ss they'll watch a video (5) about Peppa Pig Ss listen and answer. They may mention T ⥄ Ss To engage Ss and activate their
and her family cooking. She asks Ss to guess what several dishes. prior knowledge for them to then
they may be making in the video. T writes their build connections with the
predictions on the board. information in the video.

Ss watch and check their predictions in T → Ss To look for specific information in

Then, she explains they have to check their exercise 1. order to check their predictions.
predictions in exercise 1. She plays the video and
waits for Ss. She plays the audio again if necessary.
T ⥄ Ss
Then, she tells Ss they'll check their answers. She Ss share their answers and repeat the To focus on the form and meaning
asks: "What number is A?/Which topping is A? *T items. of the items introduced.
points at the picture*". Ss answer and the T asks them
to repeat the item. T repeats this procedure until all T ⥄ Ss
the pictures have the corresponding number. Ss repeat.
At the end of the activity, the T repeats all the words
one by one and asks Ss to repeat (with funny voices T ⥄ Ss
4 15' or different moods if necessary).
Ss listen and then answer the ingredient To explain the activity and check
T tells Ss to pass on to exercise 3 and elicits the Daddy Pig uses: "mushrooms". Ss understanding.
instruction: "We'll watch the video again and complete watch and complete with ticks. T ⥄ Ss
the chart with ticks. For example, which ingredients To look for specific information and
does Daddy pig use?". T waits for Ss to answer based check Ss' understanding of the
on what they can see in the chart. She continues with materials.
other characters' ingredients if necessary. Once Ss
are ready, T plays the video again (twice if necessary). T → Ss
Ss listen and share their answers. To check the activity and check Ss'
T tells Ss they'll check the activity. She mentions each understanding.
character and chooses Ss to read the ingredients they
have selected.
Ss leave the classroom for a break.
T tells Ss that it's time to go to the break. Level: Analysing (Differentiating)
Knowledge: factual
 20-MINUTE-BREAK

T tells students to look at the pizzas. She asks "What Ss look at the pizzas. They try to answer T ⥄ Ss To activate students’ lingusitic
toppings do these pizzas have?" (Expected answers: the T's question with their previous schemata & retrieve the previous
chicken, mushrooms, olives). knowledge and/or by recalling the vocabulary items.
previous vocabulary items.

5 5' T asks one St to read the instruction ("What can you One St reads the instruction and all Ss T ⥄ Ss To anticipate the information that is
see? Who makes them?). Ss predict and T writes their predict possible answers while the T going to appear on the reading
predictions on the board. writes them on the board. activity.

Level: Understanding (Inferring)

Knowledge: Factual
T reads the instruction ("Read the text and check your Ss quickly read the text and check their T ⥄ Ss To check Ss' predictions.
predictions") and gives students 3 minutes to quickly predictions.
scan the text and to confirm/discard their predictions.
T crosses out the wrong predictions/ ticks the correct
ones.

T gives five minutes for the students to read again and Ss read again and complete the true or T ⥄ Ss To check Ss' understanding of the
complete the true or false activity . T asks some false. Ss share their answers and justify text.
students to read their answers and asks the other them.
ones if they agree, why/why not.
6 15'
T asks students to read one more time to complete the Ss read and complete the pizza toppings T ⥄ Ss To help Ss to infer the new
pizza toppings in ex.4 with the correct words. T and Ss in ex.4. Ss listen and repeat the new vocabulary items' meaning and their
check all together and drill these new words (spinach, words. form.
chicken, tuna, green peppers, prawns).

Level: Analysing (Differentiating)

Knowledge: Factual
 T gives Ss 5 minutes to complete with the correct Ss complete with the correct toppings Ss⥄ Ss & T To receptively retrieve vocabulary.
toppings. Ss are allowed to do it with their group. T & with their group and then check with the ⥄ Ss
Ss check all together on the board. class.

CLOSURE: T writes the pizzas and their toppings on Ss decide which pizza they liked the T ⥄ Ss To close the lesson and summarize
7 10' the board and Ss vote who wins the food fair. T writes most and raise their hands for the the class.
down their votes on the board and then counts the teacher to write their votes. Then, they
votes. T asks students to write the winner's name and complete the handout with the winner's Levels: Remembering (Recalling)
the toppings of the chosen pizza in the space provided name and the toppings of his/her pizza. Knowledge: Factual
in the handout.

T explains the homework. She gives notes (6) with the Ss listen to the instructions of the T → Ss To make sure Ss understand what
instructions and reads them for students. Then, she homework. Ss stick the notes and they have to do at home.
asks someone to explain what they have to do. someone explains what he/she has
understood.

T hands out the pizza templates (7) and explains that Ss receive the templates and put them T → Ss To prepare the dishes that are going
8 10' these are going to be used for their future restaurants. away. to be used on the final project.

Ts say goodbye to Ss. T encourages Ss to make a line Ss say goodbye to Ts. T ⥄ Ss To greet the Ss.
and leads them to the exit.
Level: Understanding
(Summarizing)

1 2
3 5 Video

8 PPT 8.L1_First Part_PPT.pdf

7:

4
VIDEO SCRIPT

Mummy Pig: Let's make pizza!

Daddy Pig: HO! HO! I'm a bit of an expert at making pizza.

Peppa: Can George and me help?

Mummy Pig: Of course!

Peppa: Daddy has a pizza on his head!

Daddy pig: This one can be mine!

Mummy Pig: Peppa, George, please smooth the TOMATO over the pizzas.

Peppa: I like making pizza! It's lovely and messy!

Mummy Pig: Good! That's enough smoothing and splashing...

Daddy Pig: Now, for the CHEESE...

Peppa: Remember, daddy! We're making funny faces!

Daddy Pig: Of course! I'll use MUSHROOMS to make eyes... ...and OLIVES for the smile.

Mummy Pig: And I'll use ONIONS for eyes… and BASIL LEAVES for the mouth.

Peppa: I'm doing little TOMATOES for the eyes... and SWEET CORN for the mouth.

Narrator: George is using PINEAPPLE for the eyes... and CHEESE for the mouth!

Peppa: I like funny faces!

School: Nuevo Siglo
Subject: English
Teacher: Antonela Racig
Trainee: Camila Paez and Fátima Requena
Timetable: Mondays and Wednesdays from 13:15 to 15:25. 
Teaching sequence/Didactic unit: 8 lessons (4 weeks)

Students’ information:
● Proficiency level: beginners (A1)
● 4th graders
● Age: 9-10 years old
● Number of students: 24
CONTENTS
Unit 4: What’s fun about food? (Bright ideas 3).

- Lesson 1: a fish, a camera, a Chinese family, Jun’s uncle, a menu, a table, a knife and fork, chopsticks, delicious food, a plate.
- Lesson 2: pizza toppings (mushrooms, green peppers, onions, olives, spinach, chicken, tuna, prawns, pineapple, sweetcorn). Chunks: Do you like X? Yes, I do/ No, I don’t.
- Lesson 3: There is(n’t); there are(n’t); some; any; I don’t like X.
- Lesson 4: Foods (curry, burger, noodles, pancake, fish and chips, yogurt// pasta, rice, sandwich, meat, fish, apple, orange, strawberries), countries. Chunk: What would
you like? I/he/she’d like X.
- Lesson 6: how to make invisible ink.
- Lesson 7: Literacy: a poem. Special food in Ecuador (fanesca, milk, fish, pumpkin, sweetcorn, onions, rice, eggs, cheese, humitas, corn cakes, cream, corn leaves, hot
steam, bread, colada morada, drink, strawberries and pineaple)
- Lesson 8: listening.
- Lesson 9: writing.
- Lesson 10: Chunks: We can enjoy going to X. Making a X is fun! We can try food from different X. I like food X experiments. We have special food for special X. Eating
meals with other X is fun.

OBJECTIVES FOR THE DIDACTIC UNIT:

By the end of the unit, Ss will be able to:

- Choose the food they want to eat.

- Combine ingredients to prepare a meal.
- Design menus.

CONTEXT: You are opening a canteen with different crazy menus for your school. In the menu, you are including random dishes, funny pizzas and food from around the world.
Our last lesson together is going to be the opening day, in which you are going to be waitresses, waiters, customers and chefs.
 FINAL OUTCOME/PROJECT: a canteen for Nuevo Siglo School’s students that offers a crazy menu with different kinds of foods.

● Ss are designing different menus in groups of 4 Ss each. Their menus are going to contain original and crazy dishes, types of pizzas and food from around the world.
● Besides creating the menu, Ss will select a chef to present it. In addition, each group is going to have customers and waitresses/waiters. Those who are playing
customers are going to go from one table to another, and place orders. The waitresses’/waiter’s job is to take the orders. These roles are going to be selected by the Ss,
who are going to dress up like their characters. Ss will also have an active role in the decoration and making of the dishes, which are going to be made of cardboard.

LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 LESSON 6 LESSON 7 LESSON 8

CONTEXT: CONTEXT CONTEXT CONTEXT CONTEXT CONTEXT: CONTEXT PROJECT
Intro global context + Let’s invite a friend Let’s carry out some Let’s order a meal at Let’s go camping and Our canteen opens Let’s prepare the Let’s open our
Project for dinner and plan a research on meals a takeaway create a Solar Oven next week. You’re menus and get ready school canteen and
Let’s visit a food fair meal with the from different restaurant. to cook food invited to a training for the grand reveal our menus!
and vote your ingredients you have countries. (cross-curricular with camp for chefs & opening. Time to roleplay!
favourite pizza. at home. Science). waiters/waitresses.

Topic: Our favourite

pizza toppings. Topic: Planning Topic: Food from Topic: Ordering food. Topic: Cooked and Topic: getting ready Topic: Big opening
dinner. around the world. uncooked food + for the grand opening next week! Topic: A day at our
solar energy new school canteen.
Presentation: Presentation: there Presentation:
vocabulary is/ there are / some Presentation: grammar (What Presentation:
(mushrooms, green / any / structures to vocabulary (curry, would you like? / I’d vocabulary items
peppers, onions, invite a friend over. burger, noodles, like “X” ). (cooked / uncooked
olives, spinach, pancake, fish and / marshmallow /
chicken, tuna, chips, yogurt) chocolate & cookies
prawns, pineapple, / solar oven)
sweetcorn) Retrieving of
vocabulary: pizza Retrieving of Retrieving of Retrieving of Retrieving of Retrieving of
toppings + other vocabulary and vocabulary and vocabulary seen last vocabulary items & vocabulary items: Generative use of
foods grammar structures: grammar structures: class and grammar grammatical Pizza toppings, food the grammar
pizza toppings + pizza toppings + structures: What structures seen in around the world, structures and
Skills: reading + Skills: Listening + other foods + there other foods would you like? I’d previous lessons. other foods; and vocabulary learnt.
listening + speaking. writing (WhatsApp is/there are like X grammar structures
messages) Skills: Listening + Skills: Listening + seen on other
HW: create the writing + speaking writing + speaking Skills: Reading + lessons. Skills: listening
pizzas. HW: create the Skills: Listening + speaking Skills: Writing + +speaking
dishes. speaking speaking + listening
LESSON PLAN Nº: 4

Trainees: Fátima Requena

Camila Paez Date: October 17th Time: from 13.15 to 15.25

Class Teacher: Antonella Racig School: Nuevo Siglo Course: 4th Grade
Nº of Students: 24 Ss
Context: Let’s order a meal at a takeaway restaurant.

Objectives:

By the end of the lesson Ss will be able to:

- describe what they want to eat at a restaurant;

- express their preferences as regards what to eat.

Teaching Point:

Introduction:
- Grammar structures: Would you like…? I’d like… Yes, I would / No, I wouldn’t.
Revision
- Food from around the world: curry/ˈkʌr.i/, burger /ˈbɜː.ɡər/, noodles/ˈnuː.dəlz/, pancake /ˈpæn.keɪk/, fish and chips /ˌfɪʃ ən ˈtʃɪps/, yoghurt /ˈjɒɡ.ət/,
sushi/ˈsuː.ʃi/ sauce /sɔːs/ laurel/ˈlɒr.əl/ pickles /ˈpɪk.əlz/ jam /dʒæm/ peas /piːz/, humita, tacos /ˈtæk əʊz/, pepper soup / ˈpep ə suːp/, emapanadas
/ˌempəˈnɑːdəz/; corn husks /kɔːn hʌsks/.
- toppings /ˈtɒp.ɪŋz/, mushrooms /ˈmʌʃ.ruːmz/, green peppers /ˌɡriːn ˈpep.əZ/, onions /ˈʌn.jənz/, olives /ˈɒl.ɪvz/, spinach /ˈspɪn.ɪtʃ/, tuna /ˈtʃuː.nə/, prawns
/prɔːnz/, pineapple/ˈpaɪnˌæp.əl/, sweetcorn /ˈswiːt.kɔːn/, basil /ˈbæz.əl/ tomatoes /təˈmɑː.təʊz/, chicken /ˈtʃɪk.ɪn/, cheese /tʃiːz/.
- Revision: there is / there are + countable & uncountable nouns

Materials1:
- Chalk
- Board
- Opening activity
- Handout
- Notes (HW)
- Menu

1
Scan the QR code to access our Drive folder where all the materials are available.
Step Time Task (T) Task (Ss) Interaction Purposes

1 10’ Ts receive students. Ss greet the Ts and go to their assigned Ts ⥄ Ss To greet each other and get
desks. students used to looking for
their seats every single class.
T asks Ss about the date and the weather and writes Ss answer and write the date and the Ts ⥄ Ss To follow an established
them on the board. weather. routine.

T shows a menu (2) and explains: “This menu has Ss listen and say what they remember T ⥄ Ss For Ss to retrieve what they
the steps we’ll follow to create our school canteen. about the project. They may mention have done in previous lessons.
Do you remember what we’ll do for our school being customers, chefs and To introduce the context and its
canteen? Yes! We’ll create the menus and act as waiters/waitresses. They may also connection to the project.
customers, chefs and waiters/waitresses. We’ll use mention the menu with pizzas and crazy
the pizzas you have made and some dishes.” T dishes.
reads the list of things we have worked on in
previous lessons and asks Ss if they have done Ss listen and say whether they have
them. When they say “yes”, T makes a tick. Then, done the activities the T mentions.
she reads the step for today’s lesson: “Today, we’ll
visit a takeaway restaurant and order a meal
because we need to know how to offer and order
food for our canteen.”
T asks: What takeaway restaurants do you know? I Ss listen and try to answer the T’s
usually eat at the takeaway McDonald's, for example. questions: What takeaway restaurants do T → Ss To introduce the difference
T waits for the Ss’ answers and adds: Do you know you know? Do you know the difference between a normal restaurant
the difference between a restaurant and a takeaway between a restaurant and a takeaway and a takeaway restaurant.
restaurant?” If Ss know the difference, T lets them restaurant? Then, Ss repeat.
explain it, if not, she elicits the difference with
examples. E.g “In McDonald’s, you can order your Levels: Remembering
food and eat it at home. That is a takeaway (Recalling)
restaurant. You go to the restaurant, make your Knowledge: Factual
order, and go back home to eat. Repeat: take away
restaurant.”
2 10’ OPENING: “Now, imagine a pizza take away Ss listen.Ss give the pizzas they have T→ Ss To introduce the opening
restaurant, where you order different types of pizza. done to the T. Ss listen. activity, relating it to today’s
Imagine I’m the seller at this restaurant. Here, the context.
pizzas don’t have a name. So you need to list the
ingredients for me to understand.”
Ss listen to the example and guess. T ⥄ Ss ⥄ To open the lesson, retrieving
T asks Ss to hand out their pizzas and stick some on Selected Ss describe the pizza they have Ss vocabulary and the grammar
the board. T explains they'll play a guessing game. chosen, and the rest of the Ss guess. structures “there is/there are”.

T elicits the instruction: “One St will choose one

pizza, without saying which one it is, and will
describe it. The rest will guess to help the seller
(me). Now, listen.” T gives an example for Ss to
guess which pizza she is talking about: “Okay, look at
the pizzas on the board. Listen and guess, 1, 2 or 3.
On this pizza, there are some tomatoes and
mushrooms. There is some sweetcorn and there is
some cheese. Yes! It’s number one!” T chooses
some Ss to describe some pizzas while the rest of
the Ss guess. T elicits when to use there is/ there are
and what these structures mean. T says: “Do you For Ss to retrieve the meaning,
remember when we use “there is”? Yes, with form and use of “there is” and
uncountable nouns like “sweetcorn” or “chicken”. And “there are”.
when do we use “there are”? We use “there are” with
countable nouns in the plural like mushroomS and To make clear the meaning and
onionS. And it means “hay”. For example: There are use of the structures.
some mushrooms in the fridge: Hay algunos
hongos/champiñones en la heladera. There is some
chicken in the fridge: Hay un poco de pollo en la Level: Understand (Inferring).
heladera.” Knowledge: factual.

3 10’ Pre-listening: T hands out one worksheet (1) to Ss receive the worksheets and one of T ⥄ Ss To activate Ss’ content
each student. She asks one strong St to read the them reads instruction 1). Then, they schemata (background
instruction: Look at the picture and answer. Say. a. raise their hands to answer and discuss knowledge about the topic to
What can you see in the picture? b. Where are the the questions. Possible predictions:
 people? c. What are the people doing? T There is a customer and there is a seller. be discussed later on in the
encourages students to raise their hands to answer They are at a takeaway restaurant. The rest of the handout).
and discuss the questions as a whole class. She woman is ordering food and the seller is
writes their predictions on the board. listening. To activate Ss’ rhetorical
T ⥄ Ss schemata, since they are
T asks one St to read instruction 2) Look at the One St reads instruction 2.A and another
phrases below. A) Tick the ones you may hear in a one reads the phrases they may or may revising their knowledge of the
takeaway restaurant. T writes their answers on the not tick. Ss answer as a whole class. format – organization of the
board and passes on to B) Who says them? The Same procedure for 2.B discourse in that specific
seller or the customer? Make a circle. While Ss context (Making and order in a
answer, T writes their predictions on the board. Key: takeaway restaurant).
a) ✓ seller
b) -
Level: Understand
c) ✓ seller
d) - (classifying).
e) ✓ customer Knowledge: Factual

4 10’ While-listening: T reads the instruction: Listen to a Ss listen to the audio file and check their T ⥄ Ss To check Ss’ predictions.
conversation between Lily and a food seller at “All I predictions on the board.
want to eat restaurant. Check your predictions. T
plays the audio and then goes back to the board to
check the predictions with the Ss.

T explains that they are going to listen to the audio Ss listen again and tick the dishes Lily T ⥄ Ss To check Ss’ understanding
again and complete activity 3). Tick the dishes Lily orders. Key: a, e, g. and to look for specific
orders. T asks a St to explain what they have to do information.
and asks Ss to name the different dishes/drink. For
instance: What’s letter a? Yes, it’s water. Then, she To check Ss’ understanding of
plays the audio and checks the ex. as a whole class. the conversation.
T ⥄ Ss
T asks students to listen to the audio one more time, Ss listen one more time, or two, if
or two, if necessary, and put the sentences in the necessary, and order the sentences from Level: Understand
order they hear them. T and Ss check as a whole 1 to 10. Ss check as a whole class. Key: (interpreting).
class. 1. f - 2. j - 3. h - 4. g - 5. b - 6. e - 7. i - 8. Knowledge: factual.
d - 9. a - 10. c
5 15’ Post-listening: T reads the instruction in exercise 6 Ss listen to the T and put up their hands T ⥄ Ss For Ss to relate the information
for Ss to answer them orally. She says: “Now, let’s go to answer. Selected Ss provide their in the conversation with their
to exercise 6. I’ll read the questions, and I’ll say who answers. own experiences.
answers. Pay attention. First, look at the pictures. Key: McDonald’s, Burger King, Betos,
Put up your hand if you know any of these takeaway Subway, Starbucks, KFC.
restaurants.” T chooses some Ss to name the
different brands. Then, she asks Ss to put up their
hands if they usually go to any of these places. She
chooses some Ss and asks them who they go with,
and what they order.
T ⥄ Ss To guide Ss to infer the
T reads the note in ex. 7: Look at the sentences from Ss read the sentences to infer the meaning of “I’d/ I would like”.
the story and choose the correct option. Do we use meaning of the new structure. Ss answer
“‘d like” to talk about things we want to have, or we orally and circle the correct option (a: we
like in general? If Ss find the question difficult, T tells want to have)
them to go back to exercise 5.

T asks Ss to complete the chart in ex 8.a in groups: Ss listen to the T. Then, they take some
You need to complete each box with ONE of the time to discuss in their groups and
words that appear below the instruction. Here are the complete the charts with the rules while To guide Ss to infer the rules by
words you can use to complete the chart. “X”, can the T guides them. Selected Ss go to the themselves.
you read them? She encourages Ss to go back to front and stick the words in the correct T ⥄ Ss
the previous activities on the handout to complete place within the chart. Everyone checks To focus on meaning, form and
the charts. T draws the chart on the board, prepares their own chart. Then, they move on to use of the structures
some cards with the options they have in the the “Look” chart and decide if “I’d like” introduced.
handout, and asks some Ss to go to the front and and “I would like” mean the same. Then,
stick one word (3) in the correct gap. She elicits that they repeat with the T to make sure to
“Yes, I would / No, I wouldn’t” are called “Short pronounce the short form of ‘would’
answers”. Then, she moves on to the “Look” chart correctly.
(ex. 8.b), and reads it to students for them to answer.
The short form of would is…. Which is the short
form? Yes! It’s “‘d” very good! Does “I would like a
burger, or I’d like a burger” mean the same? Yes!
Great! How do we pronounce this? *points at “‘d like” Level: Analysing (Organizing)
written on the board,* Repeat with me: I’d like a Knowledge: factual.
burger. I’d.
 BREAK

6 15’ T reads the instruction in ex. 9. Look at the menu Ss listen and follow the conversation. T ⥄ Ss To help Ss to productively
and complete the conversation with a partner. Then, They provide possible answers. retrieve the use of I would
act it out. T starts reading the conversation and asks like/I’d like “x”; would you like
Ss what they can write in the first gap to check Ss repeat the phrases. “x”?; short answers, and the
understanding. T completes the first 3 gaps with Ss vocabulary seen throughout the
and reads the whole conversation. She asks Ss to lessons.
repeat the phrases. She explains they need to look
at the menu and that there is more than one option Ss take five minutes to complete the T ⥄ Ss ⥄
possible in some gaps. She illustrates this with gap activity in pairs. Ss
g, which can be either “yes, I would” or “no, I
wouldn’t”. Then, she gives Ss five minutes to
complete the activity in pairs.

T asks different pairs to act out the conversation. She Ss act out.
provides positive and negative feedback when the
T ⥄ Ss
structures are used -or not - correctly. Key: a. Would b. like c. would. d.
Pancakes e. Would f. jam g. Yes, I
would/No, I wouldn’t. h.
noodles/tacos/burgers i. Yes, I would/No,
I wouldn’t. j. noodles/ tacos/ burgers k. Level: Remembering
Ss’ answer l. Ss’ answer m. Would you (Recalling).
like n. No, I wouldn’t. Knowledge: factual.

7 10’ If time allows, T will ask Ss to use the dishes they’ve Ss use their dishes to role-play. One St T → Ss To productively retrieve
prepared at home. The idea is for them to keep on offers a dish and describes its vocabulary and the grammar
role-playing and ask their partners if they’d like to eat ingredients, while the others provide structures seen in this lesson.
“X”. Ss have to describe their dishes using there is & short answers. They take turns to play
there are for the ingredients, and the others have to the customer and the seller.
provide short answers (Yes, I would / No, I wouldn’t).
Instruction: Now, we are going to keep on practising,
but this time, without reading! You will describe your
dishes to a classmate, and your classmate has to
decide if she/he wants to order your dish or not.

T shows this with a strong student. “X”, would you

T⥄ Ss ⥄ To check Ss’ understanding of
like some pizza? In this pizza, there are some
mushrooms and prawns. Expected answer: Yes, I Ss the task.
would / No, I wouldn’t. Once T shows what they have
 to do, she asks one pair to demonstrate it to the Level: Remembering (recall).
class, and allows Ss to keep on playing while she Knowledge: factual.
walks around the classroom and monitors them.

8 5’ HOMEWORK: T explains the homework. She gives Ss receive the notes with the homework T ⥄ Ss To make sure Ss understand
notes (4) with the instructions and reads them for and explain what they’ve understood. what they have to do at home.
students. Then, she asks someone to explain what Expected answer: we have to bring the
they have to do. T tells Ss to choose 2/3 elements things listed here to do an experiment
each and writes who will bring the different objects in next class. Ss decide which elements to
each group. She says: “Put up your hand if you’ll bring. Ss’ translations of the instructions
bring the box”. and writes the names of those who will be allowed here.
will bring the box. Ss put up their hands to indicate what Level: no level.
they’ll bring

9 5’ CLOSURE: T directs Ss’ attention to the Menu (2) Ss look at the Menu and answer “yes”. T ⥄ Ss To go back to the context of the
and asks them if we have completed today’s step. T Ss listen lesson and anticipate what’s
says: “Have you ordered a meal at a takeaway happening next class.
restaurant?” She ticks the step and reads the
following one. To give the lesson a proper
closure.
T tells Ss to put their things away and says goodbye. Ss put their things away and say Level: Remembering (Recall)
goodbye. Knowledge: Factual

MATERIALS

SCRIPT: (NOTE: Once the plan is checked, we’ll ask the Phonetics & Phonology teachers to record the audio for us).

Seller: Hello!
Girl: Hi!
Seller: Welcome to “All I want to eat” restaurant. Would you like to see our menu?
Girl: Yes, please. That would be great!
Seller: Here you are.
Girl: Thank you! Mmm... there are some pizzas and burgers. Oh! There’s some curry.
Seller: There isn’t any curry today because there isn’t any rice. But there are empanadas from Argentina. Would you like to try some?
Girl: Okay, I’d like some empanadas, please. Is there any sushi?
Seller: Yes, there is. There are tuna sushi rolls and prawn sushi rolls. Would you like some sushi rolls?
Girl: Oh… No, I wouldn’t. I don’t like tuna and prawns. Are there any fish and chips?
Seller: Yes! Would you like some fish and chips?
Girl: Yes, I would. I’d love some fish and chips!
Seller: Okay. Some empanadas and some fish and chips, then. Would you like anything else?
Girl: Yes, I’d like a bottle of water, please.
Seller: Great! Your order will be ready in 10 minutes.
Girl: Thank you! See you in a while.

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