Age Level: Young learners (ages 8-10) Ability Level: Beginner Objective: Students will be able to ask and answer questions using “Do you like…?” and respond with “Yes, I do” or “No, I don’t” to express food preferences.
Warm-up – 5 minutes
- Play “Food Charades”: Have students act out different foods (e.g., eating an apple, peeling a banana). Others guess the food. This activates vocabulary and is a fun, physical start to the lesson.
Review – 10 minutes
- Flashcard Review: Briefly revisit common food vocabulary from previous lessons (apple, banana, pizza, etc.). Show the flashcard and have students say the word individually and as a group.
Presentation of New Material – 15 minutes
- Picture Talk: Use a large picture with a variety of foods. Ask simple questions like, “Do you see a sandwich?” to introduce the “Do you like…?” structure.
- Modeling & Repetition: Clearly ask, “Do you like ice cream?” Demonstrate “Yes, I do” with enthusiasm and “No, I don’t” with a frown. Have students repeat chorally, then individually ask a few students to build confidence.
Pronunciation – 5 minutes
- Minimal Pairs: Focus on the slight difference between “like” and “rice.” Exaggerate the sounds at first. Have students listen and then repeat “Do you like rice?” and “Do you like ice cream?”
Grammar – 5 minutes
- Keep it simple: Show a thumbs up for “Yes, I do” and thumbs down for “No, I don’t.” Explain that these are short answers to the “Do you like…?” question.
Closing – 5 minutes
- Survey Game: Ask “Do you like…?” questions about different foods. Students respond with thumbs up/down. Keep score on the board to see which food is the class favorite!
Additional Notes:
- Visuals: Use lots of pictures, flashcards, and real objects (if possible)
- TPR (Total Physical Response): Incorporate actions with the thumbs up/down for added engagement.
- Differentiation: Have a few more complex food options ready for stronger students.
Age Level: Adult learners Ability Level: Beginner to low-intermediate Objective: Students will be able to ask and answer questions about daily routines using the simple present tense with time expressions (e.g., “in the morning,” “at night”).
Warm-up – 5 minutes
- Daily Routine Brainstorm: Write “Daily Routine” on the board. Ask students to brainstorm activities they typically do throughout the day and write them on the board.
Review – 10 minutes
- Time Expressions: Review vocabulary for times of day (in the morning, at noon, in the evening, etc.). Use a visual clock or timeline, if helpful.
Presentation of New Material – 15 minutes
- Model Dialogue: Present a short, written dialogue between two people discussing their daily routines. Include the question form “What time do you…?” and answers using the simple present tense (e.g., “I wake up at 7 am”).
- Comprehension Check: With the dialogue still visible, ask questions to ensure understanding (e.g., “What time does [name] eat breakfast?”). Have students respond with short answers.
Pronunciation – 5 minutes
- Contractions: Focus on the common contractions used in the dialogue (I’m, you’re, don’t, etc.). Drill pronunciation and have students use them in sample sentences about their own routines.
Grammar – 5 minutes
- Simple Present: Provide a brief, direct explanation of the simple present tense for routines (subject + verb + s/es + time expression). Provide written examples on the board.
Closing – 5 minutes
- Pair Work: Students create short dialogues, asking and answering each other about their daily routines. Encourage use of time expressions and circulate to offer support.
Additional Notes:
- Personalization: Have students bring in pictures that represent parts of their routine to make it more meaningful.
- Adapting Difficulty: For stronger students, add in adverbs of frequency (always, usually, sometimes, etc.).
- Real-World Context: Connect the lesson to students’ needs to discuss schedules or appointments.