ONE TO ONE ASSIGNMENT – Maritza Campos
Student level
Course location
Beginner
Student`s house and
outdoors
Topic
Progress expectation
Living retirement in the United Sates
Eduardo will be able to improve his spoken and written English by using the
new vocabulary and grammar structures from the real life topics used for the
lessons.
Studying the English language for hobbies, cooking and personal life. Make
him feel motivated, to be communicative with people, confident with himself,
and can meet friends.
The student will be working on topics related to his hobbies and personal life.
He wants to develop his speaking, writing, reading and listening skills to talk
about his likes and dislikes. He is interested in cooking and fashion, so the
lesson focuses on those topics. Also he likes to read about travelling topics
and he is moving to a new city next year. He is taking English classes. It
means these classes will be extra classes for him. Eduardo wants to use
vocabulary related about his future plans and things he usually does. He will
start an English conversation club in February, that`s why he wants to learn
polite requests and vocabulary about himself.
Subject
Aim
Course lessons
Course duration
7 lessons
(13hours and 30
minutes)
Objective
Lesson 1: Clothing and Shopping! (2 hours)
Simple present. (like, love, hate, don`t like + ing form)
Made of. Likes and dislikes.
Lesson 2: Food and Eating (1 Hour + 45 minutes)
Countable and uncountable nouns.
A/an, some and any.
Lesson 3: Drinks. (1 Hour + 45 minutes)
How much, how many? Quantifiers: a lot, not much, etc.
Lesson 4: Cooking “Lamb Chops” Recipe. (2 Hour + 15 minutes)
Outdoor English. Going to the supermarket. Review English grammar lessons
2 and 3. Cooking and explaining the recipe in English.
Lesson 5: Personal Resolutions. (1 Hour + 45 minutes)
Auxiliary will (predicting the future)
Lesson 6: Living in a new country. 1st conditional (simple present + simple
future – will) (2 hours)
Lesson 7: Going to a Café! Modals (would, could, can, may) (1 hours + 50
minutes)
Material & equipment
Learning assessment
Pictures, dictionary, internet, laptop, lesson specific worksheets.
All the grammar and exercises will be applied during the class. He will study
the topic and the grammatical structures after each class. He wants to practice
English in a real environment, that`s why some classes will be outdoors.
The written tasks will help test grammatical structure and spelling and the oral
activities will help with pronunciation.
During all the lesson there are practical and produce activities to combine
vocabulary and grammar. The student required, not to do any homework and
tests.
One lesson will be in a supermarket and another in a coffee shop to improve
vocabulary and grammar in a friendly atmosphere. There will be a practical
class where the student will prepare a dish explaining the process and
interacting with the teacher while he cooks. It will be an intensive time to
practice just in English, with vocabulary and topics that are part of his
personality, so he will be involved in the whole process of learning English.
Student details
Name
Age Level
Eduardo Arismendi 57 A 1 Beginner
Notes
He can understand and use short expressions and very
basic phrases addressed to the satisfaction of needs
and concrete subjects. Can introduce himself and others
and can ask and answer questions about personal
details, people he knows and things he has. Can interact
in a simple way, and establish short talks.
He is Venezuelan and speaks Spanish, French and a
little of English. He is widowed and has one daughter.
He has been learning English for six 8 months.
He is moving to the United States. He likes to cook, and
he is taking cooking classes and opening a restaurant
with his daughter who is a cheff in Florida.
Eduardo has a clothing store, so he is into the fashion
world. He is also really interested in history and different
traditions from other countries.
Lesson 1: Clothing and Shopping! (2 hours)
Phase Duration
Topic
Teacher activity Student activity Resources
1
15
Introduction
Talk to the
student about his
expectations
about the classes
and progression
he will have with
the classes.
2
5
Warm up
Ask your student: Listen and
Do you like
Answer the
shopping?
question.
Talk to the
No hand outs
teacher about his
expectations of
the classes.
Give a list of
Show the items
items men like to he likes to buy.
buy.
3
10
Vocabulary
presentation 1
Using different
pictures and
images, explain
specific
Describe each
picture and
identify some
items.
Pictures of
different items
(shoes, CD, DVD,
magazine, books,
food, perfume,
clothes, presents,
books, sun
glasses, candies,
food)
Pictures +
listening +
Laptop.
vocabulary for
clothing.
Give him 4
pictures of 4
different men
going shopping
and buying
different things.
Explain with
pictures, what
they can buy
according their
customs and
clothing
traditions.
Show what each
men is used to
buy for clothing,
according with
traditions.
Student should
said a loud each
item and
pronounce.
Introduces the
verb to wear with
the new
vocabulary
related to
clothing. (E.g.:
suit, shoes,
pants, t-shirt, etc.)
Introduce the
phrase: Made of
+ cloth (cotton,
wool, silk, denim,
leather)
Show and repeat.
4
5
Vocabulary
presentation 2
Pictures +
Complete the 4
listening + Laptop
sentences with a + worksheet.
verb. (trying,
buying, shopping,
going)
Play the dialogue. Listen to the
dialogue.
Introduce 4
sentences with (I
hate, I don`t like, I
love, I like)
Then read each
sentences.
5
10
Vocabulary
activity 1
Create sentences Hand out
Practice the verb using the correct
to wear with the vocabulary.
new vocabulary
related to
clothing. (E.g.:
suit, shoes,
pants, t-shirt, etc.)
Ask the student to
create complete
sentences.
Example: I wear
pants.
I love wearing tie
and suit.
6
5
Vocabulary
practice 2
Create sentences
with clothing
vocabulary and
the phrase made
of.
Create sentences No hand out
with clothing
vocabulary and
the phrase made
of.
Fill in the gaps
Ask the student to using the correct
fill in the gaps
word.
activities with the
correct item.
Example :
My shoes are
made of leather
Grammar
Give him a chart Fill in the blanks Worksheet
Presentation
with the grammar (love, like, don`t
(Part 1):
rules (Use verb + like and hate)
ing after like,
according with
Like + (verb +ing) love, hate and
the pictures that
don `t like.)
represent each
Give 10 new
verb.
sentences to the Then read each
student.
sentence.
Explain how to fill
in the blanks
according with
the picture.
Example:
I love buying
clothes.
Spelling rules for Classify the verbs
the ing-form verb in the chart
(gerund)
according to the
rule.
7
10
8
5
Grammar
Presentation
(Part 3)
9
5
Grammar practice Writing
1
Give him a chart
to write the ing
form of the verbs
Check his
answers
Classify the verbs Chart
in the chart
according to the
rule.
10
5
Grammar practice
2
Give him a
worksheet to
create 5 true
sentences.
Make true
Worksheet
sentences with
like, don’t like,
love, or hate. Use
the phrases in the
chart. (Buy
Then listen to his clothes, try on
answers and
clothes, go
correct
shopping with my
pronunciation.
family, shop on
Saturdays, and
go to big
supermarkets.
Example: I love
buying clothes.
After writing
them, read the
answers aloud.
11
5
Reading Activity Ask your student: Give an answer
What do you think and opinions for
men like to buy? both questions.
12
10
SHOPPING
“
”
.Explain the
activity.
Read the article.
Complete each
paragraph with
Men or Women
Text
Talk about your
answers.
Then discuss his
answers.
13
10
“
”
Explain the
activity.
Read the article
again. Underline
one thing you
think is true and
one thing you
think is not true.
Text
Listen to his
answers and ask
him, why?
Talk with your
teacher about
your answers.
14
15
Produce activity
Going to the mall Go to the mall
Mind map with
Conversation
with your teacher names and
time.
and practice
pictures.
vocabulary and
Window shopping grammar for 30
minutes.
Go with your
student to a near
mall and practice In the window
with him shopping shopping they
vocabulary.
exhibit…
Make him
(Mention some of
describe material, the men’s articles
kinds of clothes, from the list
likes and dislikes. above)
Introduce the
phrase: window
shopping.
15
5
Wrap-up
Ask him:
Who`s your
favorite fashion
designer? And
why?
Answer the
questions.
No hand outs
Lesson 2: Food and eating. (1 hour and 45 minutes)
Phase
1
2
Duration
5
20
Topic
Warm Up
Vocabulary
presentation
Teacher activity
Student activity
Give a list of 10
food words. The
words of the list are Look at the
incomplete.
picture. Write the
missing words.
Your student has to
complete the word Then read and
with the missing
point out in the
letter. Some words picture each
are plural and some word.
are singular.
Give your student Recognize and
a work sheet with enumerate each
three pictures.
item in the
There are three
picture. And write
categories
down next to
(breakfast, lunch
each noun the
and dinner)
number next to
each picture.
In each picture
there are different Read each noun
kinds of food with aloud and point it
numbers. And then out.
a list of nouns.
Resources
Worksheet with
pictures of food
enumerated and
10 incomplete
words.
Worksheet.
(20 pictures of
food)
Teach
pronunciation.
3
5
Vocabulary
Give your student a
practice
list of 20 words
activities part 1: uncountable and
countable (e.g. a
Classify 20 words
in a chart.
Food words are
countable and
Pictures
+ Worksheet (list
of words and a
chart).
banana, some
sugar)
4
10
Vocabulary
practice
activities
exercise part 2:
uncountable.
Write the words in
the correct
Check your student column.
answers
After the student
finishes, read the
answers aloud.
Give a worksheet to Match the people Hand out
your student.
with the baskets.
Worksheet
In the worksheet
Then answer, and People and their
there are six
give your point of baskets.
pictures:
view.
Three baskets with
different kinds of
food.
Three pictures of
three different
people.
The food inside
each basket
matches with one
of the people
according to their
personalities.
Read the
sentences about
the pictures, and
then circle the
right number of
the basket.
Each basket has a
number. And next
to each person
there is a box to
write the right
number.
Have a
conversation with
your student
according to the
pictures and his
answers.
Continue with the
worksheet (people
and their baskets)
Give an example:
there`s some ice
cream (circle
number 2)
5
10
Grammar
presentation 1
Complete the rules
with “some, any, or
a/an”, according to
the answers in the
previous activity.
Look at the
sentences and
complete the
rules with some,
any, or a/an.
Introduce the
Give one
activity.
example for each
Make your student rule sentence.
read his answers,
Flash cards and
printed material.
and according to
his answers
complete both
sentences.
Make your student
produce one
sentence to each
rule sentence.
6
10
Grammar
presentation 2:
Grammar
Review of there
is/there are
Explain the
grammar:
There is
Listen and copy.
Hand out flash
cards
Identify in the
visual aids
there is + singular
noun
there are +
(some /any) plural
nouns
There are
Questions
Positive and
negative sentences
7
5
8
5
9
15
Grammar
Activity Part 1:
Explain the first
activity.
There are 10
pictures of food.
The student has to
choose a/an or
some + a food.
Example: some
cereal.
Listen to the
answers and check
them out.
Grammar
Give your student a
Activity Part 2
dialogue to
complete in the
blanks with a/an
some or any.
Produce Activity Answer the
1:
questions about
going to the
supermarket.
Give your student a
list of questions and
then listen to his
answers.
Discuss with him
his answers and
make a short
conversation with
the information he
Look at the 10
pictures and
Write a/an, or
some + a food
word.
Hand out
Then read your
answers aloud.
Complete the
dialogue with
a/an, some or
any.
Hand out
Answer de
questions, and
then read them
aloud.
Worksheet
(questions)
How often do you
go to the
supermarket?
Which
supermarket do
you go to? Why?
Do look at the
food other people
are buying?
Does it say
anything about
them?
gives you.
11
15
Produce Activity Ask the student the . Answer the
No hand out
2
following question. question.
Can men cook?
Ask the student:
2. Listen to a
cooking TV show.
Can you make
What nine things
spaghetti
does Colin use to
Bolognese?
make spaghetti
Bolognese?
What do you need
to make it?
3. Complete the
spaces in the
Then:
dialogue with the
ingredients.
Give your student a
worksheet with a
4. Listen again
dialogue to
and check. Does
complete in the
James like Cole`s
blanks with the
spaghetti
ingredients in the
Bolognese?
listening.
12
5
Wrap Up
My food dairy
Go to the kitchen
and open the
fridge.
Help your student
to make a list of
what he has in his
fridge.
. Go to the
No hand out
kitchen and open
the fridge.
Open the fridge
and make a list of
food and drinks in
the fridge.
Open the fridge and
make a list of food
and drinks in the
fridge
Lesson 3: Drinks (1 hour and 45 minutes)
Phases Duration Topic
1
5
Warm up
2
10
Vocabulary
presentation 1
Teacher activity
Student activity Resources
Do you think drinking Answer the
water every day is
questions.
important?
Why?
And give her
ideas about the
Talk with your
topic.
student about how
important water is.
Then ask:
Do you think water is
important?
Why?
Listen and practice
Listen, and
the dialogue
practice the
Play a dialogue, then dialogue with
NO hand out
Laptop, listening,
worksheet
(dialogue) +(chart
practice the dialogue your teacher.
with your student.
Ask what happened
in the conversation?
3
10
4
10
Vocabulary
presentation 2
Vocabulary
presentation 3
Pre-reading
5
5
Reading
Practice the
pronunciation of
these words: Water,
soda, coffee, fruit
juice, milk, cocktails,
lemonade, Wine,
Beer,
Listen and
practice the
pronunciation of
these words:
Water, soda,
coffee, fruit juice,
milk, cocktails,
lemonade
Write on the board, a Wine,
sentence placing in Beer,
context each word
introduced.
to classify words
according with the
pronunciation
letter)
Laptop, listening,
worksheet
(dialogue) +(chart
to classify words
according with the
pronunciation
letter)
Ask the student to
help you create a
second sentences for
each word.
Ask your student:
Answer and give
him ideas.
hand out
How much water do
(reading)
you need? (make a
short conversation)
Give him the text
Read and answer No hand out
titled “The
the survey.
importance of Water
in Human Life”.
Check pronunciation
6
5
Post-reading
Answer the questions
in the survey and
compare them with
your student.
Why drink more
water is important?
Talk about it
Interview your
teacher. Work
with the survey.
Compare the
answers.
Why drink more
water is
important?
No hand out
15
Grammar
presentation (1)
Give your student
two sentences.
7
Introduce the
How much/ how
grammar with these
many? Quantifiers. two sentences.
Choose between Worksheet
how much and
how many in
each sentence.
And listen to the
brief explanation.
He has to complete
in the empty spaces
with how much or
how many.
Explain the exercise.
5
8
9
5
10
5
Grammar
presentation 2
Explain the grammar
box.
Read the
grammar box.
How much/ how
many?
Listen to the
Questions, full
explanation.
answers, short
answers.
Grammar exercise Practice exercise
Match the
1
(Match the sentences sentences and
and pictures)
pictures.
English grammar
box.
Hand out
Grammar exercise Explain the activity
2
Complete the
questions with
how much or how Worksheet
Check pronunciation many. 10
questions.
Then read it
aloud.
Explain the activity
Check her answers.
Cross out the
wrong words.
Read your
answers aloud.
Worksheet
11
10
Reading Activity:
Give the student 5
questions.
Pre-reading
Talk about his
questions.
Reading: Famous
Drinks”
Answer 5
questions about
drinks.
Give the text to your
student.
Read the text
silently, and then
Correct mistakes.
aloud.
Discuss his opinion
about the text
Give your opinion
about the text.
Explain the activity.
Post- reading 1
A piece of paper
with 5 questions.
A piece of paper
with 5 questions.
Listen to his answers Read the article
and check them.
again and add the
questions in the
pre-reading as a
title for each of
the paragraphs.
Explain the activity. Six titles- six
Worksheet and
paragraphs
text
Check her answers.
Post- reading 2
Explain the activity
Read the article
again. Match the
highlighted words
with the definition
or synonym.
Listen and check
mistakes
Worksheet
Complete the
sentences with
the words in the
box.
Worksheet
Write the name of
the drinks
.
12
13
12
3
Produce activity:
Wrap – up
Prepare a party
celebration and make
a list of how many
bottles of different
drinks you need and
How much you will
spend, for your party
celebration.
Prepare your list
and how much
money do you
think will spend.
No hand out
Ask the student to
Oral task
open the fridge of his
house and name you Go to the fridge
the different drinks
name the drinks
he has.
No hand out
Sheet of paper.
List.
Lesson 4: Cooking “Lamb Chops Recipe” (2 hours and 15 minutes)
Phases Duration Topic
Teacher activity
Student activity
Resources
1
10
Warm-up
Meet your student Meet your teacher No hand out
at the supermarket, at the
and buy groceries supermarket.
to cook.
The student will
Ask your student: Answer the
question.
How`s his day
going? What he
would like to eat?
Does he likes eat
some lamb chops?
2
25
Vocabulary
Introduction:
The vocabulary will
be introduced by
flash cards and
then related to the
real ingredient.
Listen, and try to
change ideas
about the recipe.
Read the list
made by the
Bring a list with the teacher and go for
ingredients.
the ingredients:
6 large lamb
Point out some
chops, already
articles in the
cleaned and fresh.
supermarket to
1 large onion,
refresh vocabulary. chopped into
small pieces.
Flash cards
Lamb chops
Recipe”
Use phrase from
lesson 2 and 3.
Some, any,
uncountable and
countable phrases.
Practice with him
the vocabulary.
3
25
Vocabulary practice: Explain the
worksheet.
Practice
pronunciation
70
Produce activity
4
Read the recipe
Cooking
.Salt as desired
Garlic.
. Worcestershire
sauce.
6 large lamb
chops, already
cleaned and fresh.
1 large onion,
chopped into
small pieces.
.Salt as desired
Garlic.
. Worcestershire
sauce
.Barbecue sauce
.Cumin
.Black pepper
Match the
vocabulary with
the definitions.
Check
Read the recipe,
understanding and define with your
spelling
own words the
steps to make the
lamb chops
Help your student
to cook. And listen
to his
pronunciation, and
explanation while
he is cooking.
Follow the steps
in the recipe and
explain step by
step what you
make while you
cook.
worksheet
6 large lamb
chops, already
clean and fresh.
1 large onion,
chopped into
small pieces.
.Salt as desired
.garlic.
.Worcestershire
sauce
.barbecue sauce
.cumin
.black pepper
“Lamb chops
Recipe”
5
5
Wrap up
When the
experience is
finished. Ask the
student to talk
about the
experience of
cooking in English.
Talk about the
experience of
cooking in
English.
No hand out
Lesson 5 Personal Resolutions (1 hour and 45 minutes)
Phases
1
Duration
5
Topic
Teacher activity
Warm up
Ask your student:
Student
activity
. Answer the
question.
Resources
Where do you
think you will be in
ten years?”
Have a 5 minutes
conversation
about the future.
2
20
Vocabulary
presentation
Will show pictures
of different people
making for real
their previous
resolutions, ask
him what he sees.
(People, places,
actions, items and
all kind of things
he can describe
while he sees the
picture.
Describe what
you see in each
picture and use
the vocabulary
known related
to the topic.
Pictures on
power point
presentation
with new
phrases and
vocabulary
3
15
Vocabulary
activity 1
Short video
The teacher plays
a short video
about people who
had personal
resolutions, and
now are happy
with what they got
after working hard
to make them for
real.
Watch and
listen to it. Then
He will discuss
what he
understood with
his teacher.
Laptop +
internet.
Make some
questions about
the short video
and listen to his
opinion.
And answer
some questions
4
10
Vocabulary
activity 2
Vocabulary and
definitions.
Will give to the
student printed
material with
vocabulary and
definitions to
match each
definition with the
right meaning.
Get a worksheet
with vocabulary
and definitions.
Hand out
He has to find
the halves for
each definition.
Listen to his
answers.
Practice
pronunciation
5
20
Vocabulary
activity 3
Pre-Reading:
Make this
question to the
student and talk
about dreams:
Reading:
Can we control
our dreams?
Check
pronunciation and
understanding.
Explain
vocabulary.
Post-reading
Talk about the
main ideas.
6
10
Grammar
presentation
Give him a
worksheet with
questions about
the reading, and
check
comprehension
Will introduce the
new grammar
context related to
the future (will).
The student will
receive printed
material with
grammar
information and
five questions with
the new grammar
and vocabulary.
Answer the
question and
give him some
opinions about
the topic.
Hand out
Text
Read it silently
and then aloud.
He underlines
he words that
he doesn`t
understand.
Underline the
main ideas in
the text.
Answer the
questions, then
read them
aloud.
Answer five
questions about
the future that
the teacher will
give you.
Printed
material.
7
10
Grammar
activity 1
Lyrics
Play the song
“Tomorrow will be
better” from the
rolling stones.
8
25
Produce
activity
Will explain the
activity to his
student. (First,
the student will
write a list of
personal
resolutions for
next year.
The teacher
Will perform a
person who asks
dramatically
questions about
how he plans to
achieve those
goals for next
year).
Then switch roles
with the student,
and tell him your
list of personal
resolutions for
next year.
9
5
Wrap up
Listen to the
song and
underline the
auxiliary WILL.
Then the
student has to
give his opinion
about the
meaning of the
song.
Printed material
(lyric) + laptop
Perform the
roles in the
game; he has to
practice writing
down a list of
personal
resolutions for
next year, and
define how he
will make them
for real, using
the auxiliary
when talking
about the future.
A piece of
paper
Work the new
vocabulary and
grammar
explained in the
class.
Encourage him to
ask you, about
how you plan to
make them for
real, using
questions with the
auxiliary will.
Ask your student:
Do you believe in
destiny?
Why?
Make a 5-minute
conversation
No hand out
Answer the
question
Lesson 6: Living in a new country (2 hours)
Phases Duration
1
5
Topic
Warm-up
2
Vocabulary
Presentation
3
4
15
8
15
Vocabulary
activity 1
Vocabulary
activity 2
Teacher activity
Give a piece of
paper with this
title: “living in a
new country”.
And show him
several pictures
of people living in
other country.
Will introduce the
vocabulary with
flash cards full of
different words
related to the
topic.
Student activity
Describe pictures
and associate it
to the title.
Read the words
and explain with
his own words,
what is in the
pictures.
Tell him to match Will match the
the pictures in the pictures with their
worksheet, with definitions
the vocabulary
given in the
activity (20
definitions).
Resources
Four pictures
related to the
topic. Traditions,
food, people,
weather.
Flash cards
Worksheet (chart
with meanings of
the different
words.
.
Short video
Listen and watch Laptop
Play a short video
A family moving
to a new country
Give him some
Answer the
questions to
questions about
answer about the the short video
short video
5
15
Grammar
presentation 1
English grammar Will recognize the Printed material
1st Conditional
verbs and the
auxiliary will.
Will present two
sentences
organized in two
different ways.
One sentence will
be: If + condition
Will learn how he
can use the first
conditional and
both ways to
create the
structures with
(present simple) +
result (WILL
+base verb).
And the second
sentence will be:
result (WILL+
base verb) + if +
condition (present
simple)
6
25
the same
meaning.
Student reads it,
and then create
some examples
and read them
aloud.
Grammar activity Pre-Reading:
Answer the
1
Ask:
question and talk .
What will you do about it.
if you have to
move to a new
country?
Talk about it for 5
minutes.
Reading:
Read it silently.
Text
.Give the student Then read it
a reading. (The
aloud.
reading is called:
“Moving to a new
country and how
to make friends”).
Underline the
Check
main idea.
pronunciation and
understanding.
What is this
article about?
Talk about the
article.
Post-Reading:
Give him a
Identify the 1st
Text and hand
worksheet with
conditional in the out
some tasks.
text and underline
them.
Listen to his
answers
Explain the
activity in the
worksheet
Create more
conditions with
the information in
the reading.
The student will
tell his own
opinion
7
10
Grammar activity Dictation
2
(grammar and
vocabulary.
Dictate 10
sentences using
will and the new
vocabulary.
Listen and write
No hand out
Read the
answers aloud.
Underline
mistakes
Check out
pronunciation
8
23
Produce activity Write a dialogue
about the first
impressions of
the new country
you have moved
in.
Ask the study to
write sentences
for resolutions
that he will do or
change for next
week.
Write a dialogue
about the first
impressions of
the new country
you have moved
in.
No Hand out
Read the aloud
Correct.
Read the
dialogue with the
teacher.
Hand out
Correct the
activity.
No hand out
5
9
Wrap up
What city will you
choose to live?
Answer the
And why?
questions
Will you move to
other country this
year?
.
Lesson 7: Going to a café! (1 hour and 50 minutes)
Phases Duration
Topic
Teacher activity Student activity Resources
1
5
Warm up
Meet with your
student in a
coffee shop, to try
out a different
kind of coffee
style, and relish
new pastries.
2
25
Vocabulary
presentation
Introduce
vocabulary food
and drinks in a
café.
Cappuccino
coffee, vanilla
and chocolate,
hot drink,
mokachino,
pastry, whipped
cream, cinnamon
biscuits, cheese
croissant.
The student, will
taste and give his
opinion about
new coffee and
pastries.
Practice
pronunciation.
Flash cards
Try to memorize
the pictures in the
flash cards
Practice
pronunciation.
3
10
Practice activity
Fill in the blanks
Hand out
Introduce and
explain the
activity.
with the
vocabulary.
Practice the
Practice the
dialogue with
dialogue with him. your teacher.
4
25
Grammar
presentation
Correct
pronunciation.
Polite request.
Introduce and
explain the
grammar (would,
can, could, may)
Do the proper
explanations
using polite
request, in short
sentences.
Explain how to
use them in the
correct way.
5
15
Grammar activity Explain the
1
activities
Read the
grammar
explanation
Polite request.
Printed material
Practice polite
request with your
teacher using
short sentences.
Practice
pronunciation.
Worksheet
Fill in the blanks
1.Fill in the blanks Write the words in
the sentences in
the correct order
2.Unscramble
sentences
Circle the right
answer.
3.Circle the right
answer
Read aloud and
practice
Explain the
pronunciation
activities
Listen to his
answers.
6
25
Produce activity
Correct
pronunciation and
mistakes.
Role play game.
Ask the student to
imagine that he is Practice the Role Hand out
at a coffee shop, play game with
and that you (the your teacher.
teacher) is the
one of the
employees.
Tell him to
pretend to make
an order.
Repeat the
exercise with
different products.
5
7
Wrap up
Talk about how
you prefer to
have a cup of
coffee in a café.
Talk to your
teacher about
how you prefer to No hand out
have a cup of
coffee in a café