You are on page 1of 11


Level: EA-Intermediate 1
Unit: 5-Where’s the party?
Teaching Focus: Listening and Speaking
Terminal Objective: SWBAT describe special cultural events using clauses with before, after, and when.
Materials: Smart Choice Intermediate 1 pages 30-32, audio files track ?
Teaching Aids: Worksheets (eternal mingle, feedback form), miniboards, video, PPt slides, pictures
Personal Aim: Performing good time management

Session 1/3
Stages Objectives Procedures Duration
Pre SWBAT recognize the topic T–S 1. T greets Ss. 5’
of today’s lesson by 2. T shows some slides.
answering T’s question based 3. T asks Ss questions about the slides.
on some slides.
T: We are going to some slides. Can you tell me what events are there on the slides?
Have you ever been in those events? When was the last time you were in those

SWBAT identify the target S–S 1. T covers the pictures of food on the cover picture on page 16 using the spotlight feature 10’
vocabulary by doing “Spot on iTools.
the Party.” 2. T explains the procedure of “Spot the Food.”
3. T provides the emerging language Ss need to carry out the task.

T: Now, we are going to do an activity named “Spot the Food.” You are going to work in
groups of three.
Look at the picture on the board. These three friends are enjoying lots of food. All group
members will take turns to be a spotter and note-takers. Each time, a spotter will have
5 seconds to see the pictures and report what he sees to the note-takers.
Spotter says “I see ....” and if he doesn’t know a word, he can ask his friends “What is
... in English?”
So, what are we going to do?
Ss: Spot the food – report to friends – take notes of the food – take turns.
SWBAT use the vocabulary S–S 1. T explains the procedure of “Classify Us.” 10’
items by classifying them in 2. T provides the emerging language Ss need to perform the task.
“Classify Us” and “Food
Expert.” T: Now you have a list of foods. Put them into at least 2 groups, for example: “Foods I
Like” and “Foods I Dislike.” Write your categories on a miniboard to make a poster.
What do you have to do, Class?
Ss: Write the categories of foods on a miniboard – write the names of foods to make a
T: Perfect! You have five minutes and you can start now!

Stages Objectives Procedures Duration
T: Have you finished? Great! Now, let’s show other groups our poster. Choose two
members to be the guests and the other one will be the host. Guests, visit your friends
and ask Qs about their work. For example: “How many groups do you have?” Host,
stay next to your poster and answer Qs from your guests. For example: “We have 2
groups, A and B. Group A has... and group B has....So, Guests, what are you going to
Ss: Ask questions about our friends posters.
T: Hosts,what about you?
Ss: Answer questions from our friends.
T: Okay, please go back to your seat. SA, which poster do you like best? Why? ...
SWBAT make predictions T–S T asks leading Qs to help Ss make predictions on what they are going to see to in the 4’
about the content of the video.
listening text by answering
T’s Qs. T: Look at this picture (page 17). These two friends are planning to eat out together. When
you are planning to do so, what do you need to discuss first?
Ss: The types of food. ... The price. ... The location of the restaurant. ...
T: You’re right. Now, we are going to watch the video and while watching let’s find the
answers to our Qs: what food are they going to have and why do they choose to have
While SWBAT state the objective of T–S T asks Qs whether they know the TO. 1’
today’s lesson by answering
T’s Qs T: So, everyone, do you know what we are going to learn today?
Ss: Talking about food that we like or don’t like.
T: Right. We’re going to learn about expressing our likes and dislikes about food. First,
let’s watch the video. Later, you will perform a conversation in pairs to talk about eating
out together.
SWBAT comprehend the T–S 1. T plays the video once. 5’
content of the listening input 2. T asks Ss Qs to check their predictions.
by watching a video, 3. T asks more comprehension Qs. (LOT  HOT)
checking their predictions,
and answering T’s Qs. T: So, what food does they boy mention?
Ss: Pizza.
T: Are they going to have pizza?
Ss: No.
T: Why not?
Ss: The girl doesn’t like pizza.
T: So, what are they going to have instead?
Ss: Dumplings.
T: What kind of restaurant serves dumplings?
Ss: Chinese restaurants.
T: What other foods do Chinese restaurants serve?
Ss: Noodles... meatballs ....
T: In your opinion, are they going to have breakfast, lunch, or dinner?
Stages Objectives Procedures Duration
Ss: Lunch?
T: How do you know?
Ss: It’s during the day.
T: Is dumpling a healthy lunch? Why?
Ss: No. It doesn’t have vegetables.
T: So, what do you suggest they have for lunch?
Ss: (Accept any possible answer.)
SWBAT understand the T–S 1. T plays the video one more time for Ss to complete the script. 5’
target vocabulary and 2. T checks Ss’ answers.
expressions by completing 3. T asks Qs to draw Ss’ attention to the use of target vocabulary items and expressions.
the conversation on page 17. 4. T explains the use of the expressions (Giving Suggestions and Accepting Suggestions)
5. T elicits more vocabulary items and expressions from Ss.

T: Now, open your book to page 17. Let’s watch the video one more time. This time we’re
going to complete the conversation.
T: Have you completed the conversation? What’s your answer to number 1? 2? And 3?
T: What do you say to find out if your friend likes a certain food?
Ss: Do you like ...?
T: What do you say to say that you like some food?
Ss: I like ... I love ...
T: What do you say to say that we don’t like something?
Ss: I don’t like ... I hate ...
T: What do you say if you want to suggest something?
Ss: Let’s have ...
T: Can you think of other expressions?
Ss: How about ...? What about ...? Why don’t we have/get ...?
T: What do you say if you accept a suggestion?
Ss: Great idea!
T: Can you think of other expressions?
Ss: Sure! ... Let’s go!... I’d love that! ...
SWBAT use the target S–S T explains the procedure of the “Disappearing Text.” 10’
vocabulary and expressions
by doing a disappearing text. T: Now that we have understood the conversation, we are going to practice the words and
Ss: No problem, Ma’am!
T: OK, then. I’m going to show you the complete conversation, one line at a time. Ss on
the left side of the class will be Antony and the ones on the right side will be Ana. Listen
and repeat after me.
(After the first round)
Great! Now, I will take out one or two words from each line.
Later, more and more words are going to be missing from each line.
Until finally, you will only see pictures to represent the lines.
Are you up for the challenge? OK. Let’s start! (See ppt slides.)
Stages Objectives Procedures Duration
SWBAT use the target T-S T explains the procedure of the “Substitution Drill.” 5’
vocabulary and expressions
by doing a substitution drill. T: OK. Now, you have understood how to talk about likes and dislike, how to suggest what
to eat or where to eat out and how to accept suggestions.
Now, you are going to work in pairs. Students A will get a blue chip and Students B will
get a red chip.
On the board, you’ll see the lines of a conversation. You’ll see one line at a time.
Students A, read the lines in blue bubbles. Students B, read the red bubbles.
Later, I’ll show you different pictures of food. So, change the names of the food.
After we finish one conversation, exchange your chips and find a new partner. We will
continue with another conversation. So what are we going to do?
Ss: Read the lines – exchange chips – find a new partner – start with a new conversation.
T: Right. Are you ready? Let’s start! (See ppt slides.)
SWBAT use the target S–S T explains the procedure of “Eternal Mingle.” 10’
vocabulary and expressions
by doing an eternal mingle. T: Good job, everyone! Now you’ll have the chance to practice the expressions to ask
your friends to eat out. Each of you will get a worksheet like this one (APPENDIX 1).
Write down your three favorite foods. Then go around the class and talk to you friends,
one friend at a time. Ask him if they like the food you like. How do you do that?
Ss: Do you like ....?
T: Right! If your friend says YES, ask him to eat out together and write down his name. If
he says NO, find another friend and ask him the same question until you find someone
who says YES. Keep going around the class and talk to your friends until you have
found three friends go eat out together.
Is it clear? What are we going to do?
Ss: Write down our favorite foods – ask a friend if he likes the food we like – talk to other
friends until we find three friends saying YES – write down their names.
SWBAT reach TO. S–S 1. T pairs up Ss. 10’
2. T assigns Ss to prepare a conversation similar to the model conversation but with the
Ss’ own ideas.
3. T gives Ss time to prepare and practice the conversation.
4. T invites some pairs to perform their conversation, on pair at a time.
While performing, Ss are not allowed to bring their books or notes.
5. Before the first pair performs, T gives Ss a Feedback Form (APPENDIX 2).
6. T explains that Ss need to give feedback on their friends performance by completing
the feedback form:
 1st column with their friends’ names
 2nd column with the foods their friends like
 3rd column with the foods their friends don’t like
 4th column with a check mark if the friend makes suggestions to eat out
 5th column with a check mark if the friend accepts the suggestions.

Stages Objectives Procedures Duration
Post SWBAT evaluate their S-S 1. After all/some pairs have finished performing, T asks Ss Qs about the content of the 5’
friends’ performance by conversations and the expressions used.
stating details mentioned in 2. T asks Ss their comments about their friends’ performance.
the conversation. 3. While Ss are giving their answers, T write down their answers on the board, classifying
them into positive and negative sentences and Yes/No Qs and WH- Qs.

T: So, what is SA’s favorite food? Who doesn’t like Chinese food?
In SA and SB’s conversation, who gives suggestions about where to eat out? What did
he say? ...
Do you think SA and SB made a good choice, having burger for lunch? No? So, what
do you suggest?
SWBAT understand the form T–S 1. T uses Ss’ answers and the Grammar Box on page 18 to explain the form and 5”
and the meaning of the meaning and use of the simple present tense. T adds explanations on making WH- Qs.
simple present to express 2. T explains how to combine ideas with connectors and and but.
likes and dislikes about food And is used to combine similar ideas.
by listening to T’s  Dinda and Bima like noodles.
explanation.  Dinda likes noodles and shusi.

But is used to combine opposite ideas.

 Dinda likes shusi but Bima doesn’t like it.
SWBAT use the grammar S–S 1. T pairs up Ss/put them in groups. T gives each pair/group a marker. Each group has a 10’
learned by writing sentences marker with a different color.
and questions based on a 2. T puts 4 miniboards or 4 big-sized pieces of paper on the board. On each
Wordle. miniboard/paper T writes 1-Positive Statements, 2-Negative Statements, 3-Yes/No
Questions, 4-WH- Questions.
3. T shows a Wordle on the baord (APPENDIX 3).
4. T assigns a group to go to one miniboard.
The group who goes to miniboard 1, they have to write as many positivie sentences as
they can using the words they see on the Wordle; miniboard 2  negative sentences,
5. When Ss hear T claps her hands, Ss working on miniboard 1 go to miniboard 2; Ss
working on miniboard 2 go to miniboard 3, etc.
6. After all groups have finished writing their sentences, T assigns Ss to go around the
class checking the sentences and Qs their friends have written and to find if there are
grammatical errors. Ss are to offer suggestions/corrections to their friends work.
SWBAT say Yes/No Qs and T–S 1. T models the pronunciation of Yes/No Qs with rising intonation and WH- Qs with falling 5’
Wh- Qs with the correct intonations. (Pronunciation, page 18)
intonation. 2. T asks Ss to read out the Yes/No Qs and WH- Qs that Ss have written and revised on
the miniboards.

Stages Objectives Procedures Duration
SWBAT use the grammar S–S 1. T pairs up Ss 10’
learned by stating their 2. T gives each pair a picture of food. (APPENDIX 4) Ss ask and answer questions about
opinion about certain foods the food shown on the picture.
based on pictures . 3. SA has to challenge SB to say a sentence about the picture using more a longer
(“How long can you go?) sentence.
4. Whoever can make a longer sentence wins.
5. The one who loses gets to keep the picture. And he needs to find a new friend who
doesn’t hold any picture.
6. Ss with pictures challenge those with no pictures to tell their opinions about the picture.

T: Now, let’s work in pairs. I will give each pair a picture of food. One of you has to ask a
question, like “Do you like vegetables?” or “What vegetables do you like?”
The other should answer the question. Try to make your answer as long as possible.
Whoever can make a longer sentence wins that round.
For example, if SA’s sentence is “I love milk.” and SB’s sentence is “I love strawberry
and chocolate milk especially because they are delicious.”, then SB wins.
SA loses, so he gets to keep the picture. And he has to challenge a new friend with no
picture, a winner of another pair.
Is it clear? Yes? What do we have to do?
Ss: Ask and answer questions about the picture we have.
T: How can you win the story telling competition?
Ss: If our sentence(s) is/are longer than our friend’s sentence(s).
T: What do you do if you lose a round?
Ss: We get to keep the picture and we have to challenge winners of other pairs.
T: How do you know who to challenge?
Ss: Friends with no pictures.
T: Excellent. Here are your pictures. Everybody, stand up! Are you ready? Go!



Let’s have ... Let’s have ...

My favorite foods: Friends: My favorite foods: Friends:

1. 1. 1. 1.

2. 2. 2. 2.

3. 3. 3. 3.

Let’s have ... Let’s have ...

My favorite foods: Friends: My favorite foods: Friends:

1. 1. 1. 1.

2. 2. 2. 2.

3. 3. 3. 3.



Name   Invite Accept Name   Invite Accept

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.