Lesson Plan 1: Introduction to Flavors

Objective: Introduce and familiarize students with different flavors in English.

Warm-up (5 minutes):
Greet the students in English and ask them about their favorite foods.
Discuss with the students the concept of taste and ask them to name different flavors they know in
Spanish.
Presentation (10 minutes):
Introduce vocabulary related to flavors, such as sweet, sour, salty, and spicy.
Display visual aids or flashcards representing each flavor to enhance understanding.
Pronounce and repeat the words together, emphasizing correct pronunciation.
Practice (15 minutes):
Divide the class into pairs or small groups.
Distribute food-related flashcards or pictures to each group.
Instruct the students to categorize the food items according to their flavors.
Encourage students to discuss and justify their choices in English.
Consolidation (5 minutes):
Ask several students to share their categorizations with the class.
Discuss any differences or similarities in their choices.
Summarize the main flavors learned and provide additional examples if needed.
Extension (5 minutes):
Play a quick game of "Guess the Flavor" where students take turns describing a flavor, and their
classmates try to guess which flavor it is.

Lesson Plan 2: Describing Flavors

Objective: Teach students how to describe flavors using appropriate vocabulary in English.

Warm-up (5 minutes):
Review the flavors learned in the previous lesson.
Show the students different food items and ask them to describe the flavors they think those foods have.
Presentation (10 minutes):
Introduce additional vocabulary related to describing flavors, such as bitter, tangy, mild, and rich.
Provide explanations and examples of how each word can be used to describe flavors.
Encourage students to repeat and practice pronouncing the new vocabulary words.
Practice (15 minutes):
Distribute small samples of various food items to each student or group.
Instruct the students to taste the foods and describe their flavors using the vocabulary words learned.
Encourage them to use complete sentences to express their observations.
Consolidation (5 minutes):
Ask several students to share their flavor descriptions with the class.
Discuss any differences in their perceptions and interpretations.
Summarize the vocabulary words learned and their applications in describing flavors.
Extension (5 minutes):
Conduct a short group activity where students create their own imaginary ice cream flavors and describe
them to their classmates using the vocabulary words.
Lesson Plan 3: Cultural Exploration of Flavors

Objective: Introduce students to different flavors from around the world.

Warm-up (5 minutes):
Engage the students in a brief discussion about their favorite traditional foods from their own culture.
Ask students to share any unique flavors or spices commonly used in their traditional cuisine.
Presentation (10 minutes):
Introduce a variety of international flavors and spices, such as curry, cinnamon, ginger, and oregano.
Show pictures or samples of dishes associated with these flavors to create visual connections.
Pronounce and repeat the names of the flavors together, focusing on correct pronunciation.
Practice (15 minutes):
Divide the class into small groups.
Provide each group with information about a specific culture's flavors and traditional dishes.
Instruct the students to discuss and share the flavors associated with that culture within their groups.
Encourage them to use the vocabulary words learned to describe the flavors.
Consolidation (5 minutes):
Ask one student from each group to share one flavor they learned about with the rest of the class.
Discuss the similarities and differences between flavors from various cultures.
Summarize the main flavors explored and the cultural diversity of tastes.
Extension (5 minutes):
Assign a small research task where students can explore and present a traditional dish from a specific
culture, highlighting the unique flavors and spices used in that dish.
Lesson Plan 1: Introduction to the Verb "To Be"

Objective: Introduce and familiarize students with the verb "to be" in English.

Warm-up (5 minutes):
Greet the students in English and ask them how they are feeling today.
Review some basic emotions vocabulary (happy, sad, excited, etc.) and ask students to express how they
are feeling using the verb "to be."
Presentation (10 minutes):
Introduce the verb "to be" and explain that it is used to describe people, things, and states.
Write the conjugations of "to be" on the board: am, is, are.
Provide examples using each conjugation, such as "I am a student," "She is tall," "They are friends."
Repeat the examples, emphasizing the correct pronunciation and intonation.
Practice (15 minutes):
Divide the class into pairs or small groups.
Give each group a set of sentence strips with incomplete sentences using "to be."
Instruct the students to complete the sentences using the appropriate form of "to be."
Circulate the classroom, providing assistance and checking for understanding.
Consolidation (5 minutes):
Ask several students to share their completed sentences with the class.
Review any common mistakes or areas of confusion.
Summarize the main points of the lesson, emphasizing the correct usage and conjugation of "to be."
Extension (5 minutes):
Assign a short homework task, such as writing three sentences using the verb "to be" to describe
themselves or their family members.

Lesson Plan 2: Contractions with the Verb "To Be"

Objective: Teach students the contractions formed with the verb "to be" in English.

Warm-up (5 minutes):
Review the conjugations of the verb "to be" from the previous lesson.
Ask students to recall some of the sentences they practiced using "to be" in its full form.
Presentation (10 minutes):
Introduce the concept of contractions and explain that they are shortened forms of two words.
Write the contractions on the board: I'm, he's, she's, it's, we're, they're.
Explain the contraction rules, such as using an apostrophe to replace the missing letters.
Provide examples using each contraction, such as "I'm happy," "He's tall," "It's raining."
Repeat the examples, emphasizing the correct pronunciation and intonation.
Practice (15 minutes):
Distribute worksheets or handouts with gapped sentences.
Instruct the students to fill in the gaps with the appropriate contractions of "to be."
Encourage students to work individually or in pairs, checking their answers together.
Walk around the classroom to provide assistance and monitor progress.
Consolidation (5 minutes):
Ask several students to share their completed sentences with the class, ensuring they use the correct
contractions.
Review any common mistakes or areas of confusion.
Summarize the main points of the lesson, emphasizing the use of contractions with "to be."
Extension (5 minutes):
Play a short game where students take turns forming contractions orally. For example, one student says,
"I am," and the next student responds, "You're."

Lesson Plan 3: Describing People and Things with "To Be"

Objective: Teach students how to describe people and things using the verb "to be" in English.

Warm-up (5 minutes):
Review the conjugations and contractions of the verb "to be" from previous lessons.
Ask students to give examples of sentences they can create to describe people or things using "to be."
Presentation (10 minutes):
Introduce the vocabulary related to physical and personality traits, such as tall, short, funny, smart, etc.
Show visuals or use flashcards to illustrate the vocabulary words.
Model sentences using the verb "to be" and the new vocabulary, such as "He is tall," "She is funny."
Repeat the examples, emphasizing correct pronunciation and intonation.
Practice (15 minutes):
Divide the class into pairs or small groups.
Provide each group with a set of picture cards depicting different people and objects.
Instruct the students to take turns describing the pictures using the verb "to be" and the new vocabulary.
Encourage students to use both full forms and contractions.
Consolidation (5 minutes):
Ask several students to share their descriptions with the class, using the verb "to be" and the vocabulary
words.
Review any common mistakes or areas of confusion.
Summarize the main points of the lesson, emphasizing the correct usage of "to be" when describing
people and things.
Extension (5 minutes):
Assign a small writing task, where students have to describe a family member or a favorite object using
the verb "to be" and the vocabulary words learned in the lesson.