Recetas 3 Objetivo: Hacer preguntas Hablar sobre la comida

Presentación del tema: "Recetas 3 Objetivo: Hacer preguntas Hablar sobre la comida"— Transcripción de la presentación:

1 Recetas 3 Objetivo: Hacer preguntas Hablar sobre la comida
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2 ¡Pregúntame algo! Starter activity –
Use this to generate any questions that students can come up with – some examples would be: Do you want? Do you have? Where is? Is there a …near here? How much is..? Do you like??

3 robar comprar vomitar explotar beber batir lavar poner tocar lanzar
(Make sure they know this a ‘pimiento rojo’) Revision activity. Students have met some of these verbs before. See how many verbs they can come up with for things to do with a red pepper. If they find it difficult to remember any, bring on some of these suggestions, not all of which are desirable/possible and ask ‘Es posible’ with each one. Just doing a few of these might get them started. If you end up displaying all of the list, take the verbs away and ask students to name 3 verbs from memory that are possible and 1 that is impossible (or not a good idea!) with a red pepper. tocar lanzar comer cortar freír

4 The majority of this lesson is to practise speaking in a speaking line
The majority of this lesson is to practise speaking in a speaking line. Part of the lesson could also be used to see any of the project work on recipes that might have already come in, or additional to do any other revision activities.

5 Un repaso ¿Qué te gusta comer? ¿Qué no te gusta?
¿Conoces un plato típico de un país hispánico? (por ejemplo, las empanadas) ¿Qué es? ¿Qué ingredientes lleva(n)? ¿Cuál es tu snack preferido? ¿Cómo se prepara? ¿Qué comiste y bebiste esta mañana para el desayuno? Students will practise these questions in a speaking line this lesson to revise what they have covered in this unit. For higher level students, encourage (time permitting) them to research other typical Spanish dishes – There is a proforma/worksheet for them to do this and then they could include something other than empanadas in this conversation. Encourage them that if they use some language they have researched themselves and use it successfully in their spontaneous speaking, this indicates a higher level (potentially level 7 depending on output clearly). They will do a peer speaking assessment next lesson. The emphasis needs to be NOT on preparing and memorising so much as understanding and responding readily to the questions. There will be more opportunities next term for practising their prepared speaking/presenting skills in the media module.