Expert Presentations (Phase 2)

• Presentation by María José Rojas Pardo

  https://acortar.link/nazIpA

• Presentation by Camila Katherine Camacho Díaz

  https://acortar.link/yA8xle

• Presentation by Julieth Jimena Moreno Gutiérrez

  https://acortar.link/x86mlR

• Presentation by José Gabriel García García

  https://acortar.link/D1lSfi

  
  

Topic: Ordering food in a Restaurant

Objective: By the end of the lesson, students will be able to confidently order food and beverages in a restaurant using appropriate phrases, vocabulary, and correct grammar with fluency.

Student’s level: (MCRE)  A2 Basic user

Target Skill: Speaking

Target vocabulary: Food and beverages, Example: starter, main course, dessert, drink, bill; restaurant-related phrases, Example: I would like, can I have…? What do you recommend?

Student’s age: 14-16 years old

Target grammar: Polite requests and questions using present simple and modal verbs, Example: Can I have…? I would like, Could you...? May I…?

Warm-up activity:

Students will engage in a short brainstorming session where they list food items they usually order at restaurants. They will share their favorited dishes and experiences of eating out with a partner to activate prior knowledge and introduce the lesson´s theme.

Material: Whiteboard, markers, pictures of food items, flashcards with names of dishes.

Main activities: Teacher presents common phrases and vocabulary for ordering food in a restaurant through a brief PowerPoint presentation. Students repeat key phrases after the teachers for pronunciation practice.

During Activity (Role-Play Practice): Students work in pairs. One Student plays the role of the server, and the other plays the customer. The customer orders a meal, and the sever responds using the target phrases. They will switch roles after the first round.

Post-Activity, Class Feedback and Reflection: After the role-play, students share their conversations with the class, the teacher provides feedback on pronunciation, grammar, and fluency, and students reflect on their performance.

Material: PowerPoint slides, projector, handout with key phrases for students to reference.

Materials: Menus, printed or digital, role-play cards with customer and server prompts, restaurant scene props.

Material: Whiteboard for noting common mistakes and phrases that worked well, teacher´s feedback guide.

Practice or Assessment: Students will complete a short written dialogue in pairs based on a restaurant ordering scenario. The teacher will check the correct use of vocabulary, grammar, and polite requests.

Material: Printed worksheet with blank spaces for a restaurant dialogue, pens/pencils.

Closure: The teacher summarizes the lesson, reviewing the key phrases and vocabulary covered. A quick quiz will be used to evaluate understanding, for example: Matching phrases with restaurant scenarios. Students reflect on how confident they feel about ordering food.

Material: Quiz handout or digital quiz platform, whiteboard for a brief recap of key phrases.

Homework/Follow-up Activity: Students will write a short paragraph describing a meal they ordered at a restaurant, using the vocabulary and grammar learned in class. This will reinforce the lesson´s content and provide additional practice.

Material: None, Students will submit the paragraph online or on paper. 

• Focused on personal experiences using Present Perfect vs. Past Simple.

• Includes interactive reading, writing, speaking, and listening activities to enhance vocabulary and grammar​.

"In this space I decided better to add the PDF format to my Google drive, where it can be seen in a more neat and detailed way, thank you very much."

https://drive.google.com/file/d/1VLxr4xEBvZclieSa4JL4q-mc-x1Q4yWE/view?usp=sharing

• This poster emphasizes the importance of parental involvement in students' English learning, particularly in rural areas. It discusses barriers, strategies, and the role of methodologies like CLIL and flipped classrooms.

Link to the poster:

https://www.canva.com/design/DAGXdJdqah8/tGdNxuPNN473ImSKpEGoBg/edit?utm_content=DAGXdJdqah8&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Learning Activity, Simple Past, Writing Skill, Grade 5
Learning Objective:
Skill: Writing
Topic: Simple Past
Objective: At the end of the activity, each student will be able to write 6 complete sentences using the past simple tense, to describe events or actions that occurred in the past.
• Structure of the activity.
It begins by showing students a short story or comic strip with simple sentences in the past tense, such as: "Yesterday I went to the park and played soccer."
Verbs used in the past tense, went, plays are highlighted.
The structure of the simple past tense is briefly explained, for regular verbs adding -ed, and irregular verbs "memorized forms". Examples.
To form the past simple tense of regular verbs, "ed" is added to the base form of the verb.
- Play – I played soccer yesterday.
- Walk – She walked to school last week.
- Visit – They visited their grandparents last summer.
Irregular Verbs.
Irregular verbs do not follow a fixed pattern; past tense forms must be memorized.
- Go – He went to the park last Sunday.
- Eat – We ate pizza for dinner last night.
- See – I saw a movie with my friends yesterday.
Students are then instructed to write a sentence in the past simple tense describing what they did over the weekend.
They are presented with the following verbs, so that they can carry out the activity successfully.
Regular verbs:
- Played
- Walked
- Helped
- Talked
- Visited
Irregular verbs:
- Ate
- Went
- Saw
- Did
- Bought
Students are encouraged to think about daily activities such as:
- I played video games
- I walked to the park
- I ate breakfast with my family
- I saw a beautiful sunset
- I helped my mom cook dinner
Practice: Weekend story writing.
• 5th grade students are asked to make a list of five actions they performed during the weekend, some examples that are provided are:
I watched a movie.
I visited my grandmother.
• Students write a paragraph of 5 or 6 sentences using their list of actions, they are encouraged to connect the sentences to form a story using time markers such as yesterday or last weekend.
• With the above, students exchange paragraphs with a classmate to review them. Each partner checks that verb forms are correct and provides feedback using a simple checklist. Such as:
- Does the sentence use a past tense verb?
- Is the verb form correct (e.g., added ed, for regular verbs, memorized form for irregular verbs)?
- Does the sentence complete (not missing important words)?
- Does the sentence make sense in the context of the story or activity?
One as a teacher provides feedback to the whole class by reviewing common mistakes.
Examples of well-written sentences are highlighted in student work to reinforce the correct use of the verb tense.
• Develop Content
Examples of prompts:
- What did you do last weekend?
- Write about a trip or special day you remember.
Examples of verbs to use:
- Regular verbs: played, walked, talked, helped.
- Irregular verbs: went, ate, saw, dis, wrote.
Checklist for peer Review:
- Does each sentence use a past tense verb?
- Are the verbs correctly conjugated?
- Is the sentence complete with a subject and verb?

• Incorporating Tools and Resources
- Visual aid: a table of regular and irregular verbs common in the past tense is used.
- Digital support: tools such as Google Docs or Grammarly are implemented, as these can help students check their grammar on their own.
- Interactive play: An online test (e.g., Kahoot) is used to reinforce verb forms in the past tense before the writing task.