Materials CD
1 |
Actions written on slips of paper
(e.g.,
Touch your head. Find a red pen. Sit on your chair ), repeated so that each team of students will get
the same phrases
Warmer •
Review the new food words from the previous lesson.
Then play
All change! (see page xiv) with
tacos, noodles, chips, dumplings, kebabs, fish, and
beans .
Presentation •
Call a volunteer to the front and give him/her a series of
instructions, e.g.,
Erase the board. Clean your desk. Get your book. Then ask students to recall the instructions.
Prompt by saying
I wanted (Name) to … (
Erase the board ).
Confirm by making a sentence with an object
pronoun (
him/her ), e.g.,
Yes, I wanted him to erase the board . Check that students understand the meaning of
want (someone) to do (something). •
Give the whole class more instructions using
I want you to … Make them funny if possible, e.g.,
I want you to stand on one leg. Student’s Book page 3 5 Read and listen. •
Point to the photograph and ask
Who can you see? (
A boy, his dad. )
What are they eating? (
Pasta and salad. )
Ask
Who do you think cooked dinner? •
Play the recording. Students listen and follow.
•
Ask
Who cooked dinner? (
Andy. )
Then ask
What does Andy’s family want him to do? (
Cook dinner every night. )
What did his mom want him to make yesterday evening? (
Rice and beans. )
What does Andy want? (
He wants them to cook dinner (for him) sometimes. ) Rephrase
students’ answers using
want to , e.g.,
Yes, they want him to cook dinner every night .
