Course Book page 79, task 4•Have pupils match each list of words to a category from the word box.•Then, elicit other words that could be added to each list.Talk it OutCourse Book page 79, task 5•Have pupils read the dialogue with a partner. Then, have pupils change the bolded words to apply thesentences to themselves and their food preferences. Pupils can use the new words, or any of thewords on pages 78-79 (tasks 1 or 4, for example) to help them. Have pupils repeat the dialogue withtheir partner, and then switch roles.▪Teach the new vocabulary word "OK" through the context of the dialogue (use L1 if needed toexplain the meaning).•After working together, choose volunteers to perform their version of the dialogue for the class.•Extension: Have more advanced pupils customize the dialogue using their own words to replace thebolded words.Workbook pages 100-101•Have pupils complete the tasks. Review the instructions for each task before allowing pupils to workon their own or with a partner/small group.•When pupils are finished, check answers.GrammarFocus on FormCourse Book page 80•Before teaching the grammar form, ask pupils to look at the sentences in the Course Book.▪▪•Ask pupils to identify the verb and where it is in the sentences.Tell pupils that they will learn how to say a command (positive or negative) in English (Use L1 ifneeded).Introduce imperatives. Explain that in order to give a command or instruction in English, we put theverb in the beginning of the sentence. Use L1 if needed.▪▪▪▪▪Give the example: Eat vegetables.Use this as an opportunity to review what verbs are and have pupils identify it in the sentence.Explain that in order to give a negative command in English, we put
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