Micro Lesson Video
Lesson Plan
Level: Basic
Business/Materials
- Whiteboard and markers
- Pictures of facial expressions (Love → Hate)
- Pictures of food and restaurants
- Pre-cut sentence strips (split in half for group activity)
- Internet access for picture search (e.g., furniture, food, party supplies)
- Student worksheet (ranking scale + fill-in-the-blank)
Lesson Objectives
- Students will express their opinions using: love, like, dislike, hate
- Students will identify and share their favorite and least favorite foods
- Students will use colloquial phrases to show indifference (e.g., It’s okay, meh)
Warm-up and Objective Discussion
On the board, draw a map of a fictional town with several restaurants:
Seafood, Sushi, Italian, Chinese, American, etc.
Introduce a character who is hungry. Ask students:
“Where should they eat?”
Reveal the character’s preferences using facial expression cards:
- 😍 = Love
- 🙂 = Like
- 😐 = It’s okay
- 😖 = Dislike
- 😠 = Hate
Write these reaction words on the board as a scale.
Transition to the objective:
Explain that in today’s lesson, students will learn to express their opinions — including favorites, least favorites, and feelings of indifference — using both formal and informal expressions.
Instruct and Model
- Draw a ranking scale on the board:
Love → Like → It’s okay → Dislike → Hate - Teach useful expressions:
- “I love ___.”
- “I like ___.”
- “It’s okay.” / “Meh.” / “I don’t mind it.”
- “I don’t like ___.”
- “I hate ___.”
- Show pictures of different foods and ask students to place them on the scale.
- Ask students to rank their own preferences. Have them form full sentences about what they love, like, are indifferent to, or dislike.
Guided Practice
Party Planning Game
Tell the class: “We’re planning a party!”
- Ask each student:
- “What’s your favorite food?”
- “What food do you dislike?”
- “What can you eat but don’t care about?”
- Write the class answers on the board as a shared chart.
Then ask about other party needs:
Music, dancing, clowns, ghosts, tables, disco balls, etc.
For each item, ask students to express their opinions in full sentences:
- “I love music at a party.”
- “I don’t like clowns.”
- “Tables are okay.”
Show two images (e.g., two tables, cakes, chairs) and ask:
“Which one do you like more?”
Independent Practice
Broken Sentence Game
- Put students in small groups.
- Distribute sentence halves (e.g., I like / sushi, [Name] loves / cats).
- Students mix and match to make as many correct and funny sentences as possible.
Encourage them to create new full sentences about classmates:
- “[Maria] likes pizza.”
- “I don’t like dogs.”
Assessment
Pass out the worksheet:
- Fill-in-the-blank section: Students choose the correct word (love, like, it’s okay, dislike, hate) based on classroom survey results.
- Writing section: Students write 3–5 sentences about their personal preferences.
Collect and review for grammar and vocabulary usage.