1 - Breakfast in One Sentence ~5 mins
What did you eat for breakfast? Would you eat it every day? Say it in English in one sentence, then we will learn how to say what we like and what we do not, with a reason, in Spanish.
By the end of this lesson, you will be able to:
- Name eight foods in Spanish
- Say a like and a dislike, each with a reason
- Sort food words into el and la
Take three or four quick breakfast answers in English only. The point is to open the idea of preference and a reason, not to translate yet. Keep it light and move on once a few pupils have spoken. Smile at the odd breakfast choices: that honesty will help later when they pick real likes and dislikes in Spanish.
2 - Eight Spanish Foods ~10 mins
Look, listen, then say. For each food you will hear Spanish with el or la, repeat it together, then flip to check. Keep the article with every word: el pan, not just pan.
Run the flashcards on the board with the whole class. Sequence every card the same way: (1) show the image and say the full Spanish phrase yourself (or play the audio), (2) class repeats twice, (3) only then flip or reveal English. Do not ask pupils to guess Spanish before they have heard it. Insist on the article every time: pan alone is not enough; el pan is the answer. Point at the article as you say it so gender sticks with the noun. Make a show of the rolled rr in arroz and the ll in pollo: hold a quick mini contest for the strongest trill on arroz. Repeat each food once all together and once by table. Stay on the eight foods only in this step. Preference frames, the reason bank, and writing come later after listening, gender sorting, and the oral pair swap.
3 - Ordering Food ~8 mins
Listen to a short café scene about ordering food. Play it twice, then answer the questions. Listen for any of today's food words and for how people say what they want.
Play the clip once for the whole class on the speakers with books closed, then a second time before anyone answers. After the second play, work through the questions together. If a word from today's list appears, pause and ask the class to name it with its article. You do not need fluent Spanish: the audio carries the model. Cheer quietly when someone spots el pan or la pizza in the clip: that is listening paying off.
4 - Into Your Copy ~4 mins
Open your copy. Write two Spanish sentences using the frames on the board. Choose a food from today and one reason from the bank for each.
Me gusta ______ porque es ______.
No me gusta ______ porque es ______.
Reason bank (use one chunk exactly as written):
- es rico (ehss REE-koh)
- es delicioso (ehss deh-lee-SYOH-soh)
- es fuerte (ehss FWER-teh)
- es bueno (ehss BWEH-noh)
Do this only after the oral pair swap in the previous step. Pause other board clutter but keep the gap-fill frames, food list, and reason bank (with pronunciations) visible from that oral step. Walk the room and check that each sentence has a food word with its article, plus porque and one reason from the bank. Do not collect the copies. Praise any real reason, even if an adjective is slightly wobbly: content over perfection. If a pupil starts writing English reasons, point silently at the bank.
5 - El or La ~8 mins
Drag each food word into the correct column: masculine el or feminine la. Say the full phrase quietly as you place it.
Whole class on the board with volunteers, or tables taking turns. When a word is sorted wrongly, say the correct pair together before moving on, for example la ensalada (lah en-sah-LAH-dah), not bare ensalada. Remind them there is no spelling rule that always works: they learn article and noun as a pair. This is another oral pass on the same eight words, so keep the pace brisk and celebrate a clean full phrase each time. Leave the sorted list visible if you can; pupils will need those full phrases in the next oral frames step and when they write.
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