Preint Food

8/9/2019 Preint Food

1/12

FoodTeacher Day Time Branch TA Class

1/12

Resources needed: handouts, understandable explanations of anticipated difficult words in the news sheet,

Number food pictures on pp. 7 & 8

Aim: by the end of this stage, students will have warmed up to the topic of

international food by brainstorming a list of types of international food

Stage: warm-up /

introduction

Page:

Time:10-15

minutesMethod: countries of the world

Good morning, teacher waits for class response As you may or may not know, I come from Australia, writing Australia up

on the board.

Has anyone been to Australia? Do you know where it is? Has anyone been to any other countries?

Would you like to visit other countries? If so, where would you like to go, and why? Get hands-up responses for these. As students mention countries they have

been / would like to go to, teacher lists these on the board.

After a discussion around these questions, ask students to raise their hands toadd to list of countries, with any they can think of.

Hand out sheet 1. Divide students into groups, depending on numbers in class, and seating

arrangement.

Ask students to brainstorm in their groups, a list of foods they may know thatbelong to each country, eg Italy: spaghetti, pizza.

Teacher wanders, monitors. After 4-5 minutes, teacher asks for hands-up responses, and writes on board.

Comments

Aim: by the end of this stage, students will have practiced their conversational English

by speaking about their favourite and most un-favourite foods.

Stage: practice

Page:

Time: 5-10 minutes

Method: paired conversation

Teacher asks students to pair off, direct this if necessary. Teacher next asks students to talk to each other for 2-3 minutes about their

favourite and most un-favourite foods. (if they dont know favourite,describe and write on board.

Teacher monitors discussion to make sure it is taking place in English. At the end of the time, teacher asks for hands up for some of peoples food

ideas, from their partner.

Comments

Aim: by the end of this stage, students will have been introduced to an international

food story, incorporating new vocabulary.

Stage: present /

practice

Page:

Time: 15-20

minutes

Method: reading a news article

Hand out page 2.


2/12

Instruct students to read by themselves, and underline any words they dontunderstand or have difficulty with.

Teacher wanders and monitors. When teacher can see that students have read and underlined what they are

going to, teacher asks for hands-up responses to difficult words, and writes

these on the board, as well as underlining in her own copy of the news article.

Teacher asks if anyone has understanding of each word as they are discussed,before giving the explanation herself.

It is anticipated there will be quite a number of words. Teacher will have a sheet of paper with all the anticipated words on it, and

their meanings. (page 9 of handouts).

Teacher will CCQ students regarding their understanding of these words, asthey will form a test later in the session.

These CCQs will take the form of questions regarding the meanings of wordsthemselves, and also the comprehension of the passage. Personalise this:

Do they eat peanut butter? Have they heard of anyone getting sick from peanuts? How popular is peanut paste in China? When all words have been discussed, students take it in turns to read a section

of the story (depending on class numbers, all students may not get a turn, but

teacher will ask at random).

Comments

Aim: by the end of this stage, students will have practiced speaking through a group

activity

Stage: practice

Page:

Time: 10-15

minutes Method: write a recipe

Teacher divides students into groups, and hands out pages 4 and 5. Each group is to write a recipe that needs some cooking, using at least six ofthe food-items on page 5. Teacher tells students they have 3 to 4 minutes Group to elect a speaker Teacher monitors, prompts if necessary, and times activity. At end of 4 minutes, teacher asks one member from each group to present their

recipe, and asks for comments from the rest of the class.

Do you actually eat food like this at home Did anyone do a funny one Do you think this would taste nice?

What could you add to itComments

Aim: by the end of this stage, students will have demonstrated their understanding of

new words learned earlier in the class

Stage: test /

practice

Page:

Time: 7-9 minutes Method: Match the words

Teacher hands out page 3. Teacher tells students they have 4-5 minutes to match the words with their

meanings.

Teacher monitors After time has elapsed, teacher goes through answers with students, re-clarifies

any difficulties


3/12

Comments

Aim: by the end of this stage students will have practiced their speaking through

discussion around writing a group story.

Stage: practice

Page:

Time: 25-30 mins

Method: creating stories

Teacher tells each group that they are to write 3 stories, one story on each of 3of the pictures on pages 7 and 8.

Teacher hands out pages 6, 7 & 8 Teacher tells students she has no idea of what some of the pictures are, that

they were downloaded from a web-site of weird foods of the world, and that

they are free to make the story funny, weird or ridiculous.

Tell the students there will be a class vote on the funniest story. Students are to elect 3 representatives from their group, one to read each of the

stories. They are to say which number picture their story is about.

Teacher tells students they have 5 minutes for each story Teacher wanders, monitors and times. When the time is up, teacher calls for each group in turn to present their

stories, and asks students to write down as they go, which one they think is themost interesting /funny.

Teacher writes up groups on the board, and the pictures they presented on. Vote at end

Comments

Favourite = the one you like most

Un-favourite = the one you like least


4/12

1

Types of food for each country


5/12


6/12

3.

___Ritual a. To search thoroughly; look through

___Recall b. a doctor who specializes in the care of babies and children

___Salmonella c. To ask or order to return

___Outbreak d. a person who plays rock music for dancing

___Combing e. A detailed method of procedure faithfully or regularly followed

___Dilemma f. A sudden increase

g. A man who speaks on behalf of another or others

___Spokesman h. a bacteria that can cause food poisoning and other diseases in

humans and domestic animals

___Pediatrician i. With an unduly cheerful, optimistic, or favorable view of things

___Rock deejay

___Former j. A situation that requires a choice between options that are or seem

equally unfavorable or mutually exclusive.

___Rose-colored glasses k. Occurring earlier in time.


7/12

4.

Write a recipe using

At least 6 of the foods

From page 5


8/12

5.


9/12

6.

Write a story about 3 of the pictures from pages 7 & 8

1.

2.

3.


10/12

7.
http://c/Documents%20and%20Settings/11/Desktop/0902%20Teacher%20Portfolio/Lesley/reviseduniplans/images/results.aspx


11/12

8.
http://c/Documents%20and%20Settings/11/Desktop/0902%20Teacher%20Portfolio/Lesley/reviseduniplans/images/results.aspxhttp://c/Documents%20and%20Settings/11/Desktop/0902%20Teacher%20Portfolio/Lesley/reviseduniplans/images/results.aspxhttp://c/Documents%20and%20Settings/11/Desktop/0902%20Teacher%20Portfolio/Lesley/reviseduniplans/images/results.aspx


12/12

9.

___Ritual e. A detailed method of procedure faithfully or regularly followed

___Recall c. To ask or order to return

___Salmonella h. a bacteria that can cause food poisoning and other diseases in humans and

domestic animals

___Outbreak f. A sudden increase

___Combing a. To search thoroughly; look through

___Dilemma j. A situation that requires a choice between options that are or seem equally

unfavorable or mutually exclusive.

___Spokesman g. A man who speaks on behalf of another or others

___Pediatrician b. a doctor who specializes in the care of babies and children

___Rock deejay d. a person who plays rock music for dancing

___Former k. Occurring earlier in time.

___Rose-colored glasses i. With an unduly cheerful, optimistic, or favorable view of things