FOOD ACTIVITY4TH YEAR State school – Lesson by Davinia Valero

UNIT: FOOD CHAINS (schematic lesson plan)LESSON: 1/6 1st TERM 60’ 18 Nov-29 Nov

LEARNING OUTCOMES - Content and Linguistic:- Students should be able to comprehend and use the terminology and

grammar structures - Linguistic

o Students should be able to understand and perform orders in the target language

o Students should be able to interact with the other students to get to an agreement.

- Content-related:o Students should be able to identify the vocabulary related to

food

CONTENT: To learn about different types of foods and how to make up a

balanced diet.

COGNITION: LOTS

Interpreting visual information Observing and understanding the food pyramid Classifying the healthy and unhealthy foods Comparing the products in a supermarket Applying world knowledge Predicting Making suggestions to reach to an agreement Executing activities

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Creative thinking (making a menu)

HOTS Differentiating Producing

* COMMUNICATION: Language of learning

Key food vocabulary and a list of food adjectives Food pyramid and types of foods

Language for learning Produce and understand commands and orders Present simple, verb to be, should, some quantifiers and

adverbs of frequency, structures for making suggestions.

Language through learning Recycle previous knowledge of colors, food, plurals, animals, Verbs for routines New vocabulary from the video about food in Britain

CULTURE: Understand how culturally diverse UK is related to food.

PROCEDURE: Warm-up activity: Divide the students into groups and give them

flashcards related to food, they need to put the healthiest ones in the red box and the unhealthiest in the blue box. After that, the leader of each group explains why. ( 5’)

Main activities:-Show the Food Pyramid on the board and explain how a balanced diet should be. (5’)

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-We play help Mary do the shopping: give the students the worksheet with different foods, tell them to colour the ones they think Mary should buy to follow a healthy diet. (10’)-We will watch a video about the food in Britain and the students will answer some questions on the worksheet. Get feedback from the groups:http://learnenglishteens.britishcouncil.org/ar/uk-now/video-uk/food-britain /http://learnenglishteens.britishcouncil.org/sites/teens/files/food_in_britain_video_uk-exercises.pdf (20’)- Guessing food game: WHO AM I? Provide the students with the chart about describing food (Taste/shape/texture/colour/size). Give them time to understand the vocabulary and tell them to play in pairs. (5’)

Round up activity: Project: Make your healthy weekly menu in groups. The students have to use suggestions such as: Why don´t we include a tuna pie?; How about tomato soup as a starter?, Let’s add fish and chips!; Would you like some sausage and mash? (10’).

INSTRUMENTS FOR ASSESSMENT AND EVALUATION CRITERIA: Comparative self-assessment sheet Observation: check if they identify the main vocabulary Final task: portfolio with the activities

RESOURCES: Flashcards Internet connection to play and show the song or record it and use a

cd player Projector to display the exercises from the handouts on the board Boxes handouts

SCAFFOLDING:

Take this “handout”

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Thumbs up for “right”Pay attention to../listen to../a have a question for youTake out your notebookWrite down thisWork in groups/ work in pairsCan you spell this?Shut upHold your horsesWell done/ excellent/ good job/ that’s niceAny questions so far?Volunteers, pleaseDoes it ring a bell?Can you repeat, please? It is clear? / are you ready? Who knows the answer?

RESOURCES:

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http://learnenglishkids.britishcouncil.org/en/flashcards/food-flashcards

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