Basic: Food – week 15 – (1 of 4)

Unit Objective: Students will be able to identify foods, communicate their preferences, categorize foods as healthy/unhealthy and into groups, distinguish count/non-count nouns, and list foods they like to eat for meals.

Lesson Objectives: Materials

Identify common food items orally and written (singular/plural) - (carrot, banana, potato, tomato, onion, apple, egg, orange, milk, mushroom, pepper, bread, rice, tea, coffee, jam, chicken, beef, pork, fish, beans Extra: pasta, garlic, mango, chips, pizza, juice, salad, soup, cake, pizza, ice cream, cookies)

Communicate their food preferences with “I like/I don’t like”

Story, TOTB Shopping SV pg. 29 - “The Shopping List”

Food pictures (ask coordinator)

Matching worksheet (see below)

Activity Ideas:

Matching worksheet. Ss write the food names under each picture. Give students a variety of colored pencils. T gives commands, “Color the bananas yellow” and students follow listening instructions. When finished, quiz the students: “What food is green? What food is number 8?”

Speaking: Ask Ss: What foods do you like? What foods don’t you like? Each Ss picks food card. They report to the class. I like ______. I don’t like ______. Ss switch cards. Model: What food do you like? What food don’t you like?

Writing – Ss fill in T chart re foods they like/don’t like in their notebooks (T does model on board). Fast finishers write sentences using I like/I don’t like.

Tuesday

Lesson Objectives: Materials

Review Monday’s objectives

Students will debate which foods they think are healthy/unhealthy

Students will be able to use food vocabulary and categorize food into food groups (fruit, vegetables, meat, dairy, drinks)

Large poster paper

Scissors

Glue

Food ads/magazines (ask coordinator for all of these

Activity Ideas:

Picture Debate - Using the picture cards, review the foods listed in Monday’s lesson. After explaining healthy and unhealthy, ask what each picture is. Allow and encourage debate.

Food Group Sort: Introduce food groups – fruits/vegetables/meat/drinks. Ss each get a picture card. T writes the groups in columns on the board. Ss tape pictures under the correct food groups. Fast finishers can label their picture or do more than one picture. Ss copy categories in notebook.

Healthy/Unhealthy posters – T models drawing a large T chart on a large piece of paper with “healthy”/”unhealthy” as column headers. Students cut out pictures from food ads/magazines and tape/glue them in the correct columns. Ss share their posters with the class when finished.

Wednesday

Lesson Objectives: Materials

Review Monday and Tuesdays objectives

Sort food words by count/non-count nouns.

Orally ask and answer questions about quantity, using “How many _________ (apples) do you want?” / “How much __________ (jam) do you want?

Food pictures (ask coordinator)

Mingle grid (see below)

Activity Ideas:

Much/many - Explain to the students that we use “How many?” with things we can count (apples, bananas, etc) and “How many?” with things we can’t count (rice, milk, juice, coffee). Using the picture cards, do a few examples, eliciting how much/how many. T holds up picture – Ss answer either: How many _______ do you want? How much _______ do you want?

Dialogue – Practice a dialogue for a store.

A: How much rice do you want? B: One pound A: Okay, here you go. B: Thank you Ss practice, then write the created dialogue in their notebooks

Like/Dislike Mingle: T models the two questions for the class prior to passing out the grid. Fast finishers can write sentences in third person about their answers: “Isir likes apples.”

Dictation – chicken, milk, jam. How many apples do you want?

Thursday

Lesson Objectives: Materials

Review objectives from week

Students will be able to identify common foods and meals (breakfast, lunch, dinner)

Food pictures (ask coordinator)

Test practice worksheet (see below)

Activity Ideas:

Meals: Discuss breakfast, lunch and dinner. Orally speak about what Ss eat for these meals. Have students write three sentences for each meal in their notebooks using, “For breakfast, I eat,” etc.

Test practice worksheet: Can do as a class or individually.