preint food
TRANSCRIPT
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FoodTeacher Day Time Branch TA Class
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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.
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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
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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
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1
Types of food for each country
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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.
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4.
Write a recipe using
At least 6 of the foods
From page 5
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5.
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6.
Write a story about 3 of the pictures from pages 7 & 8
1.
2.
3.
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7.
http://c/Documents%20and%20Settings/11/Desktop/0902%20Teacher%20Portfolio/Lesley/reviseduniplans/images/results.aspx -
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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 -
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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