FOOD AROUND THE WORLD

Shared by Noelia Pérez:

SCHOOL YEAR: 3ºESO

SUBJECT: ENGLISH

TOPIC: FOOD AROUND THE WORLD

Estimated TIME/SESSIONS: 3 SESSIONS/150'

LESSON OBJECTIVE: 

TO BECOME FAMILIAR WITH FOODS AROUND THE WORLD

CONTENTS/SKILLS: vocabulary, expressing personal interests, different syntactic-discursive structures + speaking (mainly).

DESCRIPTION:

This lesson plan has been created with the aim of dealing with food and different terms related to it.

Using food as the main focus, students will interact between them while putting in practice their knowledge of the different grammatical structures seen during the year. 

Depending on the time of the year we develop this lesson plan, we can focus on different structures. For specific purposes, let us say this lesson plan has taken place at the beginning of the year, so students can put in practice their knowledge about the present simple, present continuous, past simple, past continuous and present perfect simple.

SESSION 1

First of all, students will be divided in pairs, and they will be working with flashcards. Those flashcards will include different foods and they have to guess the food depicted on it. For it, they can use questions such as do you know what food this is?.

Once they have finished, students will be told to think about different foods they know from all around the world. For it, they can use the technique called brainstorming, in which students come up with a bunch of ideas before working on something more specific.

Finally, two pairs work together in order to complete each other’s lists of food. They share the foods they have come up with with the rest of the class, and at the end, they have to choose one of those foods to work on.

SESSION 2

During the second session, students will work in their groups with the aim of making a small presentation for the rest of the group. 

In that presentation, they should include the name of the food, where is it typical from, its ingredients and how it is prepared.

This will be a controlled practice, since all the information will be prepared and looked for in the  classroom. Also, students should be given roles within the group in order to take advantage of the time they have. If one session is not enough, we can give them two sessions for this.

In addition, in order to make it easier for them when looking for the information, we can move them to the computer’s room in the school, so each one of them has a computer to work with.

SESSION 3

In this last session, students will be presenting their projects to the rest of the class. For it, groups can use a PowerPoint, a poster or whatever material they consider relevant.

Once they are done, the rest of groups should at least ask one question each, such as Have you ever tried that food?, did you like it?, are those ingredients available in the local supermarket? or have you tried cooking that food at home?

RECIPE/s:

- The ones that the students select (it will depend on them when the lesson plan is carried out).

VOCABULARY:

- The most specific vocabulary here is related to food. However, we can use whatever words we consider necessary as well as the number of these might vary.

MATERIALS:

- Flashcards

CREDITS:

- https://learnenglishkids.britishcouncil.org/flashcards/food-flashcards