Weird fruit and veg
1) To provide students practice in reading for gist, and detailed reading through a text about unusual fruit and vegetables. 2) To provide students practice in fluency through talking about their food preferences in a controlled or free speaking activity.
1) To provide practice of phrases that describe preferences of food (e.g. I prefer, I'd rather, etc.) 2) To provide practice of adjectives that describe the taste ,the shape, and the nutritional values of different types of food.
Procedure (43-59 minutes)
- Ask various students what they like to eat, what they don't like to eat. Talk about what you like to eat. - Tell groups to discuss the fruit and vegetables they like to eat for 30 seconds. - When the time's up, get feedback from each table by asking them what they discussed, by asking the preference of one student from each table and asking other group members if they also like what s/he says.
- Draw a chart with five columns on WB. Stick five different types of food to columns according to their tastes, shapes, and nutritional values. Deal one batch of flashcards (pictures of food with their names) for each table, ask students to pick one person from their group to stick the pictures to related columns. - Ask the rest of the classroom for feedback, if they agree with foods they see in the columns. - Drill the correct pronunciation of the mispronounced words from the classroom.
- Tell students that there are weird foods in the world, with different shapes, and different tastes. Write the word 'weird' on WB and drill the pronunciation from the classroom. Explain the meaning of weird by giving food examples. - Deal one set of titles and one set of paragraphs to the groups. Tell them with gestures to quickly read the paragraphs and find the correct title for them. Use ICQs to check if they understood what to do. Give them 5 minutes to match the titles with the paragraphs. - For feedback, deal the full HOs from English Unlimited Student's Book page 52 to the groups. Drill the correct pronunciation of the titles from the classroom.
- Introduce Charlie Hicks to the students. Tell groups to quickly read and find out what fruit and vegetables Charlie likes and doesn't like. Give them 5 minutes to complete the task. Ask ICQs to check if they understood what to do. - For feedback, write the titles on WB and ask groups if Charlie likes them or doesn't like them. Ask what Charlie likes when the answer is 'he doesn't like x'. - Ask CCQs to check the understanding of the students (e.g. Does Charlie like square watermelons?, Does Charlie like red bananas or yellow bananas?, What does Charlie say about the name 'strawmatoes'?, etc.)
- Deal the groups Exercise 5. Tell them that there are 4 sentences in the exercise, but they are mixed. - Tell them to quickly look at the text with gestures, find the full sentences and match the first part of them with the second part. - Give an example on WB. - Ask ICQs to check if they understood how they will do the exercise. - For feedback, write the answers on WB.
- If time left, tell students that you would prefer eating x food, and you like eating y food. Tell them that you'd rather eat w food and you don't like z food. - Group the students by naming or giving numbers to them. Tell each group to talk about the foods they like, the foods they don't like, they prefer, and they'd rather have. Give them 5 minutes for discussion. - For feedback, ask each group what foods they talked about, ask the WC if they would prefer those foods or not.
- Talk about the weird foods and tell WC how they are named, How they look and taste. Ask students what food they would 'create' if they were mad professors. Elicit some examples from the classroom. - Group the students by naming or numbering them. - Give each group a list of adjectives and phrases to describe food. - Tell each group to think about two different types of food , and tell them to create their own new food. Tell them to name their food by creating a new name from the foods they used (e.g. strawmatoes). Set the time limit to 5 minutes. - For feedback, ask each group what they 'created' and ask other groups if they would like the creations or not.