Sara Alhakam Sara Alhakam

Where food comes from
Lower Secondary, A2/B1 level


In this lesson, students learn about the food origins and where it all comes from. The lesson starts with a quick review of the different types of food. This is followed by a speaking activity where students ask and answer about food items in front of them. Next, students review the passive in the context of food and countries. Finally, the second half of the lesson consists of games and activities that introduces and revises the names of countries.


Abc Small ball
Abc Word cards for Backs to the Board / flip chart with the words
Abc Food labels
Abc A5 papers for countries anagrams
Abc Countries anagrams
Abc Bingo sheets
Abc Countries Pelmanism cards

Main Aims

  • To provide speaking practice by asking and answering in the context of food and its origin

Subsidiary Aims

  • To provide practice of passive in the context of food and its origins
  • To provide review of countries in the context of imported food


Flexi-stage: name introduction (stir) (5-6 minutes) • To learn the students' names

T plays a quick name game using a ball with the sts. STAGE 1: In a circle, T says "My name's Sara" and throws the ball to a student. That student says "My name's ...." and passes it to another, and so on. STAGE 2: T says "Thank you .... My name's Sara" and throws it to a student. That students says "Thank you Sara. My name's ...", and so on. STAGE 3: T says "Thank you .... My Name's Sara. Here you go ...". The students do the same thing until everyone has said the line.

Warmer - Backs to the board (stir) (8-9 minutes) • To review food vocabulary

T divides class into two groups. Each group sits on one side of the class. T asks one student from each group to come to the front of the class and sit facing their groups with their backs to the board. T writes a word on the board or shows the word on a paper. The two teams have to describe the food written on the board/paper without saying the word. The first student to guess the correct answer gets the point. The class does the first round as a practice. Then, score is recorded on the IWB.

Introduction (settle) (5-6 minutes) • To introduce the topic

T asks "Does all the food you eat come from your country?" "Does some food come from other countries?". T elicits the word imported "What do we call food that comes from other countries?" (imported). T says one sentence as an example and asks the class for another one.

Speaking activity (stir) (8-9 minutes) • To practice describing where imported food comes from

T elicits the word "imported" if possible, and gives an example of imported food by saying the sentence in the passive form "AlMarai milk is imported from Saudi Arabia". T divides class into three groups. Each group gets three to four pictures of food items found in the supermarkets in Bahrain. Using the passive form, students have to say where food is imported from or where they think it is imported from. T circulates and monitor the sentences produced by the sts. When the group is done with their pictures, each group rotates its pictures with the group next to them. In the end, each group can stick their pictures on the IWB on the countries they think the food item is imported from.

Brainstorming (stir) (5-6 minutes) • To gauge students' prior knowledge of countries' names

T divides class into two teams. Each time lines up facing one half of the IWB/ whiteboard. T asks sts to write as many countries as they can with correct spelling. Each student writes one country and goes to the back of the line. A limit of one minute is given to both teams. The team with the most correct countries is the winner.

Countries Anagrams Race (stir) (5-6 minutes) • To practice spelling out countries correctly

T gives a small piece of paper for each student. T asks sts. to write the numbers 1-10. Sts. have to go around the room where Muddled up countries are displayed. They have to rearrange the letters and write their answers on their papers. The first person to complete the lists is the winner.

Flexi-stage: Countries Bingo (settle) (5-6 minutes) • To practice listening to different names of countries

T gives out bingo sheets to every student. T explains and demonstrates the game. T says the nationality and the sts cross out the corresponding country. T keeps saying countries until one student has all the squares crossed out. When that happens, the student has to say BINGO!

Felxi-stage: Countries Pelmanism (settle) (5-7 minutes) • To revise countries and flags

Sts work in pairs. Each pair gets two sets of cards: one with names of countries and the other with the flags. Cards should be face down with the two sets separated. Student A chooses one card from each set and shows his/her partner. If the country matches the flag, student A takes the two cards. If they don't match, then the cards are returned back to the same place they were. Student B goes and does the same thing. The student with the most cards is the winner.

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