Vocab. & Speaking - Describing food
Upper Intermediate level
To provide clarification of words describing taste and texture in the context of food eaten in childhood
To provide accuracy and fluency speaking practice in a dialogue in the context of food, utilizing would, used to, and past simple
Procedure (36-49 minutes)
The T will display a picture of French Toast with a brief description using the projector. "In groups of 3, discuss what you know about this dish and whether or not you would be interested in eating it. Take 1 minute." Feedback: WC "Who has tasted this? Who would be interested in tasting this based on the description?"
The T will hand out to pairs of Ss a HO with images of traditional food dishes (one from Iran & three from Turkey). The T will also project the images once the discussion begins to ensure the Ss know what the pictures are of (by seeing the images in color). "Discuss the answers to the provided questions in pairs about these dishes. Take 3 minutes. Are you talking in groups? [No, pairs] How long? [3 minutes]" Feedback: WC "What are these dishes? [Ghorme Sabzi, Asure, Sutlac, Karniyarik] Is there anyone who doesn't know any of these dishes? How old were you the 1st time you tried them?"
The T writes the title "Descriptive words for food" on the WB "When food burns your mouth and you desperately need a glass of milk, it is ____. [spicy] (Drill /'spaisi/ Food or a drink that leaves a strong often bad taste in your mouth like very dark chocolate ____ .[bitter] (Drill /'bItər/ Tea is bitter.) Food that has no flavor and no spices like plain spaghetti is ______. [bland] (Drill /ae/ The meat is bland.) Mashed potatoes with pieces of uncooked potato in it is _______. [lumpy] (Drill /ʌ /. The potatoes are lumpy.) Putting bread in soup makes the bread _____. [soggy] (wet and soft /a:/ The bread is soggy.) Food like potato chips that make a loud noise when you chew them are ____. [crunchy] ( Drill /ʌ / Peanuts are crunchy.) Candies especially gum that make you chew repeatedly (gesture) are _____. [chewy] (Drill /ˈtʃuːi/ Dried fruit is very chewy.) Food that tastes wonderful is ______. [delicious] (Drill /dɪˈlɪʃəs/) Food that tastes terrible is _____. [disgusting] (Drill /dɪsˈɡʌstɪŋ/ Apples are delicious. Liver is disgusting!) CCQs: "Using these words, how would you describe carrots? [crunchy] beer or alcohol [bitter] Adana kebabs [spicy] unsalted crackers [bland or crunchy] asure [lumpy] islak hamburger [soggy] "What are these? (Which parts of speech?) [adjectives]
"Do not unfold the paper. Work individually to place the provided words in the chart. Take 2 minutes. Are you working together? [No] For how long? [2 min]" Feedback: Check your answers with your partner.
"Individually choose a word or words from the above chart to describe each food listed. Are you working alone? [Yes] Take 1 minute." FB: PW "Check your answers in pairs." FB: WC Revealing answer key "did anyone have any different answers?' [....] Possible Error Correction
"What are some example sentences you would use to describe fresh onions? [They're vegetables. They are bitter when they're uncooked. They are crunchy but smooth. They are delicious when cooked in olive oil. They are used in most Turkish dishes. They make your breathe smell terrible ....] In pairs, take turns describing the food items on your flashcards to get your partner to guess what the food is. Are you working alone? [no, in pairs] What will you use to describe the food? [gesturing the vocab on the board] Can you use other adjectives than the ones on your chart? [Absolutely]" Feedback: WC Error Correction
With your partners, talk about foods you regularly ate in your childhood (with your families at home, at school, or on holidays). Discuss your eating habits as a child. Be descriptive. What would be some helpful grammar for this exercise? [used to, would] Do you talk about foods you liked and disliked? [Yes] Are you working alone? [No, in pairs] FB: WC "Did you learn anything inserting or unusual about each other? [...]" Error Correction