Sheila Karnath Sheila Karnath

Lesson 5_Global English
Elementary level

Description

In this lesson, students will read about the history of food words in English and learn some of the history of the words. The will develop vocabulary and read for gist and specific detail in the contest of English food terms. The will also practice speaking and apply new terminology.

Materials

Www.google PowerPoint_Overview
Abc Reading_Complete Chart
Abc Handout_Choose the Correct Sentence
P5ys62nasqexnzcrf0mw tp 5 matching activity Matching Game_Vocabulary
Abc List of Foods
Abc Article_Delicious English

Main Aims

  • To provide gist and detailed reading practice using a text focusing on the context of some food words.

Subsidiary Aims

  • To practice grammar by selecting correct sentence based on reading. To develop vocabulary focusing on food terms from Britain known on a global scale. To provide an opportunity for students to practice speaking including correct grammar and new vocabulary.

Procedure

Discussion Starter (3-4 minutes) • To introduce context of global food.

1. Open PowerPoint to slide representing globe with flags from around the world (UK, Turkey and US flags are visible to hopefully add interest - other countries as well, but those are the most connected to students, topic and teacher) 2. Ask questions such as 'do you like food?' and 'do you like food from other countries?'

Matching Activity (7-8 minutes) • Students will connect particular foods with associated countries. They will build vocabulary and collaborate with peers.

1. Open PowerPoint to second slide with the words Coca-Cola® and image. 2. Ask students ' where is Coca-Cola® from?' 3. Students will respond and we will clarify it from the United States. 4. Provide handout to students ask them to work in pairs to determine combinations of foods and countries. Students will share answers with each other. 5. Then give instruction that they will now be put in groups of three and they need to match the food item with country. Students will work with pieces of paper on floor.

Pre-reading Vocabulary (9-10 minutes) • To review and/or introduce vocabulary students will encounter in reading assignment.

Introduce/Review terms (food items) and 'century' with students. Include word, visual and definition.

Reading for Gist (5-6 minutes) • Have students read article for gist and determine title

1. Instruct students they will be reading an article for understanding. Explain to them they will need to determine a title from article they read. 2. Project titles on screen 3. Review instructions with students. 4. Students discuss in pairs 5. Have students vote on title Answer - Food Words (have article available to pinpoint why words if an issue)

Reading for Detail (10-11 minutes) • Students read article for detail and respond to two controlled activities.

1. Explain to students to read the article for detail. Add they need to pay attention to 'when introduced'. 2. Clarify 'when introduced' - time focus 3. Tell students once they are done reading they will work in their pairs to complete chart (front of paper) 4. Handout chart 4. Give students time to read. 5. Students work with partner to complete chart. 6. Review answers with students. 7. Explain to students they will now determine the correct sentence from 2nd activity. 8. Ask students to flip over paper to work on 2nd activity (back of paper). 9. Model one example (in PowerPoint). Ask them to work in pairs to complete the rest. 10. Review answers with students.

Speaking Exercise (5-6 minutes) • To provide an opportunity to practice speaking in a freer context of global food.

1. Ask students to think of food words that have a global meaning. For example, 'chocolate'. 2. Ask students if 'Ayran' (yoghurt drink' is a global term?) Is it available in many countries besides Turkey? 3. Ask them to work in pairs to determine 3 foreign words that can be used globally. *time permitting - mix of the pairs (not sure will have enough time).

Web site designed by: Nikue