This proposal offers different and funny ways to learn and revise vocabulary and expressions about food and drink. Besides, you will have to put them into practice by performing a scene taking place at a restaurant.
Previous to this proposal, the teacher will ask the students to bring a food or drink item to class without telling their classmates.
1. The students, with their eyes covered, will take turns to guess the objects brought by their mates. Meanwhile a volunteer will write the objects down on the board.
2. The teacher points out the title of the unit:
What does it suggest? What do you consider delicious from the words written on the board? How would you describe the rest of items? Elicit adjectives describing those food items.
3. "Gimme 20". The teacher shows a picture dealing with food or drink. The students, in groups of 3-4, brainstorm 20 words related to the picture. Then, allow some time to categorize the words (containers, size, colours, verbs...)
Share the results as a big group and the students complete their lists so that everybody has the same words.
Then, still in groups, they write a very simple story using all those words.
4. Explain they have been using different techniques to learn vocabulary and proceed with another one: Scavenger Hunt.
Show an example of it (there are many in google) and explain they have to go outside the building and take pictures (with their mobile phones or with a digital camera) of all the items in their lists.
Then hand out one for each group (you can use the one I attach, which is very simple, or any other), set a time limit and insist the first one to arrive with all the pictures taken will be the winner.
As you guess, for this activity it would be advisable to talk to the nearby shops and supermarkets and explain them the students will carry out this task unless they have any inconvenience.
5. For the next session the students will have already revised vocabulary so they will be ready to move on to places to eat. Thus, elicit types of restaurants.
Then, show expressions to be used when eating out:
- Eating out vocabulary
- At the restaurant
Hand out a copy of the one you prefer.
Next, show a short video VIDEO at a restaurant . I recommend you use SafeShareTV whenever you play youtube videos as they remove distracting and offensive elements as well as they allow you to crop the videos.
While watching the video, the students will tick the expressions they'll hear from their lists.
6. A little more practice is offered playing a serious game: E-adventure eating out
This is the link to the online version but there are other possibilities: Different options E-adventure eating out
The students can work individually or in pairs having to choose the answers. According to their choices, the endings will be different.
7. Final task: ACTING OUT.
They have revised and learnt vocabulary, expressions and dialogues taking place when we go out for lunch or dinner. Hence, they are ready to perform in front of their classmates. For that purpose they will be arranged in groups of 4 and decide beforehand:
- type of restaurant
- menu and prices
- dialogue including ordering and paying.
The rest of the class will vote the actors using an evaluation grid so they know what will be evaluated.
- Computer with Internet access and PDI/ projector for the teacher.
- Computer with Internet access for each group of 3-4 students.
- Food and drink pictures.
- Scavenger Hunt worksheet
- Mobile phone or digital camera
- Grid for writing down information about presentations.
- Rubric for peer-evaluations
As it has already been explained in the methodology section, there are two activities that need being prepared beforehand:
1) For the first activity of the proposal the students have to be told to bring a food or drink item for the next day.
2) For the scavenger hunt they should be reminded to bring their cameras or mobile phones.
3) It's advisable to talk to the nearby shops and supermarkets and explain the students are doing a treasure hunt for the English class that involves taking pictures of products. Ask them if they have any inconvenience.
This proposal should be evaluated attending to:
1) Individual work: participation, interaction with classmates, handing out individual tasks.
2) Group work: ability to work together, performance (clear, ordered dialogue; use of new vocabulary and expressions; turn-taking; pronunciation; originality)