Use pictures ( Countdown website) from supermarket advertising brochures. Give each member of a pair three food-related pictures. Aim: to find out what your partner's picture is through questioning. Partner is only able to answer yes or no. Elicit types of language that could be used ("Is it a vegetable?" "Does it have..?" "Can you cook it?" "Do we use it in the kitchen?"), and write these on the board.
There could be a competitive element to it. See who guesses the most correct using the least number of questions. (With new English language learners, the teacher may choose a type of food that they are familiar with.) The aim is to identify and describe various foods and food products found in New Zealand supermarkets and to practise appropriate language structures.
Discuss the healthiness of the various food items. Who has an example of some healthy food. Who has an example of something that is not so healthy?
Vocabulary development: Syllable stress.
How many different types of food can you name?
The teacher puts the food the students can name into categories depending on the number of syllables each word has. The teacher stretches a large rubber band between two thumbs to demonstrate syllable stress. Pull on the rubber band when the syllable is stressed. Primary and secondary stress can both be clearly demonstrated in this way. Using food pictures students go through the same process using the rubber bands to identify the stressed syllables. Can any generalisations be made?
Introduce new vocabulary (such as: ripe/unripe, cost, expensive/inexpensive, taste, sweet, sour, savoury, pleasant, unpleasant, hot, texture, crunchy, soft, hard, smooth, shape, raw, cooked/uncooked). These vocabulary items can be added to students' individual picture dictionaries for later revision.
Draw the healthy food pyramid. Using magazines or pictures from the Internet (New World website), cut out and paste food onto the healthy diet pyramid. What do you need most of? What should you only have a little of?
Published on: 09 Jan 2018
