Departamento de Segundas Lenguas y Lenguas Extranjeras

English Teacher's Handbook – Chapter 4 – ENJOY YOUR MEAL!

Chapter 4

ENJOY
YOUR MEAL!
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 4 – ENJOY YOUR MEAL!
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 4 – ENJOY YOUR MEAL!
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 4 – ENJOY YOUR MEAL!
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 4 – ENJOY YOUR MEAL!
ENJOY YOUR MEAL!
SUGGESTED sequences of activities: K5 to 2nd Grade
Activity
K5
+.Teacher introduces the
topic, using flashcards
(vocabulary related to the
book “The very hungry
Caterpillar”), by Total
Physical Response (TPR).
After doing this, teacher
explains the game “musical
game” to students.
1 When the music stops the
student who holds the
flashcard has to say “It is a
….”
Finish the activity by
singing “Caterpillar song”.
Use movements and invite
volunteers to mime them. +
+Sing “Caterpillar song”.
Show the book “The very
hungry caterpillar”. Discuss
what the book could be
about (work with the
vocabulary introduced the
day before). Teacher reads
and asks students what they
think the caterpillar should
eat. After reading, ask
about the food the
caterpillar eats.
2 Show flashcards of food
items (T:”What`s this? Ss:
“It is a …T:”What color is
the…? Students: It is…).
Place the flashcards on the
board. Students come up to
the board and touch only
the flashcards that are
present in the book.
Sing the song.+
Grade
1st
+Teacher introduces the topic
by singing a song.
TPR activity with the food
selected from the song.
Listen and touch the correct
flashcard.
Play a game.+
+Recycle vocabulary
introduced the previous
lesson.
Teacher asks students about
their favorite food between
2,3, or 4 possibilities
(according to the food that
were introduced previously).
Each time the student says the
option he/she has to come up
to the board and color a
space (on a big chart placed
on the board). Continue the
activity until all the students
choose their favorite food.
After doing this, the teacher
asks questions related to the
bar graph: E.g. How many
picked….? Which one has
more/less?, etc.
Teacher gives out a
photocopy where students
have to complete according to
the class favourite food.+
2nd
+. Teacher reviews
vocabulary related to
fruits (flashcards).
Students classify fruits
according to size (big &
small). Teacher models:
The apple is red and
small. Pairwork: Teacher
provides pairs with the
picture of a fruit.
Students describe it
orally. Students write the
sentence in their
notebooks. Pairs
exchange pictures. +
+. Teacher introduces
vocabulary related to
breakfast and lunch
(flashcards). Students
classify food and drinks
according to the meal
they belong to (semantic
map). Teacher models: I
have....for breakfast. I
have..... for lunch.
Students say and write
the sentences. Draw. +
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 4 – ENJOY YOUR MEAL!
+Sing a song.
Teacher recycles vocabulary
by using a caterpillar
puppet (What`s this? It is a
…. What color is it? It is
…..).
Learner centers:
Divide the class in 3
groups. Group 1: role play
3 the dialogue using the
puppets. Group 2: name the
fruits and color them.
Group 3: Dot to dot
(numbers). Students rotate.
+ then in the other way
+Sing the song.
Review vocabulary by
playing “Seven up”
(depending on the
vocabulary that was taught
in previous lesson).
Teacher gives out a Bingo
4 card to play Bingo.
Sing the Caterpillar song.+
+Sing a song.
Teacher introduces more
vocabulary related to the
story by TPR.
Role play some dialogues:
What`s this? It is a … What
color is it?
After doing this, teacher
gives out a photocopy
where students have to
5 identify the food, name it
and say the first letter in
each case. Model the
activity first and then ask
students to match the word
with the correct picture. To
wrap up, ask students to
come up to the board and
match the words with the
image (flashcards).+
+Sing a song.
Start the lesson by using a
video.
Role play dialogues, first withwith foods located in the
the whole class and then in
pairs.
Model the activity first:
A: Do you like….?
B: Yes, I do/ No, I don`t.
A: Do you like….?
B: Yes, I do/ No, I don`t.
Switch roles (one student asks front if he has milk for
the other student answers and breakfast. The student
around).
Sing the song from the video.
+
+Introduce more vocabulary
related to food by TPR.
Play a game.
Teacher asks students:
What do you eat? Elicit Ss to
use complete sentences (I
eat…).
Teacher gives out a paper
where students have to draw
a food item. Students take
turns to show the picture and
say “I eat…” (Teacher can
introduce “I drink… “ too).+
++Sing a song.
Introduce the word
“BREAKFAST”.
Display flashcards on the
board. Ask students to say: “
I eat…. for breakfast”. Invite
volunteers to come up to the
board and model the activity.
After doing this, teacher gives
out a photocopy where Ss
have to draw their favorite
breakfast and complete the
sentences.+
+. Teacher presents a
semantic map divided
into breakfast and lunch
wrong place (not all of
them). Teacher asks: Do
you have hamburgers for
breakfast? Groupwork:
Students re write the
semantic map. Guessing
game: Students ask to
another student at the
answers according to the
image he/she has. +
+. Teacher introduces
parts of the house
(flashcards) and names
objects in the different
rooms. Teacher asks:
Where is the lamp?
Students: In the living
room. Teacher asks:
Where do you have
breakfast?/lunch? Game:
Guess the object. E.i.: It is
in the living room. It is
next to the lamp. It is
brown.What is it?
+. Teacher recalls
vocabulary of the house.
Students describe the
kitchen. (There is/There
are). Teacher models first.
Teacher provides students
with an empty kitchen.
Students listen and draw
according to the teacher´s
instructions (next to,
behind). Students read
from the board and color
the objects.+
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 4 – ENJOY YOUR MEAL!

+Sing the song. +Sing a song. +. Teacher draws an

Teacher recycles vocabulary Recycle the sentences that empty refrigerator on the
related to days of the week were introduced the previous board. Students listen to
by singing a song and place lessons. the teacher and
the days labels around the Teacher asks Ss. “What do volunteers draw what the
classroom. Give out you like…? Encourage teacher says. Groupwork:
flashcards of food (one for students to say: “I like…./I Teacher provides students
each student). Read the don`t like…” using happy with written instructions
story again. While the and sad faces. Model with to complete a refrigerator
6 teacher is reading the story different flashcards. with drawings. E.i: There
the student who has the After doing this, teacher gives are two apples next to the
food named by the teacher out a photocopy where milk. Groups exchange
stands up and goes to the students have to draw an item papers to make the
correct day. Teacher wraps that he/she likes under the correction. +
up by having students name happy face and an item that
the food they have.+ he/she doesn`t like under the
sad face. Share with the
group.+
+Sing the caterpillar song. +Sing a song. +. Students quickly revise
Teacher plays “Seven up” Play a game in order to vocabulary (guessing
using vocabulary worked recycle the food items. game with flashcards).
during the lessons (play Encourage students to use “I Groupwork: Students
twice or three times in like/don`t like…” draw two meals on big
order to use all the Do you like…? Yes, I do/No, papers (breakfast and
vocabulary). Display 6 I don`t. lunch). Groups exchange
7 flashcards on the board. Teacher gives out a papers. Students have to
Ask students to look at photocopy where students describe what their
them. Then, remove 1 of it. find the words that were classmates have for the
Students have to say which introduced in the sequence. drawn meals.+
one is missing. Finally, play After finding them, students
memory game in each make sentences (I like…./ I
group.+ don`t like… for breakfast).+
+Sing a song. +Sing a song. +. Assessment: Classify
Assessment: Divide the Divide the class into 3 food according to the
groups into 3. groups. meal. Listen and draw.
Learner Centers: Group 1: Photocopy where How many...are there?
Group 1: display flashcards they have to choose and Look at the picture and
on the table. 1) Listen and complete. write.
touch the correct food. 2) Group 2: Board Game.
Guessing Games: teacher Group 3: Assessment (teacher
says E.g. “I`m a fruit. I`m should be in this group).
red. Who am I?” Students Display flashcards on the
8 guess the food. table. Teacher asks “What do
Group 2: Connect the you eat/drink for breakfast?”
number with the correct Students answer the word or
picture. the complete sentences
Group 3: Give out a according to the level. While
photocopy to recycle one student is with the
vocabulary related to days teacher the other members of
of the week and food. this group can plan with a
dice (with food items). Rotate
the groups.
+ Daily routine activity: date, weather report, season, songs, poems, rhymes, games, etc.
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 4 – ENJOY YOUR MEAL!
ENJOY YOUR MEAL!
SUGGESTED sequences of activities: 3rd to 5th Grade
Activity
3rd
+. Teacher recalls foods and
drinks (flashcards).
Students classify them into:
Foods and Drinks. Teacher
models: I like..... Students
say what they like. Teacher
models: I don´t like......
Students say what they don
´t like. Teacher asks: Do
you like...? Groupwork: A
member of the group has a
1 set of cards with foods and
drinks. The other members
ask: Do you like...? If the
first student has the card
the one who asks gets a
mark, if not another
member asks and so on
until someone guesses. Ask
students to write sentences
in their notebooks (using a
word bank). +
+. Teacher recalls what
students like
eating/drinking. Teacher
2
introduces places where
food can be bought
(flashcards) Students
classify foods and drinks
according to the place
where they are sold. Game:
Bingo (places)
Grade
4th
+. Teacher recalls foods and
drinks (flashcards). Teacher
also elicits the places where
these items can be found.
Students classify foods and
drinks according to the place
where they can be bought.
Teacher models the sentence:
I can buy..... in the.......
Students choose different
items and write their own
sentences. Volunteers read
aloud. +
+. Teacher provides students
with pictures of different
foods and drinks (some
healthier than others).
Students name the items and
say which ones they like and
dislike. Teacher models a
comparison: Cereal is
healthier than pizza. Students
compare (cheaper, more
expensive, more popular).
After saying some examples,
students write two sentences
in their notebooks. Students
exchange notebooks to
correct their partner´s work.
5th
+. Teacher recalls daily
activities through images.
Teacher writes the words
on the board. Students
match the flashcards with
words. Teacher models
sentences about her/his
routine. Students create
their own. Pairwork:
complete a chart with a
partner´s information.
(verbs in third person
singular). Game: A
student mimes an action,
the rest of the class
guesses. E.i. “She gets up
at 7.00” +
+. Teacher asks: What do
you have for breakfast?
Teacher writes the answer
on the board. Teacher
makes similar questions
referred to different
activities and writes the
sentences on the board.
Students stick the
flashcard next to the
correct sentence. Teacher
asks students: What did
you have for breakfast?
Teacher models the
answer and encourage
students to say the rest of
the sentences. Students
write about what they did
in their notebooks
following the model given
by the teacher.
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 4 – ENJOY YOUR MEAL!
+. Teacher provides
students with a word bank
and pictures (foods and
drinks). Students read,
match and say what they
like and don´t like. Teacher
models first.
Students classify items
3 according to the place they
are sold (in their
notebooks.) Students write:
I like...but I don´t like.....
Draw.
+. Teacher models a menu
with two categories: foods
and drinks (suggested by
students). Students ask:
How much is the orange
juice? Teacher answers and
a volunteer writes the price
on the board. Pairwork:
Students write different
4 prices to the products.
Pairs join another pair and
ask each other: How much
is ...? +
+. Teacher recalls what it is
included in a menu.
Teacher helps students
create a menu at a cafeteria.
Teacher role plays with
volunteers. Then, students
role play in pairs.
5 Volunteers go to the front
and role play for the class.
+ students say what items they
+. Teacher elicits places
where food is found/sold.
Teacher asks: Where can you
buy...?
Teacher provides students
with an empty map. Students
listen to the teacher, locate
and name the places. To
make the correction, the
teacher asks: Where is the
bakery? Volunteers answer
(The bakery is next to the
park.) and complete a big
version of the map on the
board.
+. Teacher provides students
with a text about someone
who works in a cafeteria.
Students predict from title
and image. Students scan the
text and make a list of all the
activities this person does in a
work-day in pairs. Teacher
checks comprehension.
Game: Bingo
(food/adjectives/places).
+. Teacher provides students
with a list of food and drink
items. Teacher tells students
they are going to listen to a
conversation at a coffee shop.
Students listen and circle the
food they hear in blue and
the drinks they hear in red.
After making the correction,
like and dislike (orally, and
then, as a written activity). +
Bingo: Daily routine
activities.(past)
+. Students make
semantic maps related to
breakfast and luch.
Teacher introduces new
vocabulary. Students have
a minute to read all the
vocabulary on the board.
Teacher cleans the board.
Groupwork: Students
have to write as many
words from the board as
they can. Then, they
choose some of the words
and write four sentences.
The winner is the group
who has more words and
correct sentences.
+. Teacher displays a
book related to food.
Students predict content
from title and cover
image. Students listen to
the story (audio if
possible). Teacher checks
comprehension. Students
complete a chart with
title, author, main
character, setting, events,
problem and resolution of
the story. Students may
read the events, problem
and resolution from the
board and locate them in
the correct place. Joint
correction.
+. Teacher provides
students with a text
(related to banquets in the
19th century). Students
predict from title and
image. Students skim the
text and scan it. Teacher
checks comprehension:
True or False?
Students talk about what
they prefer from the food
mentioned in the text. +
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 4 – ENJOY YOUR MEAL!
+. Teacher writes a chart
including family members,
“likes” and “dislikes”.
Students listen to a boy/girl
talking about what his/her
family likes and dislikes
6 eating. Students complete
the chart and write 3
sentences (E.g. She likes …
but she doesn´t like …).
+. Teacher provides
students with a text related
to what someone likes and
dislikes eating and where
he/she does it. Students
read the text. Teacher
checks comprehension.
Students correct the
sentences provided by the
7 teacher according to the
information given in the
text.
+. Assessment. Teacher
gives out a text. Students
read and circle the correct
8 option. Student listen to an
audio and circle what
people like. Write about
likes and dislikes.
+ Daily routines: date, weather report, season, songs, poems, rhymes, games, etc..
+. Teacher asks students what
they have as a snack. Teacher
asks: Which one is healthier?
Teacher provides students
with a chart including what
two friends have as a snack
during the week. Teacher
models a comparison.
Students write two examples
in their notebooks. +
+. Teacher shows the cover of
a book. Students describe it
and predict. Students listen to
the story. Teacher checks
comprehension. Students
unscramble events of the
story provided by the Teacher
(first on the board, then, in
the notebook).
+. Assessment. Read and
answer Ture or False. Listen
and identify the food and
place. Write two sentences
comparing food or places
from the previous exercise.
+. Teacher recalls
information from the text
of previous class. Students
write the food on the
board. Teacher introduces
a listening comprehension
activity by explaining
what information the
students have to focus on.
Students listen and
answer. Correction on the
board. +
+. Teacher displays
flashcards with daily
routine activities
including: breakfast,
lunch, snack/tea and
dinner/supper. Students
order them on the board.
Groupwork: Students
write the sentences.
Groups exchange papers
to correct their partners
´work. Each group
rewrites the sentences but
now referring to what
they did the day before.
Groups exchange papers
again and make the
correction. +
+. Assessment: Read and
answer True or False.
Listen and complete a
chart. Write about your
daily routine. (At least, 5
sentences).
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 4 – ENJOY YOUR MEAL!

ENJOY YOUR MEAL!

SUGGESTED sequences of activities: 6th Grade

Grade
Activity
6th
+ Teacher provides students with a text about a
famous restaurant. Students predict from image
and title. Students scan the text and circle the
food offered in the restaurant. Students classify
1 into: main courses/dishes, desserts and drinks.
Students read in silence. Teacher checks
comprehension by asking students some
questions.+
+. Teacher recalls information of previous text.
Students complete a chart including: Name,
type, main courses/dishes, desserts, service,
opening hours, recommendation. Teacher
2 models the oral presentation of the restaurant
using the chart.Volunteers use the chart to talk
about the restaurant. Teacher models an
opinion of the restaurant. Students give an
opinion.
+.Groupwork: Students complete a chart
(similar to the one in activity 2) about a
3 popular restaurant they know. Each group talks
about the restaurant they chose.
Students compare restaurants and give opinions.
+.Teacher recalls foods and drinks of the
restaurants mentioned in previous lessons.
Pairwork: Students create a menu (main courses,
4 desserts, drinks). Teacher helps students create a
short dialogue at a restaurant (using the menu).
Pairwork: Role play a dialogue at a restaurant.
Use the created menu as a resource.
+. Teacher provides students with a menu.
Students listen to a conversation at a restaurant
5 and circle the food they hear. Groupwork:
Students create a conversation at a restaurant
using the menu given out by the Teacher. +
+. Teacher provides students with a text about a
work routine. Students identify the different
activities.(put emphasis on the activities related
6 to breakfast, lunch) Teacher checks
comprehension. Students write about their
routine at school. Teacher models first. +
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 4 – ENJOY YOUR MEAL!

+. Groupwork: Teacher provides students with

scrambled sentences related to a routine. Each
group has to unscramble the sentences and put
7 them in a logical order. Teacher asks groups to
re write those sentences in the past. Check on
the board. Teacher checks comprehension. +
+ Assessment: Read and choose the correct
8 answer. Listen and answer. Write about your
routine at school.

+ Daily routines: date, weather report, season, songs, poems, rhymes, games, etc..