METHODS

School:​​ Bermejo ​Course:​​ 4°1°

Teacher:​​ Graciela Avena

Trainee:​​ Anabel Bronnimann

Unit assigned​​: Unit 7 A ​“What does your food say about you”​ / 7B ​“How much water do we
really need?”​ / 7C ​“Changing holidays”​ / 7D ​“It’s written in the cards”.​ New English File
Elementary. Oxford.

TOPIC: ​Culture and Food. // ​Tell me what you eat, I’ll tell you who you are

FINAL TASK

In groups of 4 or 5, students will create a recipe with the purpose of representing their
own culture.​ ​Students might create their recipe from scratch or they might adapt a dish
they are familiar with as long as it represents who they are. Students will also have to
come up with a name for their dish. Finally, their recipes will be included in our own
book of recipes which will be called “YOU ARE WHAT YOU EAT”

Objectives
● To identify which aspects of everyday life represent culture
● To compare and contrast food in different cultures
● To select relevant items of one´s culture
● To carry out surveys to find out about students´culture
● To create a book of recipes which represent students´culture

​TROUBLE

TROUBLE QUESTION TASK LINGUISTIC TASK DATE

Trouble 1: What is your Create a menu 1/6

What are our favourite food? based on what
favourite dishes? students
typically eat.

How does food Draw a

represent me? supermarket
basket with food
items which
represent what
you like.

Trouble 2 What are the Go over the Expressing quantity 8/6

How does food traditional class completing (Some, any, countable
represent ingredients used a survey to find and uncountable
culture? in your culture? out what kind of nouns)
food items are
generally used in
Argentina.
Report to class.

15/6
What ingredients Identify which
are more ingredients are
common in other typically used in
cultures? different
cultures.

22/6
How is culture Create a mural
expressed in with information,
other aspects of drawings,
our life? pictures which
represent who
we are.

Trouble 3: What recipes are Decide which Expressing quantity 29/06

What do we we going to recipe will be (Some, any, countable
need to create create? created to and uncountable
our own recipe represent nouns)
book? culture. Think of
a name for the
dish
 06/07
Identify which
ingredients are
What ingredients needed to create
do we need to the new recipe. Talking about future
prepare them? Make a plans
shopping list
with all the
necessary
things.

FINAL Create a recipe 13/07

PROJECT to represent
culture or adapt
an existing one.
Think of a name
for your recipe.
Vote which one
is more creative.
Include in a
recipe book.

CONTENT

Thematic Content

Linguistic Content Grammar

FUNCTION FORM EXPONENT

Expressing quantity Countable and “We need some

uncountable nouns tomatoes​”

“I need some
milk​”

Expressing quantity Some, Any, a/an “There are ​some

onions”
“I don’t have ​any
sugar”
 “I need ​an​ apple”
“I need ​a​ tomato”

Expressing quantity How much…? “​How much​ water

How many…? do you drink?”
“​How many
apples do you
have?”

Talking about future Be going to ​ m going to ​buy

“I a
plans some milk”
“She i​ s going to
cook some pasta”

LEXIS

Food and drinks DAIRY:​ some milk,

some eggs, some
cheese, some
ice-cream, some butter.
VEGETABLES:​ some
carrots,an onion, some
peas, some
mushrooms,some
tomatoes, some lettuce,
some potatoes.
FRUIT:​ some grapes,
an apple, a banana, an
orange, a pineapple.
​ EAT and FISH: s​ ome
M
fish, some meat (steak
and chicken)
CARBOHYDRATES:
some bread, some
pasta, some cake,
some rice, some olive
oil, some biscuits, some
toast,
DRINKS​: some coke, a
glass of water, some
orange juice, a cup of
coffee, a cup of tea.
MISCELANEOUS:​ some
jam, some cereal,some
sugar, some crisps
DESSERT:​ some
 chocolate, some ice-cream,
some fruit salad
MENU:​ a starter, a main
course, a dessert, a drink.

Strategic Content

Culture Talking about culture

and how it is
manifested through
food.

​ ​Evaluation:​​ ​Students will be given a test (on a date yet to be set) and will be assessed on
their accomplishment of the final task.

PROCESS

Date: Wednesday 1/6 (3 periods – 120 minutes)

*Ice-breaker
Time:​​ 10-15 minutes
Dynamics:​​ Whole class

I will introduce myself to the students. I’ll tell them my name, and write it on the board. Then,
I’ll tell them that we’re going to play a very fast game, so we can get to know each other and
we can start with our topic. I will ask students to pair up. They will have to write three
statements about food they like or dislike, two of them will be true whereas another will be a
lie. Once the 2 minutes are done, I will ask them to share their answers. Students will read
the card about their mate’s likes and dislikes and we will have to find out whether they are
truth or lie (I’ll write on one side of the board the question “What’s the English for...?” in case
they need to ask me anything)
 June, Monday 1st

My name is Anabel.
I like apples.
My favourite food is chicken.
I don’t like milk.

What’s the English for…?

*Pre-task
Time: ​5 minutes
Dynamics: ​Whole class

I will start by asking students what their favourite food is. I will encourage them to say it in
English, and if they don’t know I will write it on one side of the board.

June, Wednesday 1st

What’s the English for...?

I will write some examples on the board. There may be cases of similitudes, or perhaps only
differences. So, in order to find out how many of them share the same tastes I will ask students
to go around the class and find other students with the same favourite food.

*Task
Time: 10-15 minutes
Dynamics: In groups
I will tell students that probably some of them share the same tastes, but as we are not
completely sure, they will have to find out. I will ask them to write their favourite food on a piece
of paper I will provide and I will ask them to go around the class and find as many students as
possible with the same dish. Once that is done, I will ask students to report their discoveries to
the class. I will write the dishes on the board and I will write how many students got the same
answers next to it. This way, we will find out which are the most popular dishes in the
classroom.

June, Monday 1st

Hamburgers ​III
Chicken ​IIII
Milanesas ​II

What’s the English for…?

*Pre Task
Time:​​ 10 minutes
Dynamics:​​ Whole Class
Resources: ​Flashcards and construction paper.

I will stick some construction paper on the board. Next, I will display some pictures of different
dishes next to it. I will ask some students to come to the board and put them in the order they
like best ​in​ the construction paper. I will present pictures of an “empanada”, then chicken and
fries, then ice cream and a glass of water. I will ask students to tell me why they put the pictures
in that order. After listening to some answers, I will write the words “STARTER” “MAIN
COURSE” “DESSERT” and “DRINK” next to each of the pictures.
 June, Monday 1st

What’s the English for…?

*Task
Time:​​ 10- 15 minutes
Dynamics:​​ Whole class
Resources:​​ Pictures of food and names of food in coloured paper.

I will stick some pictures of food on one side of the board and on the other side of the board I
will stick the names of those food items. I will ask students to come to the board and to march
the pictures with their corresponding name.

*Task
Time:​​ 30 minutes
Dynamics:​​ Groups of 4-5
Resources:​​ Colour paper
I will ask students to get into groups and design what their ideal menu at any restaurant would
be like. They will create their menu on a color paper I will provide. Once they have finished, they
will report their results to the class.
I will ask students to give 1-5 stars to their classmates’ menus, and I will write the results on the
board. The most voted menu will be considered the most popular one in the classroom.

June, Monday 1st

Group 1: 10 stars
Group 2: 3 stars
Group 3: 7 stars

What’s the English for…?

*Pre Task
Time:​​ 5 minutes
Dynamics:​​ Whole class.

I will start by asking students if they go shopping for food. If they say yes, I will ask them what
kind of things they like buying. If they say no, I will ask them what food items they would like to
buy.

*Task
Time: ​10-15 minutes
Dynamics:​​ Whole class
Resources: ​Three baskets with food items and colour paper.

I will tell students that I believe what you buy speaks volumes of you. So I will put three baskets
on the table. Each one of them will contain different food items. Students will have to guess
which baskets belongs to me.

Basket 1:
 Jam
Bread
Apples
One bottle of water

Basket 2:

Rice
A can of peas
A bar of chocolate
Sugar
A box of tea bags

Basket 3:

A packet of yerba mate

Sugar
A bag of bulgur wheat
Some tomatoes

I will show the content of the three baskets to the students, and I will ask them to write the
number of the basket that they think belongs to me. Once they have finished, I will ask them to
show the numbers they chose, and I we will find out how many students were right. I will tell
them which basket has the things I bought (Number three)

*Task
Time:​​ 15-20 minutes
Dynamics:​​ Individual
Resources: ​Colour paper

I will tell students that my basket contains items which represent my personality and are part of
who I am. It has food I like eating. So, I will distribute some sheets of colour paper and I will ask
students to draw a basket with food items that they like, and which they think are meaningful for
them. I will go around the class checking students are in task, and in case they need any help. I
will draw a specific column on the board in case they ask about unknown words in English.
Finally, students will show their pictures and tell the rest of the class about the content in their
baskets. Once they have finished, I will ask them to give me their drawings and I will keep them
until next class in which we will use them again.
To finish, I will repeat the idea that our food says a lot about us. Next class, we will go back to
this concept.

Monday 8th (3 periods - 120 minutes)

*Pre Task
Time:​​ 5 minutes
Dynamics:​​ Whole Class

I will start by revising some of the things we did on our last class, since we only meet once a
week. I will ask students some questions so as to guide them in case they do not remember.
I will also tell them that since we have been working with food, we will play a fast game. I will tell
them they should imagine they are at a camp, and that all the food available has to be shared
so everyone can cook.

*Task
Time:​​ 15 minutes
Dynamics:​​ Groups of 4-5
Resources:​​ Food items: apples, tomatoes, two large bottles of water, one box of rice, a bag of
candies, one bag of sandwich loaf bread, some plastic cups.

I will display 6 apples, 6 tomatoes, the two large bottles of water, the box of rice, the bag of
candies, the loaf of bread and the plastic cups.
I will tell students that that is the only food we have, but they must make sure it is divided
equally. All groups need to have the same amount. They will notice it is quite easy to share the
apples, tomatoes and candies, since each group will be able to have one unit of these without
problems. But what about the rice, the bread and water? (If necessary, I will remind students
that there are cups on my desk) Once they have finished, I will go around the classroom
checking if all the groups have their share.

*Language Focus Analysis

Time:​​ 15 minutes
Dynamics:​​ Whole Class
I will ask students why they think that they had to share and divide some food items using
containers (or loaves in the case of bread) and to divide on their tables the ones that needed to
be put into containers and the ones which did not. I will tell them there are nouns which are
called countables, this is to say they can be counted without using containers (so they can have
singular and plural form) whereas uncountable nouns cannot be counted without using a
container, such as box, bottle, glass, among others. Uncountable nouns only have a singular
form.
I will stick a two-entry poster on the board with the labels COUNTABLE and UNCOUNTABLE,
and I will ask students to help me place the food items in the columns. I will help them by asking
“Which food items needed to be put into containers in order to be shared?” Once we have
finished, I will stick the posters on the walls.

COUNTABLES UNCOUNTABLES

Apples Bread
Tomatoes Water
Candies Rice

*Language Focus Activity

Time:​​ 10 minutes
Dynamics:​​ Whole class
Resources:​​ Big pictures made out of construction paper: a bottle, a glass, a box, a bag and a
cup. Coloured paper with the names: TEA, COFFEE, WATER, RICE, SUGAR, PASTA, COKE.

I will stick the pictures on the board. The pictures will be big enough so as to stick things on
them. I will stick the names of the food items on one side of the board and I will ask students to
come to the board and stick the food items labels into the corresponding container. Every time a
student finishes, I will write the phrase “a bottle of water/coke”, “a bag of sugar” “a cup of tea”,
etc next to the pictures.

*Language Focus Practice

Time:​​ 10 minutes
Dynamics:​​ In pairs
Resources:​​ New English File Elementary (Vocabulary Bank)
I will ask students to put the food items they have just labelled into the two-entry chart I drew on
the board at the beginning of the class. They will have to decide whether the ingredients are
COUNTABLE or UNCOUNTABLE. I will go around the class in case they need any help. Once
they have finished, we will check our answers together.

*Pre Task
Time: 5 minutes
Dynamics: Whole class

I will ask students if they cook, and if they do it when they are alone or just for pleasure. If they
do not cook, I will ask them to imagine that they are at the campsite again, but now they will
have to cook using only the food they have.

*Task
Time:​​ 15-20 minutes
Dynamics:​​ In groups of 4 or 5

I will distribute some copies with pictures of ingredients on them. Each group will have a
different one. Once they all have their copies, I will tell them they are at the campsite and they
need to prepare something to eat using the ingredients they have on the worksheet they were
given. They will be able to use only one more ingredient if they borrow it from other groups, as
long as those groups are not using them. Two groups will be in charge of thinking of starters,
two more groups will think of main courses, and the last two groups will prepare dessert.
They will have to describe briefly what kind of dish they would cook using those ingredients and
then they will report to class.

*Pre Task
Time:​​ 5 minutes
Dynamics:​​ Whole class

I will ask students if they remember what we did when I brought the baskets with food to class.
While they answer, I will write the phrase “YOU ARE WHAT YOU EAT” on the board. I will ask
students to read it and to tell me if they agree with the statement or not, and why. This way, we
will recycle some of the ideas we worked on on our first class.

*Task
Time: ​5 minutes
Dynamics: ​Whole class
I will take out students’ drawings and I will put them on the table. I will divide the class into two
and I will distribute half of the basket drawings. The students who get a drawing will have to
circulate around the class trying to find out who drew the basket they have. Once that is done,
they will sit together and we will check if the matches were correct.

*Task
Time:​​ 20- 25 minutes
Dynamics:​​ Pairs

Once they have found their match, students will carry out a survey to find out relevant aspects
about their classmates and food.

Students will answer the following questions:

1. What kind of restaurant do you like ?

2. Do you like food from other countries? Why/Why not?
3. Think of one food or ingredient that represents your country
4. How often do you eat fast food ?
5. What do you like to order at your favorite restaurant?

Once they have finished, I will encourage students to share their answers. I will copy their
answers on the board and I will write how many students share the same answers next to it.

June, Monday 8th

1) Mc Donalds III Burger King II Subway IIII

2) Yes IIIII No III
3) Dulce de leche IIII Asado IIIIII
4) Once a week III Twice a week
5) Chicken IIII Asado IIII Salad II

Once we have finished, we will write sentences summing up our discoveries. “Most students in
this class eat __________. They like/don’t like eating food from other countries because
___________. They think a traditional food/ingredient in Argentina is __________. They eat
fast food _________. When they eat out, they order ____________ “

I will tell students we will use this information next class.

June, Monday 15th (3 periods - 120 minutes)

*Pre Task
Time:​​ 5-10 minutes
Dynamics:​​ Whole class
Resources: ​Some pictures of celebrations and holidays

I will stick some pictures of food which is generally eaten in celebrations around the world. I will
stick a picture of turkey, Christmas candies, easter eggs, locro, pastelitos, and a fortune cookie.
I will ask students if they have ever eaten any of the food items on the board, and if so, when.
Students are likely to say that they tried certain dishes on a particular celebration, whereas
some other dishes might be completely unfamiliar. I will tell them we will try to find out why.

*Task
Time:​​ 30 minutes
Dynamics:​​ Whole class
Resources:​​ Survey sheets

I will distribute copies of a survey for students to find out about the typical food eaten in
Argentina on a particular celebration. Students will have to ask multiple choice questions to the
person they are sitting next to.

Do you celebrate Christmas? ​Yes/No

What do you generally eat for Christmas? ​ Chicken and salads/ Asado/ Pasta/ Other:
Choose a dessert people generally eat on Christmas Day in Argentina:

What do people generally eat to celebrate “May Revolution” in Argentina?

Other:

Once they have finished, they will report their discoveries to the class. I will tell them we will try
to find out how many differences and similarities there are in the classroom.

X students celebrate/don’t celebrate Christmas

X students eat ……… on Christmas’ Day
People generally eat …. as dessert on Christmas’ Day
People generally eat … to celebrate May Revolution.

Most probably, students will notice there is not exact equivalent for the words “pastelitos” and
“locro” as they are typically Argentine. I will ask them what the English for those words is. After a
few seconds, I will ask them why they think those words do not have an exact translation.

*Pre Task
Time:​​ 10-15 minutes
Dynamics:​​ Whole class
Resources:​​ Flags from different countries: Mexico, Argentina, Peru, Paraguay, USA, Germany,
Italy. Pictures of food which represent those cultures: ceviche, sopa paraguaya, tacos, chucrut
and sausages, mate and torta fritas, fried chicken, spaghetti caprese.
I will display some flags on one side of the board and the pictures of food on the other side of
the board. I will ask some students if they know the flags. While they say the names of the ones
they know, I will write the name of the country next to it. If there are flags which they do not
know, I will give them some clues. Finally, if they cannot guess, I will write the name/s on the
board.
Next, I will ask some students to come to the board and match the flags with the dish or food
item which represents that culture.

*Task
Time:​​ 15-20 minutes
Dynamics:​​ Groups of four/five
Resources:​​ Recipes of the dishes we worked on on the pre task: ceviche, sopa paraguaya,
tacos, chucrut and sausages, mate and torta frita, fried chicken, spaghetti caprese.

I will ask students to get into groups of 4 or 5. I will distribute the recipes of the dishes they have
just learnt. I will ask students to go over the recipe and identify the ingredients they need to be
able to cook those recipes. Once they have finished, they will have to help me write a shopping
list on the board. I will tell them that I want to cook those dishes at home, and for that I need to
know which ingredients I will need.
I will write the names of the dishes on the board and I will ask each group which ingredients I
need to cook those dishes. (“How many tomatoes do I need?”/ How much sugar do I need?”)

CEVICHE ​ ​TACOS ​ ​PASTELITOS

​SOPA PARAGUAYA​ ​FRIED CHICKEN SPAGHETTI CAPRESE

*Language Focus Analysis
Time:​​ 15 minutes
Dynamics:​​ Whole class
Resources:​​ Two pencils/Poster

I will write the questions “​How many​ tomatoes do I need?” and “​How much​ sugar do I need”
and I will ask students what we use those expressions for. What am I trying to find out?
If necessary, I will demonstrate with an example. I will pick two pencils and I will show them to
students and I will ask “How many pencils do I have?”. I will repeat my question: what am I
trying to find out? After listening to some answers I will write the word “QUANTITY” next to my
sentences.
Then, I will ask students why they think we have two phrases to ask about quantity instead of
one. If they do not remember countable and uncountable nouns, I will ask them to find the
words SUGAR and TOMATOES on the poster on the wall. Are these words in the same
columns? I will ask students in which column they found SUGAR and in which column they
found TOMATOES (Countable and Uncountable) . I will ask them to look at the sentences on
the board again and tell me which question words we use for these kinds of nouns. I will write
the rule on the board.

​ Preparing our recipe: Asking about quantity

​How much​ sugar do I need?

​ How many​ tomatoes do I need?
● We always use HOW MUCH with uncountable nouns (For example, sugar)
● We always use HOW MANY with countable nouns (For example, tomatoes)

*Language Focus Practice

Time​​: 10 minutes
Dynamics:​​ Individual
Resources:​​ New English File – Student's Book (Page 79 exercise 3D)

I will ask students to open their books and go to page 79. I will tell them they are going to work
on exercise 3D and I will explain to them what they should do (Complete the sentences using
HOW MUCH/HOW MANY)

*Language Focus Activity

Time:​​ 10 minutes
Dynamics:​​ whole class
Resources:​​ two boxes with the labels “HOW MUCH” “HOW MANY” and flashcards of the
following food items: two apples, some milk, three oranges, some sugar, some candies, four
onions, some bread, two eggs, a banana, some fish, some coffee, a pineapple.

I will put the two boxes on different corners of the classroom, and I stick the flashcards on the
board. I will divide the class into two groups. I will tell one groups they will be in charge of the
“HOW MUCH” box and the other group will be in charge of the “HOW MANY” box. They will
have to put all the flashcards in the corresponding box and they will only have two minutes.
Once the time is up, we will check the content of the two boxes. The team that has the most
answers right, wins the game.

As homework, I will ask students to bring pictures of things they like or represent them. They
may draw or cut pictures from magazines.

Monday 22nd (3 periods - 120 minutes)

* Pre Task
Time:​​ 15 minutes
Dynamics:​​ Whole class
Resources:​​ Two pieces of baklavah pie. One of them will follow the original recipe (jam and
nuts) and the other one will have dulce de leche.

I will ask two students to come to the front and I will cover their eyes with a handkerchief. I will
ask them to taste the two pieces of baklavah and to describe to their classmates what they taste
like. I will ask students if they can tell which ingredients they think both dishes have. Students
are more likely to recognize the one with dulce de leche, since they might be more familiar with
it.
I will uncover their eyes and I will show them what they have just eaten. I will also ask them to
guess where the dish come from. How can they tell? If they cannot guess, I will tell them it’s an
Armenian dish
I will ask them why they think I brought the same dish but with two different ingredients. While
listening to their answers, I will write the word “CULTURE” in colour on the board. Finally I will
tell students that the dish they tried was part of my grandfather’s culture, and that he used to
adapt it and cook it with dulce de leche, an ingredient from our culture, so as to make it easier
for children to eat.

*Task
Time:​​ 20 minutes
Dynamics​​: In pairs
Resources:​​ Coloured paper

I will write the sentence “Culture is ….” and I will ask students to come up with a definition of
what they believe is culture and write it on the coloured paper (which I will keep to use
afterwards). They will work in pairs so as to share their ideas and write a definition together. I
will circulate around the classroom in case they need to ask me anything. I will write the phrase
“What’s the English for?” on one side of the board.
Once they have finished, they will share their answers. I will write some of their ideas on the
board around my word “CULTURE” . Once we have finished, we will write a definition together
using students’ ideas.

*Pre Task
Time:​​ 10 minutes
Dynamics:​​ whole class
Resources:​​ coloured paper with the words: MUSIC, FOOD, VALUES, BEHAVIOUR, ART,
CLOTHES and CULTURE

I will stick the word CULTURE on the centre of the board and I will stick the words around it,
forming a mind map. I will ask students to look at the words surrounding CULTURE and to tell
me in which ways they think culture is expressed through those aspects. I will help students with
questions, such as “what music do people generally associate with Argentina?” “Do all the
people in Argentina listen to that music?” “What food is typically Argentine?”

*Task
Time: ​ 25-30 minutes
Dynamics:​​ In pairs
Resources:​​ Survey sheet

I will ask students that we want to find out how is culture expressed through the aspects we
mentioned before, in the classroom. So I will distribute some survey copies and I will ask
students to work in pairs. The survey will contain the following questions:

-What clothes do you identify with?

- What music do you like listening to?

- ROCK - POP - TANGO - FOLKLORE - DUBSTEP - CUMBIA - REGGAETON- OTHER:

- Do you listen to tango or folklore? ​YES/NO

-What do you do when you meet people?

Which place do you prefer?

Once students have finished, I will ask them to share their answers and I will write our
discoveries on the board.

X STUDENTS WEAR
X STUDENTS LISTEN TO…
X STUDENTS LISTEN TO TANGO OR FOLKLORE
X STUDENTS KISS/SHAKE HANDS/BOW
 X STUDENTS PREFER ...

Once they have finished, I will ask them what they know about some of their options. For
example, is McDonalds an Argentine company? Where is it from?

*Pre Task
Time:​​ 5 minutes
Dynamics:​​ Whole Class

I will ask students why they think there are so many coincidences (or differences) in the answers
they gave me. I will tell them culture is like a big painting in which we all add our own colour.

*Task
Time:​​ 30 minutes
Dynamics:​​ Whole class
Resources:​​ Markers, colour pencils and pens, glue, coloured paper, construction paper,
pictures, magazines.

I will tell students that we are going to create our own “big painting” to represent culture.
I will display a poster with the title “CULTURE: THIS IS WHO WE ARE”
and I will invite students to stick their definitions of culture, their drawings and pictures on the
poster. Once it is finished, we will stick it on the walls.

Monday 29th (3 periods - 120 minutes)

*Pre Task
Time:​​ 5-10 minutes
Dynamics:​​ whole class.
Resources​​: Copies of a recipe

I will distribute copies from one of the recipes we worked on two weeks ago (Spaghetti
caprese). I will write the phrase “I need... “ on the board and I will ask students to tell me which
ingredients I will need to prepare that dish. I will write the ingredients next to my sentence

*Task
Time​​: 20 -25 minutes
Dynamics:​​ whole class
Resources:​​ White box (similar to a cupboard) with some food items in it.
I will put the box on my desk and I will tell students we will see which ingredients I have and
which ones I will have to buy. I will call some students to come to the front and I will ask them
questions such as “Do I have any onions?”, “Do I have any olive oil?” “Do I have any tomatoes?”
While they answer, I will ask them to put a tick or a cross next to the list I wrote on the board. If
the ingredients are in the cupboard, I will ask students to take them out and put them on the
desk.

*Language Focus Analysis

Time:​​ 20 minutes
Dynamics:​​ whole class

I will tell students we will make a final list of the things I should buy to prepare my dish.
I will write the sentences “I have ​some​ pasta” “I have ​some​ tomatoes” “I don’t have ​any​ oil” “I
don’t have ​any​ cheese” “I have ​an​ onion”
I will ask them, then, what’s the purpose of SOME and ANY (they express quantity) and in
which types of sentences we use each (Any in negative and questions and Some in positive
statements). Then, I will ask them to look at the nouns and find them in the
COUNTABLE/UNCOUNTABLE poster. Which nouns use some and which nouns use any? Are
the nouns singular or plural? I will write COUNTABLE and UNCOUNTABLE next to the
ingredients. We’ll go over form and they’ll copy everything in their notebooks.

​ Let´s buy the ingredients: Expressing quantity

“I have ​some​ pasta”

“I have ​some​ tomatoes”
“ I have an onion”
“I don´t have ​any​ oil”
“I don´t have ​any​ cheese”

● We always use SOME with plural countable nouns and uncountable nouns in Positive
sentences
● We always use ANY with plural countable nouns and uncountable nouns in Negative
sentences and Questions
● We always use a/an with singular countable nouns. (a + consonant/ an + vowel)

*Language Focus Practice

Time:​​ 10 -15 minutes
Dynamics:​​ Individual
Resources:​​ New English File - Grammar Bank (Page 135, section 7A)

I will ask students to open their books on page 135 and I will tell them we will work on section
7A (exercises A and B) I will explain to them what they should do and I will go around the class
in case they need any help. Once they have finished, we will check our answers together.

*Pre Task
Time:​​ 10 minutes
Dynamics:​​ whole class
Resources:​​ Poster with names of ingredients

I will stick a poster on the board with pictures of some ingredients and I will ask students if they
can tell me their names in English (if possible) I will also ask them if they remember why there
are some food items with no translation to English. Once we have finished, I will ask students
questions such as “Can you think of a dish with potatoes?” “Are tomatoes only eaten in
Argentina?”
*Task
Time: ​10-15 minutes
Dynamics:​​ Whole class
Resources:​​ A box similar to a fridge/ Food items/ Copies of a chart with names of food

I will distribute some copies to students and I will ask them to leave the copies facing down until
I tell them to turn them around. Once they all have their copies, I will tell them I will open my
fridge for only 5 seconds and they will need to look at the inside and remember as many
ingredients as they can. Then I will close the fridge and I will tell students they can turn the
copies around where they will see a list of ingredients and they will have to tick the ones they
remember.
After some minutes, I will tell them we will check. I will stick the same chart they have on the
board (a bigger one) and I will ask them questions such as “Do I have any potatoes?” “Do I
have any meat?”. While they answer, I will put ticks or crosses next to the ingredients. Once we
have finished, I will open the door of the fridge and we will check if their answers were correct.

*Pre Task
Time:​​ 5 minutes
Dynamics:​​ Whole class

I will ask students which ingredients from the ones they saw in my cupboard and in my fridge
they think represent our culture. Are there any other ingredients which we did not mention?
Which ones? Would they like to add any other?

*Task
Time:​​ 20 minutes
Dynamics:​​ In pairs

I will tell students they will have to think of a recipe which represents who they are, a recipe to
represent their culture. I will tell them they can invent a recipe or they can adapt one they are
familiar with as long as it represents their culture. Today, they will only have to write the list of
ingredients. I will tell students I will also write my own recipe.
July 6th (3 periods - 120 minutes)

*Pre Task
Time: ​5 minutes
Dynamics:​​ whole class

I will start by telling students today we will write a shopping list in order to get the necessary
ingredients for our dishes. I will give students a copy of my recipe.

LENTIL AND BURGUL MEATBALLS WITH RICE.

1 cup bulgur
1 cup red lentils
1 onion
1/2 cup olive oil
1 tablespoon tomato paste
1 lemon
1/4 cup parsley
1/3 cup red pepper
1 cup of rice

*Task
Time:​​ 10 minutes
Dynamics:​​ whole class.
Resources:​​ copies of my recipe

I will ask students to tell me which ingredients I will need for my recipe. I will ask them “What am
I going to buy for my dish?” While they answer, I will write the sentence “I am going to buy…”
and I will complete it with the ingredients they mention.
I will also ask two more students to tell me what they are going to buy. I will ask them to take a
look at the list they wrote the previous class. I will write the sentences “He/She is going to
buy…” and the ingredients they mention.

*Language Focus
Time:​​ 20 minutes
Dynamics:​​ whole class

I will write the question “What are you going to buy?” and I’ll ask the students to answer the
question on the board and write their answers. I’ll then ask them what they think this is used for
(“to talk about future plans”) and write that as a title. I’ll then go over the form with them and
write that on the board. I’ll ask them to open their books at page 134 from Grammar Bank to
see the form for negatives and questions and I’ll write those on the board too and ask them to
copy them down on their notebooks.

​ What are you going to buy?: Talking about future plans.

“ I am going to buy apples”

“She is going to buy tomatoes”
“He is going to buy onions”

● She/He/it is + going to + verb

● You/We/They are + going to + verb

*​Language Focus Practice

Time:​​ 15 minutes
Dynamics:​​ In pairs
Resources:​​ New English File - Grammar Bank (page 135, section 7C exercises A and B)
I will ask students to go to page 135 and work on section 7C. I will explain what they have to do,
and I will go around the class in case they need any help.
Once they have finished, we will check our answers together.

*Pre Task
Time: 10 - 15 minutes
Dynamics: whole class
Resources: Flashcards of kitchen elements and pictures showing certain actions (STIR, BOIL,
ADD, BAKE, CHOP, GRIL, MIX, BLEND, MELT, KNEAD) and copies for students

I will stick the flashcards with kitchen elements on one side of the board and the pictures with
actions on the other side of the board. I will ask students to come to the board and match the
pictures. Once they do so, I will write the names of the verbs next to the action. I will tell
students to match and label in their copies.
*Task
Time:​​ 20 -25 minutes
Dynamics:​​ In pairs

I will tell students that now they are ready to write their recipes. I will tell them what the allotted
time is and I will tell them I will take their recipes home to read them. I will go over the class in
case students need anything.
Once they have finished, I will collect the recipes.

*Revision for the test (to be designed)

Time: 40 minutes (1 period)
Dynamics: whole class
Resources: games

July 13th (3 periods - 120 minutes)

*TEST
Time: ​45-50 minutes
Dynamics: ​Individual
Resources:​​ 2 sets of tests (to be designed)

*Multicultural Food Game

Time:​​ 25 - 30 minutes
Dynamics:​​ whole class
Resources:​​ Food and handkerchiefs to cover students´ eyes.

I will tell students we will play a game. They will get together in groups of 4 or 5 and they will
take turns to come to the front. I will cover their eyes and they will try different multicultural
dishes. If they guess what the dish is they score 1 point, if they can tell at least two ingredients
they score and extra point, and if they can guess where it comes from, they score two extra
points. The team which gets the most points wins the games.

*Pre Task
Time​​: 5 minutes
Dynamics:​​ whole class
Resources:​​ student´s recipes

I will tell students I will give them their recipes back and that they need to take a look at them in
case there are suggestions or corrections.

*Final Task
Time: 25 - 30 minutes
Dynamics:​​ In pairs
Resources:​​ Coloured paper, markers, magazines with pictures of food.

I will ask students to re write their recipes, but taking into account they will be included in a book
which will be called “WE ARE WHAT WE EAT”. So, they need to write a neat and tidy version,
but also make it colourful and use pictures from the magazines.
I will go over the class in case students need anything. Once they have finished, I will collect all
the recipes and we will put them all together in our book.
I will wish them happy holidays and I will tell them we will meet again after the winter break to
close our project.