Lesson : Food

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This is a work that I found on Google search engine . It was done by Mr. BENABED AMMAR that we do thank for his organization and apologize for not having contacted him before posting it here.

File 5, Sequence 1, p. 105

Objectives – learners will:
1)Classify food items into categories.
2)Make a list of ingredients for their favorite food.

Materials:
1)Pictures of/realia of meat, peppers, lettuce, lamp chops, milk, chicken, mushrooms, applies, salt, yoghurt, cheese, beans, grapes, mutton, oil, bread, etc.

1. Individual Writing: Favorite Foods – 5 minutes learner centered activity
•What are your favorite foods? What foods don’t you like?
•For example, I like pizza, but I don’t like mechaoui.

2. Individual Reading: Identifying Cognates – 5 minutes learner centered activity
•Read the list of food on p. 105.
•What words are the like the words you know in French?

3. Teacher Presentation: Food Vocabulary – 15 minutes teacher centered activity
•Teacher presents food vocabulary that learners cannot recognize.
•Where can you buy _____? How much does _____ cost? When you do eat _____?

4. Group Work: Classifying Foods – 10 minutes learner centered activity
•When you go to the souk, can you buy olives and spaghetti in the same place?
•What things are sold together? For example, cornichons and olives are in the same place.
•I’m going to ask you to put different foods in groups.

5. Report Answers: Classifying Foods – 10 minutes teacher centered activity

6. Individual Writing: Ingredients for my Favorite Foods – 5 minutes learner centered activty
•Choose one of the favorite foods/food you don’t like.
•Make a list of things that are in your favorite food.
•For example, mechaoui has meat and …

7. Report Work: Ingredients for my Favorite Food – 5 minutes teacher centered activity
•Teacher asks a few learners to tell what is in their favorite food/food they don’t like.

8. Homework Assignment: Investigation learner centered activity
•Choose ten new food words that you learned today.
•Go to a grocery store or souk near your house.
•Find out how much those things cost and where they are from.
•Put them in order from the most expensive to the least expensive.
•Then write ten sentences in English telling what you learned.

Shopping for Food

File 5, Sequence 1, pp. 103-104

Objective – learners will:
1)Prepare a dialog between a shopkeeper and a customer using units of packaging and food vocabulary from the last lesson.

Materials/Pre-class Preparation:
1)Pictures of food (especially foods that are not cognates or similar to the word in French).
2)The table for activity #2 on a poster or written on the blackboard before class begins.
3)Put pictures of food on the blackboard.

1. Individual Writing: Identifying Pictures of Food – 8 minutes learner centered activity
•There are pictures of food that you learned about from the last lesson on the blackboard
•I’d like you to write the name of each food and what group it belongs to.
•Do as much as you can from memory.
•After you have written everything you can from memory, you can use your notebook to help.

2.Individual Reading: While Listening Assignment – 2 minutes learner centered activity
•I’m going to read a dialog in a shop.
•A woman is going to buy four things.
•Please read this table – don’t copy it – when you listen write the information.

What? How Much?
two kilos

bananas

Cost

3. Teacher Presentation: Listening – 5 minutes Teacher centered activity
• Teacher reads the listening script; once at normal speed, and once at a slower speed.

4. Report Answers: Listening – 5 minutes Teacher centered activity

5. Individual Reading: Cartons, Bars, Bottles and Tins – 5 minutes Learner centered activity
• Read exercise a in Practice on p. 104.

6. Group Listing: What Goes in Cartons, Bars, Bottle and Tins? – 10 minutes Learner centered activity
• I want you to work in groups of four.
• Each group will have a writer, a spy and a spokesperson.
• You should make a list of things that are sold in a packet, a bar, a carton, a jar, a bottle, a tin or a box.
• If you don’t know the word in English for something, you can send the spy to find the word in the dictionary on my desk.
• You will have 10 minutes to think and work.

7. Report Answers: What Goes in Cartons, Bars, Bottle and Tins? – 5 minutes Teacher centered activity
Teacher writes learners’ answers on the blackboard.

8. Pair Work: Dialog with Cartons, Bars, Bottles and Tins – 10 minutes Learner centered activity
• Imagine that you are working in a small grocery store in Canada, England or the United States.
• With your partner, finish this dialog using cartons, bottles, bars and tins and then take turns being the grocer and the customer.
• Use your homework assignment from the previous class to help you know the prices.

Grocer: _________________. Can I help you?
Customer: Yes, I want _________________
Grocer: _________________
Customer: _________________
Grocer: _________________
Customer: _________________

9. Report Pair Work: Dialog with Cartons, Bars, Bottles and Tins – 10 minutes Teacher centered activity

10. Homework Assignment: Recording Dialogs Learner centered activity
• Go to a souk or grocery store near your home.
• Listen to a conversation between the seller and a customer.
• Then go home and try to write the conversation in English.
The lesson in statistics : 25 mns teacher centered
35 mns teacher centered

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Thank you Mr. Redouane for this lesson. I know Mr. BENABED in person. We thank him for this work