Tag Archives: lesson plan

Are we Killing or Promoting Creativity? A Collaborative Writing and Speaking Lesson

Every child is an artist, the problem is staying an artist when you grow up.” – Pablo Picasso

I had a full-blown, real, very much needed holiday. The last two months had been unbelievably hectic: end-of-term exams, working full-time during the week and some teacher training weekends and, to top it all, I was also writing a project to apply for a European grant, which unfortunately I won’t get.

So, there I was, fully enjoying my break , when I stumbled upon an article in El Pais about a short animated short film “Alike”, which had won a Goya award in 2016, and I was struck with how beautiful, touching and thought-provoking the video was. And I just knew I had to show it to my students, do something with it and well, here it is. I hope you enjoy it as much as I did.

About the lesson: In this lesson, aimed at B2 students and above, students watch a short silent film called Alike (7 minutes) with two main aims:

  1. To give voice to the story and for this:
  • they will have to collaboratively write the story
  • they will have to collaboratively retell the story

2. To discuss some questions related to education, the promotion of creativity and         daring to be different.


Step 1. Warm-up: Copi and Paste

Tell students they are going to watch a short  video called Alike, where the main two characters are a father and a son whose names are Copi and Paste. Focus on the names, write them on the board and ask students to predict what the story could be about. Hopefully, students will come up with some of these ideas

  • (Lack of)Creativity
  • Imagination
  • Routine
  • Lack of ideas
  • Plagiarism
  • Inspiration
  • Deception

Step 2. Introducing the video and the task

Explain that the video they are about to see is an animated short film (7 minutes) called “Alike” where there is no dialogue. However, the video is so touching and thought-provoking that words are not necessary; images and especially colours play an essential role and are enough to tell this beautiful story and to give us something to think about.

Play the video once asking students to focus on how the colours (or lack of colour) help tell the story. You can also tell them that, later in the lesson, they will need to narrate the story so they need to concentrate on everything that happens.


Step 3.Working on vocabulary.


The next step will focus on teaching/revising the vocabulary they will need to know to write the story.  Below, some flipcards I have used with my students.
Flash Card Deck created by Cristina Cabal with GoConqr

 


Step 4. Collaborative Writing and Retelling

1. Form groups and assign each group a part of the story. The aim is first to write and then to tell their part of the story as it happens, but also to analyse the hidden meaning and the values it tries to highlight.

  • The day begins (0:06- 1:32)
  • At school/ at work ( 1:33-2:38)
  • Leaving the office/school (2:39-3:07)
  • The next days (3:08-3:52)
  • Copi’s surrender (3:53-5:00)
  • But one day (5:01-6:50)

Depending on the number of students, you can ask them to work in pairs or assign each group two parts.

2. Play the story once again for the students to take down notes and get stsrted with the writing task. Walk around offering help and guidance.

3.  Play the story again to help students polish their part.

4. Ask each group to name a spokesperson and ask these students to come to the front of the class and give voice to the story as you play it once again.  Be ready to pause the video as required.

(below my students performing)

via GIPHY

 


Step 4. Speaking


For this activity there should be a supportive atmosphere within the class.

Form groups to discuss the following questions. When all the questions have been discussed, the groups should report back to the whole class.

  • Have you ever done something different or behaved differently from your peers?
  • Do you remember a time when, for some reason, you stood out as different?
  • Do you remember a time when you went against the established rules?
  • What’s something you know you do differently than most people?
  • Do you think the way education is organized destroys children’s creativity?
  • Do you think education for children under seven is excessively focused on the curriculum?
  • Do you think that be learning to be creative is more important than knowing how to spell correctly?

Life Begins at 70: a Future Perfect and Future Continuous Lesson

To me, old age is always ten years older than I am”  John Burroughs

In this engaging lesson students will consolidate the use of future perfect and future perfect continuous through some engaging activities.


WARM UP


Show them a picture of how you see yourself when you are 70 and explain why you see yourself like that. (below you’ll see the picture I showed my students). After some laughs and a bit of explaining, ask students:

How do you see yourselves when you are 70? Do you look forward to getting old?

Ask them to talk in pairs for two or three minutes and get feedback.


THE POEM- WARMING by Jenny Joseph


This is a nice opportunity to introduce poetry in class.

Explain that the poem they are about to listen/read, written by Jenny Joseph,  goes hand in hand with the picture of yourself shown above. After listening to the poem, ask students whether they think the author is looking forward to getting old and why.

It seems the poetess is rebellious, but she is only comfortable to ‘break the rules’ when she has the excuse of old age and senility. Ask students what they think about her attitude.


GALLERY WALK

  • On the walls of the class display pictures of elderly people reflecting different attitudes towards life when they are old.
  • Ask students to stand up, have a look at all of them and decide which one will best represent their attitude to life. They now return to their desks.
  • Ask them to write two sentences using the future perfect and two sentences using the future continuous, based on the picture they have chosen.
  • Get students in threes now and ask them to explain their choice to their partners and use the 4 sentences they have written.
  • For example and based on my picture
  • I will have tried parachuting when I am 70
  • I will have probably written a recipe book.
  • I will probably be living in Bhutan
  • I will be living life to the fullest

I have used these pictures  to display on the walls, and this presentation when giving feedback see  here.


SPEAKING


Students now work in small groups and answer the following questions about the future. Remind them that they need to elaborate on their answers giving reasons and using different expressions to give opinion. All the questions contain either a future perfect or a future continous form; encourage students to use these tenses in their answers.

You might find this handout useful

Looking Forward to the Future

Lesson Plan: Do you Speak English?

This lesson is aimed at students with a language level of B1  (intermediate) and focuses on revising, learning and using vocabulary related to learning languages through a variety of engaging activities.

In this lesson students will get listening and speaking practice, learn new vocabulary, and have the opportunity to improve their writing skills.

Topic: Learning languages

Level:  Intermediate and above

Time:  60/90 minutes

Materials: PDF vocabulary, teacher’s notes

Online tools used: Spark adobe and Playbuzz


Warm up:

Guessing the topic.This funny sketch below works like magic to introduce the topic. The idea is to play this short funny video (2:48) and let students guess what we will be talking about.

Now, ask students to discuss these 2 questions:

  1. What’s the most spoken language in the world?
  2. What’s the most widely spoken language in the world?

Revising, introducing and using vocabulary

The idea is to elicit vocabulary by posing some questions and showing some pictures meant to stimulate spontaneous speech and class discussion. New vocabulary will be written on the board. See PDF with targeted vocabulary here

Tell students that of a total of 1, 5 billion speakers only 375 million are native speakers, so this means that over 1 billion people speak English as a second language. Ask them:

  • How do you think your country ranks in terms of English language proficiency?

Show them the picture below. If their country is not there, click here to see how it ranks. Elicit any reactions to the picture.

  • Does the ranking surprise them? Why (not)?

Get students in pairs to discuss the question below:

  • What do you find most difficult about learning English? Why do you think is that?

 

 


Listening and speaking

In this section there are 3 videos. Below you’ll find instructions to work with them. You can watch all of the snaps in a row or freely jump around from snap to snap.

Part 1: Speaking. English borrowings.

Follow the instructions in the video.

Part 2. Listening Comprehension. Note taking exercise.

Alex Rawlings, who speaks 11 languages, says that the way to start speaking a language more fluently and more proficiently is to practise speaking. In the video, he gives us four tips to get more practice speaking the language we’re learning.

      1. Get a conversation partner
      2. Talk to yourself.
      3. Learn vocabulary in phrases
      4. Imagine how you’ll use the language.

Watch the video and summarise what he says about each of these tips.

Part 3. Speaking. Reasons for learning a foreign language.

After watching the video, in groups of 3 share the reason why you’re learning English

Answer the following questions

      • Do you know anybody who has emigrated from your country?
      • Do you know any immigrants? Can they speak your language?
      • Before entering your country, should immigrants be required to speak the local language?

Speaking

Do you Speak English?


Writing

Write an article on one of the following:

  • “If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you.” Zig Ziglar
  • “There is no elevator to success; you have to take the stairs”.Zig Ziglar

Post on how to write an article here

Don’t miss any posts and follow us on facebook

Lesson Plan: US Elections Explained

On November 8,  Americans will cast their ballots and decide who is going to be their new president. I don’t know about your country but, in Spain, the “war” between H. Clinton and D. Trump is every day in the news and the “poisonous” debates are thoroughly discussed ad nauseam on TV current affairs programmes.

Being this an issue of so much interest, I thought my students would welcome a brief explanation of what the presidential election in the US entails.

Level: suitable for upper intermediate (B2) and advanced (C1) level English students.

Time: About 60 minutes

Materials: lesson plan pdf here

In this lesson students will get listening practice, learn new vocabulary, improve their communicative skills by discussing some interesting quotes and also, their writing skills by choosing one of the quotes to write an opinion essay.

The lesson starts off with some questions about politics which will be discussed in pairs or small groups, followed by some vocabulary exercises extracted from the video in preparation for the listening task that follows. The video for the listening activity is from “The Telegraph” and lasts 2.16.  It will be followed by group discussion of two controversial quotes.

Blog de Cristina is also on Facebook. Follow us!

The 8 Best Audio/Video News and Current Affairs Websites to Learn English.

I’m currently really tied up with checking exams, so I’m going to make the introduction to this blog post really brief.  I’m sure you have enough on your plate, too. June is usually a hectic month for almost everybody, isn’t it?

So, how do you keep up with the latest news? Or maybe, are you one of those who, sick and tired of reading bad news, have decided to completely isolate yourself from the world? I wouldn’t blame you!

If you are one of those, I kindly suggest you make an exception for the sake of learning and improving your English. You won’t regret it! Reading is one of the best ways of acquiring vocabulary and learning grammar without studying.If you read and listen to one article every day, or two if you feel overzealous, your reading and listening skills will improve very quickly. Trust me on this!

This is my selection of the best audio/video news and current affairs websites to learn English.

I have looked at the following features in all the websites:

  • If the news is written in levels
  • If the same news is written/read at different levels
  • If it is audio news or video news
  • If the transcript is provided
  • If the site provides a ready-to-use lesson plan for the news
  • Any other relevant additional content

The image below is interactive. Click on the icon and read what each website has to offer.

How else can I use these sites in the classroom?
• Choose one news website from above and ask students, as homework, to read a piece of news they find interesting. Ask them to read the news several times until they feel confident they can retell it. In the next class, ask students to work in threes and share their news.

• The news. Same procedure as above but this time, at home, students will need to rewrite the piece of news in their own words. In class, and again working in threes, students will be asked to assume the role of newsreaders and present the news to the rest of the class.

The interactive image has been created with Genial.ly,a free online tool for creating visual interactive content.

Teaching I Wish/If Only through Music and Visuals

“Maybe all  one can do is hope to end up with the right regrets”. Arthur Miller.

Hopefully!  I surely have had my fair share of mistakes, and consequently  a few regrets too although to be honest,  I don’t really know if the are of the right kind. There are a couple of things, or maybe more, that I would probably have done differently if given the chance but…. this is  now water over the bridge and it’s no use crying over spilt milk! What about you? Do you have any regrets?

Let’s talk about regrets today.

Aim: to teach students how to express regrets using the structures I wish/if only

Level: B2

Lead in:  Play this 45-second audio clip and ask students to try to identify the next structure you are going to teach them.

1. I WISH (THAT)/IF ONLY+SIMPLE PAST

Introducing: display the picture below and draw students’ attention to the reflection of the man in the mirror. Ask: What does the old man see in the mirror? What is he thinking?

Listen to the students’ suggestions and use each of them to introduce

  • I wish (that)/if only + simple past

I wish/if only I was younger or I wish I was in my twenties.

I wish/if only I was handsome or I wish I was stronger… etc

Explaining the grammar: we use this structure to express a desire for a situation that does not exist right now in the present. A wish is a desire to change a real situation into an unreal one. This unreal situation is expressed in the simple past. In a wish sentence, the simple past does not indicate past time; it only indicates that the situation is unreal.

  • That is optional.

I wish/if only I lived in the countryside, but I don’t. I live in a city.

  • Were is used for both singular and plural subjects in a formal context

I wish/if only he were younger, but he’s not. He is old.

Practising. Guided practice.

1. Pictures.

Students look at the pictures and make a sentence using “wish”. Flip them to see a possible answer.

2. The power of music. A meditation activity.

Ask students to close their eyes. Turn off the lights, close windows and play some soft music to create the right atmosphere and help them relax. Tell them you are going to ask them some questions about themselves. Use a low, slow, soothing voice. They will need to imagine how they would answer the question using the structure I wish/if only + past tense. Read out the questions one by one, take your time and remember to keep your voice slow and calm.

 

  • If there is one thing you could change something in your body, what would it be?
  •  If you could change something about your personality, what would you change?
  • If you could change anything about your job, what would it be?
  • If you could change something about you partner, what would it be?
  • If you could change something about your life, what would it be?
  • If you could change one thing in the world, what would it be?

Practising. Freer practice. 

Students in pairs  talk about their anwers to the questions above. Let them choose the ones they want to talk about as some answers could be a bit personal.

2.  I WISH (THAT)/IF ONLY+ WOULD

Introducing: display the picture below and ask students to describe what they see.

Now, ask students to provide a sentence with “wish” about the picture. At this stage, students will probably suggest “She wishes he didn’t see so much TV”.

Draw students’ attention to the girl’s mood and offer this alternative sentence

She wishes/if only he wouldn’t watch so much football

Explaining grammar: the structure wish+ (that)/if only +would is used to talk about what other people do that annoys or irritates us and that we wish was different.

Practising. Guided practice.

Play the video and ask students to make sentences based on the pictures using I wish+would.

Practising. Freer Practice.

Students in pairs answer these questions:

  • What annoys you about living where you live now?
  • What annoys you most about living at home with your family?
  • What annoying habits does your best friend have?
  • What is the most annoying thing about your partner?
  • Is there anything about your teacher that annoys you? 🙂

3.  I WISH/IF ONLY + (THAT) + PAST PERFECT

Introducing. Display the picture below and ask: do you think he has any regrets?

Elicit: He wishes he hadn’t drunk so much or he wishes he hadn’t danced so much

                                                      Photo by JeanJulien

Explaining the grammar: 

We use ‘wish’ + past perfect to talk about regrets from the past. These are things that have already happened but we wish they had happened in a different way.

Practising. Guided Practice.

Introduce the activity by asking students to think back to the time when they were teenagers. Ask them if they have any regrets.

For example: I wish I hadn’t given up my studies.

Tell students they are going to watch a video of a song Mistakes of my Youth  by the American rock band Eels. In this video, the singer thinks back on his childhood and all the things he did wrong. Ask them to watch the video and write down as many I wish/if only + past perfect sentences they can think of based on the video.

Freer practice.

What are your regrets when you think back on your life? Make a list of three regrets and tell the story to your partner.

Grammar pdf

ADDITIONAL ACTIVITIES

  • Writing a dialogue. Working in pairs, the students should write a conversation among two friends who are complaining about their boyfriends/girlfriends or bosses. Tell them to use as many I wish/if only sentences as possible. Ask students to act it out.
  • Writing about being the opposite gender.  Ask students to write a compositions about how their lives would be different if they were the opposite sex. Ask  them to use I wish/ if only sentences
  • Discussion about cultural customs. Lead a class discussion about what customs in their country wish were different.

Blog de Cristina is also on facebook . 

Stars in their Eyes

When I was a kid in my hometown, a little village in the north of Spain, there used to be a cinema. Not any more and not for a long time. In fact, it seems to me there are very few towns or even cities which still have a cinema and I’m not talking about the outdoor cinemas, which are so popular in summer, I am talking about the real thing. Cinemas with endless rows of seats smelling oldish and where the usher always told you off before you even got to your seat and started cracking up. I remember we didn’t get to see the latest films until they were 4 or 5 years old and then, they were not new any more as our friends from the capital city kindly reminded us rolling their eyes in disbelief when they came on holiday, but all the same it brings back very good memories. I must be getting old!

So today I’m sharing with you an engaging lesson with lots of activities around the theme of films and the cinema. Hope you enjoy it!

This lesson is aimed at students with a language level of B2  (upper-intermediate) and focuses on revising, learning  and using vocabulary  related to films and the cinema  through a variety of engaging  activities which will help them improve listening, writing and speaking.

Activity 1. Warming-up. Learning and using vocabulary.

Step 1.Wordcloud.
Display the word cloud and ask students to guess the topic. Click on the words you want to highlight and ask students to guess meanings and try to use them in a sentence. Alternatively, you can choose the latest box-office hit and ask students to give you a sentence about this film containing the targeted word.

 

Step 2. Mind mapping.  Handout with vocabulary here

Ask students to work in pairs. Write on the board a mind map as the one below (give them only the words inside the circles) to help them revise vocabulary related to this thematic area. Allow them some minutes to complete their mind maps and get feedback from the whole class, completing the mind map on the board with their suggestions.

  • Exercise on types of films here
  • A crossword with film words here

Activity 2. A game.

The class is divided into two groups. In turns, one member from each group sits on the Hot Chair facing  away from the whiteboard. The members of their group have  one minute to describe the film being displayed  without mentioning the title ( that goes without saying, but just in case, I’m saying it). The aim is to guess as many films as possible in one minute. Then, it’s the other team’s turn.

They will need to talk about:

Kind of film/ Nationality of the film/ director/ plot/

Some hints:

♥The film ‘_______’ is a(n) _______ film which takes place in _______.
♥The film is set in __(ancient Greece)__.
♥The story is based on __(a popular novel)__.
♥The film is directed by _______.
♥The main character(s) in the film is/are _______.
♥_______ is a character who _______.
♥__(Johnny Depp)__ stars as __(Captain Sparks)__.
♥In the film, __(Jack Black)__ plays __(a rock guitarist). The story is about _______
♥The best scene of the film is_____

Activity 3. A listening : interview with Hitchcock talking about his film Psycho.

Ask students: What kind of films do you like? Do you have a favourite director?

Write on the board Alfred Hitchcock and Psycho and ask students if they know who he is and if they know any of his films. Students most probably will have heard about Hitchcock and seen some of his films, but in case they haven’t, tell them Hitchcock is considered “the master of suspense” and “Psycho”(1960) s is arguably Hitchcock’s best-known film.

Play the video and ask students to answer the questions. (Find the answers at the end of this post).

  1.  What’s Hitchcock’s opinion of films such as Frankenstein?
  2.  What’s his idea of a horror film?
  3. When he made Psycho, did he have a mind a horror film or an amusing film?
  4. Was the film “Psycho” a very violent film? If not, why did it make people scream? Explain in your own words.

Activity 4. Speaking.

Ask students to work in pairs or in small groups and answer the following questions.

Activity 5. Writing a film review.

Handout with the task and useful vocabulary and expressions to use in your review.

Blog de Cristina is also on facebook. Follow us!

Answers to the listening

  1. What’s Hitchcock’s opinion of films such as Frankenstein?He thinks they are very easy to make and that they are props.
  2.  What’s his idea of a horror film?
    He believes in putting the horror in the mind of the audience and not necessarily on the screen.
  3.  When he made Psycho, did he have a mind a horror film or an amusing film?
    An amusing film
  4. Was the film “Psycho” a very violent film? If not, why did it make people scream? Explain in your own words.

There is only one violent scene in the film, which is at the beginning when the girl is     violently murdered in the shower. As the film developed, there is less and less violence. The horror and the tension are transferred to the mind of the viewers, which are the end of the film are screaming.

Tools used
Tagul, Hot Potatoes, Picture Trail, Thematic

Phones and Music: a Superb Combination

Funny thing! Every single year, no matter the level I’m teaching one of my lessons is  dedicated, without fail, to mobile phones.

This year, in November, I published a lesson for my B2 (upper-intermediate) students (lesson here) and now, it seems to be the turn of my B1 (intermediate) students.

This year my lessons about this topic seem to revolve around Adele’s hit “Hello”. Hey! What else did you expect? It’s not like every single year we have a song with
so many scenes where the leading actor is the mighty mobile phone. We certainly need to take advantage of this. Besides, I love Adele.

The lesson

This lesson is  aimed at students with a language level of B1 and focuses on discussing, reading and writing about mobile phones.There is also some general phone vocabulary and a song.

 

Warm-up: Speaking. Ask students as a whole class some of these questions.

  • What do you use your mobile phone for?
  • Have you ever lost your mobile phone?
  • How many text messages do you send every day?
  • Would you say you’re addicted to your mobile or the Internet?
  • Have you ever…?
  1. lost you phone?
  2. sent a message to the wrong person?
  3.  forgotten to turn your phone off/set to silent or vibrate mode (with embarrassing                      consequences)?

Teaching Vocabulary. You might want to show the slides twice to consolidate vocabulary. I would suggest doing it a third time at the end of the lesson.

Conjunto de Fichas creado con GoConqr por cristina.cabal

The song.
Warm-up. Students are going to listen to a song, so it may be a good idea to get them into the right mood by introducing the activity in a lively way.
Don’t tell students just yet we are going to listen to a song. After revising the vocabulary from the previous exercise, make a long pause until you have all the students staring at you, and say “hello”; I assume everybody should say “hello”. Pause again. Say “Adele”. I bet half the class would add “It’s me”. There you are! The perfect introduction!
(you might want to remind students that to introduce yourself over the phone “ It’s “ or “this is” are used ie. It’s Adele (speaking)/ this is Adele (speaking))

Task 1. Give students a list of words or expressions from the song. Give them some time to read them. If necessary, review how to pronounce the most difficult words. Depending on your class, you might want to keep the words in the order they are going to hear them or if you want a bigger challenge you can shuffle them and/or add some words that are not in the lyrics. Play the song and ask students to cross off the words as they hear them. Play the song once or twice depending on how challenging you want  the activity to be.
Handout here

 

Task 2.  Give students a photocopy with the lyrics of the song and ask them to sing/read along focusing on pronunciation.

Handout here

Reading and writing. Ask students to read online “7 strange stories of lost cell phones”  from the website mentalfloss.com and write a similar short story about something strange, funny or unusual that happened to them using their mobile phones.

Lesson Plan: The Etiquette of Social Kissing.

“How far away the stars seem, and how far is our first kiss, and ah, how old my heart”. William Butler Yeats

I was once kissed by a marquis, or maybe he was a count, but it was in a palace. I cannot remember his rank, but he was old and ugly, at least for me! Nothing to daydream about, believe me, but the fact remains that I was kissed by a nobleman. He was a long way from Prince Charming, but that was ok for me. He was selling. I was buying. That was it!

But the kiss… yes…back to the kiss. First time ever I had been kissed on the hand. I was ready for a handshake so I extended my hand. Instead the marquis suddenly, and in a very quick gesture took my hand, bowed and made the gesture,  and I have yet to decide whether he actually kissed my hand or just the air. Now that I know a bit more about the etiquette of hand-kissing I realize he probably never kissed me.

Photo by Tim Rooke/Rex/REX USA

Level: B2

♥DISCUSS: It is not very often that a woman has her hand kissed nowadays. But let’s reflect a bit on how we greet each other in our different countries. Discuss these questions with your partner:

  • What are the rules for social kissing in your country? Do you always know how you are supposed to greet someone? Have you ever experimented any awkward moments where you didn’t know what you were supposed to do?
  • When kissing as a form of greeting, do you kiss on one cheek or on both cheeks?
  • Is it the right or the left cheek you kiss first? Know that you should kiss the right cheek first to avoid awkward situations.
  • If you don’t like the kissing business, how do you cope with people who want to kiss you as a greeting?
  • Is it appropriate to kiss in a business setting?
  • Do you ever hug?
  • Apart from the handshakes, cheek kissing and hand kissing which are quite common for us, do you know any unusual ways  of greeting people ?

♥READ: Have a look at this interesting article about Unusual Ways to Greet People Around the WorldWhen you finish reading , tell your partner which form of greeting  you found most unusual.

♥LISTEN: Watch this video about the etiquette of social kissing and answer the following questions:

  1. In Good Morning America, the *anchorwoman describes an awkward moment when you get to a party. Why is it awkward for some people to greet your host or hostess?
  2. The British are described as” buttoned-up”. What do you think it means?
  3. Laura Ford is a British artist. Does she kiss people she doesn’t know? Choose from the options below and justify your answer.
  4. always b. never c. sometimes
  5. According to Hillary Brown, social kissing in France might be getting out of control. Why?
  6. Social Kissing is taught at some schools. Which ones?
  7. What are some of the rules of kissing taught at these schools?
  8. How are Americans and Latins different as regards social kissing?
  9. At the end of the clip, the anchorman apologizes. Why?

*anchorman/anchorwoman = a person who presents and coordinates a live television or radio programme involving other contributors.

CHECK: Answers here

READ: Why do we shake hands?

♥WRITE: Imagine a foreign student is coming to your school/house on an exchange visit. What advise would you give about your customs. Use the ideas below and the modal verbs should/shouldn’t , could, must/mustn’t.

  • greeting someone
  • meeting someone for the first time
  • being punctual
  • being invited to someone’s house
  • tipping

Blog de Cristina is also on facebook. Click to follow

Ready-Made Lesson: Food and eating

Lesson on Food and Eating at Intermediate Level.

  • Vocabulary
  • Listening Comprehension
  • Picture description
  • Questions for discussion
  • Writing

STEP 1. VOCABULARY. You can download the pdf here.

To talk, you need words. These are  the words I think my intermediate students will probably need.

Adjectives

  • fresh fish
  • frozen lasagne
  • low-fat /high fat cheese
  • raw fish
  • spicy chicken
  • takeaway pizza
  • tinned meatballs
  • ready-made dish
  • delicious /nice taste
  • it’s nice/ it’s disgusting
  • fizzy drinks
  • healthy/unhealthy food
  • fatty food

 

Verbs

  • to eat out
  • to eat sensibly
  • to cut down on sugar
  • to cut out sugar
  • to be on a diet
  • to lose weight
  • to put on weight
  • to order food
  • to take vitamins
  • to take food supplements
  • to try new food
  • to contain vitamins and minerals
  • to have a balanced diet

Nouns

  • (food that is high/low in) carbohydrates “carbs”
  • (rich/high – low/poor in) proteins
  • (high in ) sugar
  • eating habits
  • a nutritionist
  • fats

STEP 2. LISTENING COMPREHENSION 

  • At this level, students know what a “vegetarian” is. So write the word VEGETARIAN on the whiteboard and ask students if they know any vegetarians and if they do,   what it is like for them when they eat out. Write the word “veggie” and explain that it is another term for vegetarian.  Play the listening below, just for fun! It only lasts 36 seconds and it is worth every second of it!

The word “vegetarian” is a blanket term used to describe somebody who does not eat meat, poultry, fish or seafood. But then, within this term there exist different sub-groups. Ask students if they know any of these sub-groups and if they think a diet without meat is better than a diet with it.

  • Tell students they are going to do a listening comprehension about the different types of vegetarians.

 

STEP 3. SPEAKING. You can download the pdf here

  • Picture description: Students describe the pictures talking about the topic  suggested .

EATING OUT IS NEVER A HEALTHY OPTION. Do you agree?

 

  • Interaction. Students in pairs or in threes talk about the questions elaborating on the answers.
  1. Is there any food or drink that you couldn’t live without? How often do you drink/eat it?
  2. Is there any food that you dislike? Which is it?
  3. What was your favourite food when you were a child?
  4. Do you eat healthily? Explain
  5. Do you ever have…
  •  ready-made food?
  •   takeaway food?
  1. Do you prefer to eat at restaurants or at home?
  2. What’s the best restaurant you have been to?
  3. Is a vegetarian diet better than a diet that includes meat? Why?
  4. What kind of diet would you recommend to a friend?
  5. Eating habits have changed a lot in Spain . Do you agree?
  6. “An apple a day keeps the doctor away” Do you agree with this proverb?

STEP 4. WRITING

Write an opinion essay on  :

Eating meat can cause serious health problems so the best option is to become a vegetarian. To what extent do you agree or disagree?

Check out how to write a for and against essay in my Writing Section  here

Blog de Cristina is also on Facebook
Related Posts Plugin for WordPress, Blogger...