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Departamento de Segundas Lenguas y Lenguas Extranjeras

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

Chapter 4

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!


SUGGESTED sequences of activities: K5 to 2nd Grade

K5 1st 2nd
+.Teacher introduces the +Teacher introduces the topic +. Teacher reviews
topic, using flashcards by singing a song. vocabulary related to
(vocabulary related to the TPR activity with the food fruits (flashcards).
book “The very hungry selected from the song. Students classify fruits
Caterpillar”), by Total Listen and touch the correct according to size (big &
Physical Response (TPR). flashcard. small). Teacher models:
After doing this, teacher Play a game.+ The apple is red and
explains the game “musical small. Pairwork: Teacher
game” to students. provides pairs with the
1 When the music stops the picture of a fruit.
student who holds the Students describe it
flashcard has to say “It is a orally. Students write the
….” sentence in their
Finish the activity by notebooks. Pairs
singing “Caterpillar song”. exchange pictures. +
Use movements and invite
volunteers to mime them. +

+Sing “Caterpillar song”. +Recycle vocabulary +. Teacher introduces

Show the book “The very introduced the previous vocabulary related to
hungry caterpillar”. Discuss lesson. breakfast and lunch
what the book could be Teacher asks students about (flashcards). Students
about (work with the their favorite food between classify food and drinks
vocabulary introduced the 2,3, or 4 possibilities according to the meal
day before). Teacher reads (according to the food that they belong to (semantic
and asks students what they were introduced previously). map). Teacher models: I
think the caterpillar should Each time the student says the have....for breakfast. I
eat. After reading, ask option he/she has to come up have..... for lunch.
about the food the to the board and color a Students say and write
caterpillar eats. space (on a big chart placed the sentences. Draw. +
2 Show flashcards of food on the board). Continue the
items (T:”What`s this? Ss: activity until all the students
“It is a …T:”What color is choose their favorite food.
the…? Students: It is…). After doing this, the teacher
Place the flashcards on the asks questions related to the
board. Students come up to bar graph: E.g. How many
the board and touch only picked….? Which one has
the flashcards that are more/less?, etc.
present in the book. Teacher gives out a
Sing the song.+ photocopy where students
have to complete according to
the class favourite food.+
Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 4 – ENJOY YOUR MEAL!

+Sing a song. +Sing a song. +. Teacher presents a

Teacher recycles vocabulary Start the lesson by using a semantic map divided
by using a caterpillar video. into breakfast and lunch
puppet (What`s this? It is a Role play dialogues, first withwith foods located in the
…. What color is it? It is the whole class and then in wrong place (not all of
…..). pairs. them). Teacher asks: Do
Learner centers: Model the activity first: you have hamburgers for
Divide the class in 3 A: Do you like….? breakfast? Groupwork:
groups. Group 1: role play B: Yes, I do/ No, I don`t. Students re write the
3 the dialogue using the A: Do you like….? semantic map. Guessing
puppets. Group 2: name the B: Yes, I do/ No, I don`t. game: Students ask to
fruits and color them. another student at the
Group 3: Dot to dot Switch roles (one student asks front if he has milk for
(numbers). Students rotate. the other student answers and breakfast. The student
+ then in the other way answers according to the
around). image he/she has. +
Sing the song from the video.
+Sing the song. +Introduce more vocabulary +. Teacher introduces
Review vocabulary by related to food by TPR. parts of the house
playing “Seven up” Play a game. (flashcards) and names
(depending on the Teacher asks students: objects in the different
vocabulary that was taught What do you eat? Elicit Ss to rooms. Teacher asks:
in previous lesson). use complete sentences (I Where is the lamp?
Teacher gives out a Bingo eat…). Students: In the living
4 card to play Bingo. Teacher gives out a paper room. Teacher asks:
Sing the Caterpillar song.+ where students have to draw Where do you have
a food item. Students take breakfast?/lunch? Game:
turns to show the picture and Guess the object. E.i.: It is
say “I eat…” (Teacher can in the living room. It is
introduce “I drink… “ too).+ next to the lamp. It is
brown.What is it?
+Sing a song. ++Sing a song. +. Teacher recalls
Teacher introduces more Introduce the word vocabulary of the house.
vocabulary related to the “BREAKFAST”. Students describe the
story by TPR. Display flashcards on the kitchen. (There is/There
Role play some dialogues: board. Ask students to say: “ are). Teacher models first.
What`s this? It is a … What I eat…. for breakfast”. Invite Teacher provides students
color is it? volunteers to come up to the with an empty kitchen.
After doing this, teacher board and model the activity. Students listen and draw
gives out a photocopy After doing this, teacher gives according to the teacher´s
where students have to out a photocopy where Ss instructions (next to,
5 identify the food, name it have to draw their favorite behind). Students read
and say the first letter in breakfast and complete the from the board and color
each case. Model the sentences.+ the objects.+
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).+
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
+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!


SUGGESTED sequences of activities: 3rd to 5th Grade

3rd 4th 5th
+. Teacher recalls foods and +. Teacher recalls foods and +. Teacher recalls daily
drinks (flashcards). drinks (flashcards). Teacher activities through images.
Students classify them into: also elicits the places where Teacher writes the words
Foods and Drinks. Teacher these items can be found. on the board. Students
models: I like..... Students Students classify foods and match the flashcards with
say what they like. Teacher drinks according to the place words. Teacher models
models: I don´t like...... where they can be bought. sentences about her/his
Students say what they don Teacher models the sentence: routine. Students create
´t like. Teacher asks: Do I can buy..... in the....... their own. Pairwork:
you like...? Groupwork: A Students choose different complete a chart with a
member of the group has a items and write their own partner´s information.
1 set of cards with foods and sentences. Volunteers read (verbs in third person
drinks. The other members aloud. + singular). Game: A
ask: Do you like...? If the student mimes an action,
first student has the card the rest of the class
the one who asks gets a guesses. E.i. “She gets up
mark, if not another at 7.00” +
member asks and so on
until someone guesses. Ask
students to write sentences
in their notebooks (using a
word bank). +
+. Teacher recalls what +. Teacher provides students +. Teacher asks: What do
students like with pictures of different you have for breakfast?
eating/drinking. Teacher foods and drinks (some Teacher writes the answer
introduces places where healthier than others). on the board. Teacher
food can be bought Students name the items and makes similar questions
(flashcards) Students say which ones they like and referred to different
classify foods and drinks dislike. Teacher models a activities and writes the
according to the place comparison: Cereal is sentences on the board.
where they are sold. Game: healthier than pizza. Students Students stick the
Bingo (places) compare (cheaper, more flashcard next to the
expensive, more popular). correct sentence. Teacher
After saying some examples, asks students: What did
students write two sentences you have for breakfast?
in their notebooks. Students Teacher models the
exchange notebooks to answer and encourage
correct their partner´s work. 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!

Bingo: Daily routine

+. Teacher provides +. Teacher elicits places +. Students make
students with a word bank where food is found/sold. semantic maps related to
and pictures (foods and Teacher asks: Where can you breakfast and luch.
drinks). Students read, buy...? Teacher introduces new
match and say what they Teacher provides students vocabulary. Students have
like and don´t like. Teacher with an empty map. Students a minute to read all the
models first. listen to the teacher, locate vocabulary on the board.
Students classify items and name the places. To Teacher cleans the board.
3 according to the place they make the correction, the Groupwork: Students
are sold (in their teacher asks: Where is the have to write as many
notebooks.) Students write: bakery? Volunteers answer words from the board as
I like...but I don´t like..... (The bakery is next to the they can. Then, they
Draw. park.) and complete a big choose some of the words
version of the map on the and write four sentences.
board. The winner is the group
who has more words and
correct sentences.
+. Teacher models a menu +. Teacher provides students +. Teacher displays a
with two categories: foods with a text about someone book related to food.
and drinks (suggested by who works in a cafeteria. Students predict content
students). Students ask: Students predict from title from title and cover
How much is the orange and image. Students scan the image. Students listen to
juice? Teacher answers and text and make a list of all the the story (audio if
a volunteer writes the price activities this person does in a possible). Teacher checks
on the board. Pairwork: work-day in pairs. Teacher comprehension. Students
Students write different checks comprehension. complete a chart with
4 prices to the products. Game: Bingo title, author, main
Pairs join another pair and (food/adjectives/places). character, setting, events,
ask each other: How much problem and resolution of
is ...? + the story. Students may
read the events, problem
and resolution from the
board and locate them in
the correct place. Joint
+. Teacher recalls what it is +. Teacher provides students +. Teacher provides
included in a menu. with a list of food and drink students with a text
Teacher helps students items. Teacher tells students (related to banquets in the
create a menu at a cafeteria. they are going to listen to a 19th century). Students
Teacher role plays with conversation at a coffee shop. predict from title and
volunteers. Then, students Students listen and circle the image. Students skim the
role play in pairs. food they hear in blue and text and scan it. Teacher
5 Volunteers go to the front the drinks they hear in red. checks comprehension:
and role play for the class. After making the correction, True or False?
+ students say what items they Students talk about what
like and dislike (orally, and they prefer from the food
then, as a written activity). + mentioned in the text. +
Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 4 – ENJOY YOUR MEAL!

+. Teacher writes a chart +. Teacher asks students what +. Teacher recalls

including family members, they have as a snack. Teacher information from the text
“likes” and “dislikes”. asks: Which one is healthier? of previous class. Students
Students listen to a boy/girl Teacher provides students write the food on the
talking about what his/her with a chart including what board. Teacher introduces
family likes and dislikes two friends have as a snack a listening comprehension
6 eating. Students complete during the week. Teacher activity by explaining
the chart and write 3 models a comparison. what information the
sentences (E.g. She likes … Students write two examples students have to focus on.
but she doesn´t like …). in their notebooks. + Students listen and
answer. Correction on the
board. +
+. Teacher provides +. Teacher shows the cover of +. Teacher displays
students with a text related a book. Students describe it flashcards with daily
to what someone likes and and predict. Students listen to routine activities
dislikes eating and where the story. Teacher checks including: breakfast,
he/she does it. Students comprehension. Students lunch, snack/tea and
read the text. Teacher unscramble events of the dinner/supper. Students
checks comprehension. story provided by the Teacher order them on the board.
Students correct the (first on the board, then, in Groupwork: Students
sentences provided by the the notebook). write the sentences.
7 teacher according to the Groups exchange papers
information given in the to correct their partners
text. ´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. Teacher +. Assessment. Read and +. Assessment: Read and
gives out a text. Students answer Ture or False. Listen answer True or False.
read and circle the correct and identify the food and Listen and complete a
8 option. Student listen to an place. Write two sentences chart. Write about your
audio and circle what comparing food or places daily routine. (At least, 5
people like. Write about from the previous exercise. sentences).
likes and dislikes.

+ Daily routines: 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!


SUGGESTED sequences of activities: 6th Grade

+ 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
+. 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
+.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..