"Cuisines around the world"

Unit 8. Food

School:

Date:

Teacher name:

Grade: 8

Number present:

Absent:

Theme of the lesson:

Cuisines around the world

Learning objectives that this lesson is contributing to

8.1.3.1 Respect differing points of view

8.1.8.1 Develop intercultural awareness through reading and discussion

8.3.5.1 Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

8.3.7.1 Use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.4.2.1 Understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts;

8.4.7.1 Recognise typical features at word, sentence and text level in a range of written genres

Lesson Objectives

Learners will be able to:

• review vocabulary related to world food and nationality adjectives

• realize particular facts and parts in reading passage

• discuss some questions on the topic of the lesson

Assessment criteria

Learners have met learning objectives 8.1.3.1, 8.1.8.1, 8.4.2.1 and

8.4.7.1 if they can find particular facts, parts and appropriate words in this reading passage and fill in the table. Their ability to answer the questions using topic related vocabulary while discussing the diversity of the world cuisine is also very important ( these are objectives 8.3.5.1

8.3.7.1).

Value links

Value and respect for diversity

Willingness to learn from the experience of others

Cross curricular links

Geography

ICT skills

Learners can fill in the table on their computers. Teacher demonstrates material using active board.

Previous learning

Travelling

PLAN

Planned timings

Planned activities

Resources

Beginning

10 min

Middle

30 min

(W) Introducing lesson objectives

(W) Warm-up

Teacher focuses learner’s attention on the title of the unit.

Teacher shows learners the map of the world and elicit the names of some of the countries.

Teacher places some pictures of food on the active board and encourages the learners to look at the food items, name them and say where they come from.

Learners should think of any more international food and give the example to the whole class.

Learners connect this topic with the previously learnt theme (Travelling).

(P)Activity 1: International Food

Teacher directs the learners to the food photographs on Worksheet and ask them if they can name any of the foods in the pictures and match the pictures of food with the country.

Teacher elicits the names of the food and the ingredients of the various dishes wherever possible and gives learners a chance to work in pairs.

Teacher writes the following countries down:

o The UK

o Mexico

o India

o Ethiopia

o China

o Japan

The learners practice nationality vocabulary by asking questions such as: ‘Is Sushi Chinese?’

Teacher elicits the answer: ‘No, it’s Japanese’.

Answers: The dishes are: Chinese stir fry, Japanese sushi, British fish and chips, Mexican

fajitas, Ethiopian injera and Indian curry.

(P,W)Activity 2

Learners should discuss the following questions first in pairs, then with the WC:

• How far is it important for people to try a world cuisine? (A style or method of cooking, especially as characteristic of a particular country, region)

• Are you a food adventurer?

(W) Activity 3

Revision of Grammar Rules

Learners should review eight parts of speech because they should identify nouns, verbs and adjectives while reading the text.

Teacher tells the learners that they are going to read short texts about the dishes around the world. Learners should be divided into 2 groups. Each group will have 5 different texts.

Differentiation

One learner will have one text depending on his/her language level, but they will exchange their texts, so each learner will read five texts in their group.

(G,W)Activity 4

Teacher asks the learners to find definitions for unknown words, fill in the table and read carefully as they have to guess the picture of food.

(If they find the name correctly looking at the picture, they get a point, if not lose 1 point)

Formative Assessment: Learners should assess themselves checking the task together as a whole group. Teacher monitors the process and makes corrections if it is necessary.

(W) Activity 5

Learners should discuss the following question:

• If you could travel around the world, what would you prefer to eat? Why?

Teacher must be sure that they use 2^nd Conditional, if it is necessary learners should revise the grammar rules.

Power point presentation

PPT Slides 1-6

Some resources were taken from this site. You need to copy and paste if you want to use it.

https://esol.britishcouncil.org/sites/default/files/attachments/informational-page/Unit%203_Food%20around%20the%20world.pdf

PPT Slide 7

PPT Slide 8

Handout 1 and Handout 2

PPT Slides 9-11

PPT Slide 12

End

1. min

(IW) Plenary 5 minutes writing

Teacher gives learners a chance to write what was easy /difficult to do on the lesson.

PPT Slide 13

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and Safety links

Differentiation by support

Teacher monitors and fills in the Formative assessment form.

Peer-assessment

Make sure cords are not tripping hazard.

Switch off the active board if you do not use it.

If learners are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Reflection

Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?