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May 30, 2019 · These engaging children’s books about food from around the world will captivate your child’s mind and tummy! If your children are anything like mine, chances are, they are always hungry. Before they even finish breakfast they’re asking what they will eat for lunch.
Whether you're trying to help a picky eater, introduce new foods and food cultures to your children, encourage kids to get more involved in the kitchen, or just looking for a good picture book about food to read aloud, we've got you covered!
- Contents
- Copyright - please read
- Introduction
- Aims:
- Objectives:
- Consider:
- Activity 1: international food (5 mins)
- Activity 2: food descriptions (15 mins)
- Activity 3: food vocabulary (15 mins)
- Activity 5: comprehension activity (10 mins)
- Activity 6: talking about food preferences (10 mins)
- Extension
- Aims:
- Objectives:
- Introduction: (5 mins)
- Activity 2: noun phrases (10 mins)
- Activity 3: a shopping list (20 mins)
- Activity 4: introducing countable and uncountable nouns (10 mins)
- Cooler
- Aims:
- Your learner will be able to:
- Introduction (5 mins)
- Activity 1: typical food picture matching (5 mins)
- Activity 2: describing typical dishes (15 mins)
- Activity 4: writing about food (15 mins)
- Lesson 3a: Worksheet 2
- Lesson 3c: Worksheet 7
- True or false?
Food around the world: teachers’ notes Food around the world: answers Food around the world: transcripts Food around the world: classroom materials
All the materials on these pages are free for you to download and copy for educational use only. You may not redistribute, sell or place these materials on any other website without written permission from the British Council. If you have any questions about the use of these materials please email us at: esolnexus@britishcouncil.org
Me and my culture will give your learner the language they need to talk about who he or she is are and aspects of his or her culture. There are three units in this pack: Nice to meet you, Festivals and Celebrations (this pack) and Food from around the world. These nine lessons complement each other but can be used separately. Timings are approximat...
The session will introduce the topic of food and drink to your learner, develop his or her ability to express likes and dislikes and develop the learner’s awareness of healthy and unhealthy food.
Your learner will be able to: name a range of food items - different fruit, cereal, vegetables, dairy products etc. say what kind of food he or she likes and dislikes, - ‘I don’t like carrots’ ask about other people’s preferences - ‘Do you like...?’ read a simple text to identify specific information. Preparation:
Before getting started on this unit, find out about the national dishes of your learner’s country. Download and print off pictures of these to support your learner in speaking activities.
Direct your learner to the food photographs on Worksheet 1. Ask your learner if he or she can name any of the foods in the pictures. Write the following countries down: The UK Mexico India Ethiopia China Japan Elicit what your learner already knows about these countries and encourage him or her to show you where they...
Read the short descriptions of the food and drink from Worksheet 2 aloud to your learner. A more confident learner might want to try reading the descriptions him or herself. Ask your learner to match the descriptions with the photographs and countries. Practise nationality vocabulary by asking questions such as: ‘Is Sushi Chinese?’ Elicit the answe...
Read the descriptions on Worksheet 2 aloud again, asking your learner to underline all the food words he or she can find. Draw a table on a sheet of paper with the following headings: fruit and vegetables, dairy food, meat, drinks, sweet food and other food. Ask your learner to fill in the boxes with words which go under each heading. Encourage...
Ask your learner questions about what he or she has just read. For example: Why doesn’t Rafal have breakfast? What does Rafal usually have for lunch? Why does Rafal have a late dinner? Why does Amrita sometimes make pancakes and jam for breakfast? What does Amrita usually have for lunch? Learning check: Monitor activity 5 to assess whether your l...
Write the following questions for your learner to read: Do you have breakfast? What do/does you usually eat? What is/does your favourite kind of food? What do you eat for/in lunch? What is your favourite/best kind of snack? Do you think you have/has a healthy diet? Why/Why not? Read the questions with your learner. Ask the learner to choose the...
• Put the map of the world in front of you and your learner. Circle your hand around the map and ask your learner to say ‘Stop!’ When your learner says ‘Stop!’ you should try to name a food from the country you are pointing to. Swap roles and repeat the activity. See who can name the most food from around the world.
This lesson will revisit and build upon the food vocabulary learned in the previous lesson. It will develop your learner’s awareness of countable and uncountable nouns in the context of a shopping list and introduce him or her to units of measurement.
Your learner will be able to: Use noun phrases when talking about certain food items, for example: a bunch of grapes, a packet of biscuits etc. Make a shopping list using countable/uncountable nouns
Revisit the first lesson in the unit by playing categories. Tell your learner that you are going to give him or her a category and he or she needs to find one example of a food in that category. For example, begin by saying ‘healthy’. The learner should then suggest an item of healthy food. Other categories could include: unhealthy, meat, fruit, ve...
Look at the photos from Worksheet 4 again. Ask your learner ‘Can we say I want one bread?’ ‘What can we say instead?’ Try to find out if your learner already knows any common noun phrases associated with the pictures. Lay the word cards from Worksheet 5 (cut up and shuffled) on the table. Ask your learner to name the items of food. Teach any words ...
Write the noun phrases down on a piece of paper. Ask your learner to think of two more food items to go with each to create a shopping list. Write down your learner’s (correct) suggestions. Ask your learner to imagine he or she is having a birthday party tonight. What does he or she need to buy? Show the learner your shopping list. Explain th...
Tell your learner that he or she is going to listen to a short recording in which a woman called Monika talks about what she has in her fridge. Play the recording, twice if necessary. The learner should write down the food words he or she hears. Alternatively the learner could or tell you what he or she remembers for you to write down. Focus your l...
Ask your learner to list what is in his or her fridge. Elicit how much of the food there is. Help your learner to make sentences describing what and how much is in his or her fridge. Write your learner’s sentences down.
to continue building on food vocabulary by learning describing words for food to practise reading for specific information to gain fluency in speaking about national food. Objectives:
name and describe popular dishes in the UK use adjectives to describe various dishes (delicious, salty, popular etc.) talk and write about his or her own national food and food preferences. Preparation
Lay five or six items of food realia on the table. Ask your learner to name the items one by one, providing noun phrases to describe them where necessary, for example: a packet of crisps, a tin of beans. An alternative, more challenging activity would be to play Kim’s Game with the food realia: ask your learner to look at the items for a minute, th...
Direct your learner’s attention to the photographs on Worksheet 8. Encourage the learner to describe what he or she can see. Ask your learner which of the dishes he or she has tried and which he or she likes and does not like. Ask your learner to match the dishes with their names.
Check that your learner understands the following words: beef, popular, cheap, delicious by using concept questions, for example: ‘If something is popular do a few people like it or do a lot of people like it?’ ‘If something is cheap does it cost a lot of money?’ Read the descriptions of the national dishes on Worksheet 8 aloud to your learner or a...
Support your learner to write about his or her own food preferences and typical food from his or her country. If your learner needs extra support, you could use the writing frame from activity Revise the sentences the learner has written and encourage him or her to add more, if possible.
Curry is a spicy food. You eat it with bread or rice. Fish and chips isn’t healthy, but it is delicious! Many people like to eat it out of paper at the seaside. Sushi is rice with sea food and vegetables. It looks beautiful and it is healthy too. Tacos are meat or beans wrapped in a flour tortilla. Sometimes you eat them with different sauces A l...
Haggis comes from Scotland. Haggis is a good meal for vegetarians. Yorkshire puddings are very sweet. People usually eat Yorkshire pudding with ice cream. Beans on toast is an expensive meal. Not many people like baked beans. Lesson 3c: Worksheet 8 What is your national food? Is it cheap or expensive to make? Is it healthy or unhealthy? What do...
Haggis comes from Scotland. Haggis is a good meal for vegetarians. Yorkshire puddings are very sweet. People usually eat Yorkshire pudding with ice cream. Beans on toast is an expensive meal. Not many people like baked beans. Lesson 3c: Worksheet 8 What is your national food? Is it cheap or expensive to make? Is it healthy or unhealthy? What do...
Famous foods around the world! What are they? Do you know where curry comes from? Do you know where pasta comes from? What about Fish and Chips?
- 8 min
- 44.4K
- Flying Books
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