Lesson Plan | Active Learning | Vocabulary: Food: Food and Drink

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

This stage of the lesson plan is essential for establishing the foundations of what will be covered and practiced during the class. By clearly defining the objectives, students can direct their studies and preparations, ensuring they are ready to apply the knowledge acquired at home. Additionally, it serves to align the expectations of learning and assessment between the teacher and the students.

Main Objectives:

1. Enhance students' vocabulary in English, focusing on the identification and understanding of food and drink names.

2. Develop students' ability to recognize and differentiate various types of foods and drinks in English, applying their knowledge in practical situations.

Side Objectives:

1. Encourage communication in English among students during practical activities to reinforce learning.

Introduction

Duration: (15 - 20 minutes)

The introduction aims to engage students with real situations they may encounter when applying food and drink vocabulary in English, encouraging them to think critically and review the content studied at home. The problem situations serve to activate prior knowledge and prepare students for practical activities, while the contextualization highlights the relevance of the topic in various aspects of practical and academic life.

Problem-Based Situations

1. Imagine you are at a restaurant in the United States and the waiter gives you the menu in English. How would you order your favorite dish and drink using only the description in English?

2. Think that you are on an exchange trip in Canada and need to buy ingredients at a local supermarket to make a typical dish from your country. How would you identify the food and drinks on the shopping list?

Contextualization

Knowledge of food and drink vocabulary in English is crucial not just for everyday situations, such as ordering in a restaurant or shopping abroad, but also in professional and academic contexts. For example, many recipes, culinary articles, and studies on nutrition are frequently published in English. Additionally, understanding what you are consuming while traveling to English-speaking countries can be vital to avoid allergies and food intolerances.

Development

Duration: (70 - 75 minutes)

The Development stage is designed to allow students to apply and deepen prior knowledge in a practical and engaging context. By working in groups, students are encouraged to collaborate, discuss, and solve problems in English, enhancing their language skills and confidence in using the language in real situations. The suggested activities are designed to be interactive and fun, ensuring that students are motivated and engaged throughout the period.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - International Flavors Festival

> Duration: (60 - 70 minutes)

- Objective: Enhance English vocabulary related to food and drinks from diverse cultures, as well as develop presentation and research skills.

- Description: Students, organized into groups of up to 5 people, will participate in an 'International Flavors Festival' where each group represents a different country. Each country will have a table with cards representing typical foods and drinks, but described only in English. Students must identify, classify, and prepare a short speech about the dish or drink, including ingredients, preparation, and curiosities.

- Instructions:

• Divide the class into groups of up to 5 students, each group representing a different country.

• Distribute cards with names of food and drinks in English to each group.

• Students should briefly research to identify the items and prepare a presentation speech.

• Organize the tables as if they were a small festival, where each group should present their findings to the 'visitors.'

• Encourage the use of specific vocabulary related to food and drinks in English.

Activity 2 - Cooking in English

> Duration: (60 - 70 minutes)

- Objective: Develop culinary skills and reading comprehension in English, while strengthening vocabulary related to food.

- Description: In this activity, students will be challenged to prepare a simple recipe using ingredients whose names will be described only in English. Each group will receive a different recipe and must follow the instructions in English, using ingredients they need to identify correctly.

- Instructions:

• Form groups of up to 5 students and distribute a recipe in English to each group.

• Provide the ingredients at stations, each labeled with its name in English.

• Students must identify and collect the correct ingredients for the recipe.

• The groups prepare the recipe following the instructions in English, with the assistance of the teacher.

• At the end, each group presents the prepared dish and explains the process in English.

Activity 3 - Food Market

> Duration: (60 - 70 minutes)

- Objective: Practice food and drink vocabulary in English in a realistic and playful context, promoting fluency and confidence in communication.

- Description: Students will transform the classroom into an international food market. Each group will receive a shopping list in English and must find the products at the 'market,' where each product is represented by an image and its name in English. The goal is to correctly complete the list, practicing the identification and use of vocabulary related to food and drinks.

- Instructions:

• Prepare the classroom with different stations representing markets from various countries, each with typical food and drinks and their names in English.

• Distribute shopping lists in English to each group.

• Students should circulate through the market stations to find and mark the products from their lists.

• Encourage interaction in English between students and with the 'merchants' (teachers or monitors).

• At the end, review the lists to check if they were completed correctly.

Feedback

Duration: (15 - 20 minutes)

The purpose of this stage is to allow students to reflect and articulate what they have learned through the practical activities. The group discussion helps consolidate knowledge, allowing students to share their experiences and learn from each other. Additionally, the key questions aim to deepen students' understanding of the practical use of food and drink vocabulary in English, preparing them to apply these skills in various real-life situations.

Group Discussion

After completing the practical activities, gather all students for a group discussion. Start with a brief introduction: 'Now that everyone has had the opportunity to explore food and drink vocabulary in English in various contexts, let's share what we've learned. Each group will have the chance to briefly present their discoveries and challenges faced during the activities.' Encourage students to discuss how the vocabulary learned can be applied in real situations, such as travel or international interactions.

Key Questions

1. What were the main challenges in using food and drink vocabulary in English during the activities?

2. How did you solve comprehension or communication problems during group activities?

3. In what ways can what we learned today be applied in everyday situations or international travel?

Conclusion

Duration: (5 - 10 minutes)

The purpose of the Conclusion is to ensure that students have a clear and consolidated understanding of the topics discussed and the activities performed. This moment serves to reinforce learning, helping students effectively link theory and practice and understand the applicability of knowledge in real situations. Additionally, it emphasizes the relevance of food and drink vocabulary in English across various spheres of everyday and professional life, encouraging students to continue exploring and practicing the language.

Summary

To conclude, the teacher should summarize the key points covered in the class, recalling the names and categories of food and drinks in English studied. It is important to recapitulate the practical activities, highlighting the learning acquired through the application of vocabulary in varied contexts such as the 'International Flavors Festival,' 'Cooking in English,' and the 'Food Market.'

Theory Connection

The teacher should explain how today's lesson connected theory with practice, demonstrating the application of vocabulary in real and simulated situations. Highlight how practical activities, such as recipe preparation and market shopping simulation, helped solidify theoretical knowledge through a hands-on approach.

Closing

Finally, the teacher should emphasize the importance of food and drink vocabulary in English for daily life and international situations. Explain how understanding these terms can facilitate communications and interactions while traveling, at international restaurants, and in academic studies. This closing serves to reinforce the relevance of the content learned and motivate students to continue practicing and exploring the language outside the classroom.