Chapter 7: "What would you like to eat?"
- Teaching aims:
- Input:
- "Food" vocabulary
- "Containers" vocabulary
- Restaurant language
- Recycle:
- Likes/dislikes
- Free Talking:
- "Kimch'i"
- Comments:
- Students begin the second half of the course. Hopefully they will have things to report that can become the subject of casual conversation in English. Because this is the second half of the booka number of functions will be 'recycled' in addition to new ones being introduced. Spoken language contains a good deal of repetition and reuse of speech patterns and formulasso it is important to recycle these and the formats in which they appearin a Conversation course. Students can also gain confidence when they recognize activities or formatssince they know at once that they can perform themdespite minor alterations.
- There is more emphasis on role play and use of dialogues in this second part of the booksince it is hoped that students will be more confident and will even be able to produce some extended assignments and activities
- This chapter looks at "Restaurant language" (survival English) and food-related vocabulary
Activities: 1) "What would you like to eat?" Title Page: Input
Page 95
2) "How many food names?" Groups/Whole Class (20 minutes)
Pages 96 & 97
This is another brainstorming activity in which groups attempt to write down as many foods as they can for a chosen category. Members then change groups and share their information. This continues until the students have filled up all four categories on their worksheets.
3) "Food games" (plus Teachers' Resource) Groups (30 minutes)
Page 98
A number of games are suggested for the "Food Cards."
In the firststudents perform a simple "Match" gamewith the cards face down on the table. There are a lot of foods representedso this can in fact take some time.
In the second gamestudents play a version of "UNI" which has been likened to "Go-stop" in the student instructions. "Word-cards" are not used. Instead. everyone has five "picture cards"and the remaining pictures are put face down in a pile on the table. The top card is turned overand the next student must lay on top of it a picture card that fits into the same category or starts with the same letter. The category name or the letter must be (loudly) stated when laying down the card.
The third game shares all the cards ("picture" and "word" cards) amongst group members. Each person then asks to "borrow" something from a member of the group. That member must be namedalong with the item that is being "borrowed". Thus if a student has a "carrot" pictures/he can ask someone if s/he can borrow a carrot (i.e. the "word-card" "carrot"). Students attempt to match "picture cards" and "word cards". The student with the most matches is the winner.
Game 4 uses "Container Cards"thus introducing what can be a confusing topic for students - the various different names for the way in which food is packaged. Game 4 is a simple "Match" gameconcentrating on the vocabulary rather than the method of playing.
Game 5 asks students to add any new vocabulary to the "How many food names" brain- storming activity.
Finally Game 6 encourages students who have progressed this far to design their own gameand to show other students (in English) how to play it. This might be an opportunity for a more creative use of the "Container Cards".
3) "Food games" - Teachers' Resource
For page 098- Food Cards
- Container Cards
4) "Tell me about it" Pairs (15 minutes)
Pages 99 & 100
Information-transfer. Students "dictate" the pictures to each other. Student A's picture has some relevance herein that it is a place settingand will be useful for the Restaurant dialogues later in the chapter.
Chapter 10 - "Smileplease" looks at the language of this activity in more detail. Meanwhile this will be a chance to identify the problems in giving such informationand to practise the comprehension gambits of the Classroom Language studied in Chapter 1. "Left of ... " "Right of ... " "Top left corner" "Bottom right corner" "Where?" "How big?" "Like this?" "Is this O.K.?" "What did you say?" "What was that?" "One more timeplease." "Say it againplease."
5) "Fast food" Pairs (15 minutes)
Page 101
Students will be familiar with model dialogueswhich they will have studied in schoollearning them by heartbut with little practice in learning how to apply them in situations. The use of such dialogues in this book is therefore mainly as preparation for the role plays which followgiving the students something to start from.
For students who find it difficult to do lots of talking in lesson timedialogues such as this one can be a convenient resting pointgiving them a chance to consolidate. Such students should therefore be allowed to take time on these "non-threatening" activities if they so wish.
6) "I like kimch'i" Whole class (20 minutes)
Page 102
This activity is similar to "Me too" "Me neither" in Chapter 4. The language howeverwhile looking at the same function of expressing likesis expanded to include some other terms: "I love ..."; "I hate ... ". Having written their five likes and five dislikesstudents now have to find someone who "agrees with you 100%!".
In Step 5students write 5 foodsthen ask people in the class their opinion of these foodsusing the expanded vocabulary for likes/dislikes.
A final Step can be to report their findings to the group or the class.
7) "Food Crossword" Groups of three (20 minutes)
Pages 103104 & 105
As mentioned with relation to the "Food Cards"there is a lot of vocabulary in this chapterand this exercise reviews and reinforces that lexis. This time there are three crosswordsand three participants. Student A explains his/her crossword to Student Bwho explains his/her crossword to Student Cwho explains his/her crossword to Student A. There is obviously much scope for confusion (!) and discussion in this formatso not only will the vocabulary be reinforced and meanings agreed uponbut there will be a need for use of Conversation Skills such as turn-takinginterruptingchecking comprehensionand agreeing/disagreeing.
8) "At the restaurant" Pairs (15 minutes)
Page 106
Similar in format to "Fast food"this dialogue presents language more applicable to eating in a restaurantin preparation for the following activity: "Making a Menu".
A final Step can be to report their findings to the group or the class.
9) "Making a Menu" Groups (30 minutes)
Page 107108 & 109
This is an extended activityand can be developed to take up however much time the teacher and the students wish. Students role-play the situation of owning a restaurantfor which they first of all decide upon the food (and prices) on the Menu.
The next step is to role-play a "restaurant" scenewith customers enteringordering a mealhaving a conversation (see next activity)paying the billetc. This is an opportunity for students to interact in the designing as well as the performing of a mini-dramaand this interaction (suggestingagreeingconfirminggiving opinions) will have obvious benefits if performed in English!
Finally groups can perform the finished product to the classand these role-plays can be videoed by the teacherfor use either as reference material when assessing the studentsor as feedback to the students on their present levels of oral English.
A follow-up activity can be to report their findings to the group or the class.
10) "I agree ... " Pairs (15 minutes)
Page 110
The third of the "model" dialogues in this chapter looks at the sort of conversation that might occur duringor after a meal in a restaurantthough other scenarios are also used. Students can refer to this as well as the other dialogues if they are short of ideas for the role play "In the restaurant".
11) Free Taking: "Kimch'i" Pairs/Groups (15 minutes)
Page 111
Continuing the theme of being able to talk about one's culturethis Free Talking activity focuses on the National dish - kimch'i.
Three of the kimch'is shown here are from North Koreaand will probably not have been eaten by the students. The top-right kimch'i is from Kyongsang Province (Andong is in Kyongsangbuk-do)but nevertheless might not have been tried by studentssince it is not a normal restaurant or dish. There should therefore be plenty to talk about in terms of food as culture and traditionin addition to the given questions.
12) Culture page 7 Pairs/Groups (15 minutes)
Page 112
Next Chapter of the Teacher's Notes
Links to the Students's Book
Contents | 1 | Skills | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | Extra
Tell Me More - Task-based Conversation Activities
By Andrew Finch and Hyun Tae-duck
http://iteslj.org/t/tmm/