Food (all learners)

Teaching food vocabulary is essential for second language learners.  Whether they plan to visit another country or just to carry on an informative conversation, food vocabulary is needed.  Here are a few activities to enlighten the students.

Vocabulary:
-meat                    -milk                                -napkin
-beef                     -bread                              -cup
-turkey                 -wheat                             -plate
-chicken               -rice                                 -bowl
-lettuce                -beans                              -fork
-tomato               -sugar                              -spoon
-onion                  -salt                                 -knife
-broccoli              -pepper                           -pot
-potato                 -avocado                        -pan
-carrot                  -grapes
-apple                   -watermelon
-banana                -pear
-strawberry         -peach 

Grammar: 
-Do you like ______________?
-Yes, I like _________/No, I don't like ___________.
-What would you like to drink?
-I would like ___________ to drink.
-What would you like to eat?
-I would like to eat _______________.
-Can I please have ______________?
-The check, please.

Activities: 

• Role play/Skit/Drama:
• Procedure: In small groups, students create a short (2 minute) interaction at the grocery store, market, or a restaurant.  Make sure each student uses a set amount of vocabulary words and grammar structures.  
• Modifications: Students can use props in their skits.  Students can act out a prewritten script instead of writing their own.  Students can be stopped at anytime during the skit and told to act like a certain genre type (drama, action, romance, soap opera, etc.) Students can record the skit.  Students can make a commercial trying to sell a certain type of food or restaurant.  
• Cracked Dialogue:
• Procedure:  Students are paired up and given a Ziploc bag with a dialogue or story cut up.  The pairs race to put their dialogue in the correct order.  
• Modifications:   Each person in the dialogue has their own color (to make putting the dialogue together more easier).  Pair students up by level or put a lower student with a higher level student 
• What Am I?
• Procedure: Tape a picture of food on each student’s back.  Do not let the students see which food they have.  Students walk around and give one another verbal clues in English to help them discover which food they are.  Instruct students to ask yes or no questions about their own food (example: Am I a fruit?)  Animal noises or gestures are not allowed.   
  After 5-10 minutes, have students form a circle and one by one guess their animal out loud. 
  
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• Likewise:
• Procedure:  Students are put into groups. Each students has their own mini white board, maker, and eraser.  Each group will be given cards.  The students read the card and then secretly write a word on their mini white board.  They students want to write a word that they think other students in their group will write.  After everyone has written a word (or a set time), all students reveal their secret word.  The students that match with another student get a point.  First person to get 10 points wins the game.  
• Modifications: Students have to write a complete sentence using the vocabulary word.  Students can draw a picture and write the vocabulary word.