Food I like/don't like

• Use the food flashcards to either elicit the word or teach it, encouraging choral and individual repetition.
• Draw a smiley face on the board next to a flashcard of a food that is generally liked by everybody, for example chocolate. Say, 'I like chocolate.' Use body language to emphasise the meaning.
• Ask learners, 'And you?' Elicit 'I like chocolate' and drill the sentence.
• Then draw a sad face on the board next to a flashcard of a food that is often disliked, for example peas. Say, 'I don’t like peas', again using body language to emphasise the meaning.
• Ask the learners, 'And you?' This time, get learners to put their hands up if they don't like the food. Drill the sentence with these learners only.
• Repeat with other foods that are often disliked, until all the learners have been drilled on a sentence with 'I don’t like …'
• Now go through all the remaining flashcards. Learners say, 'I like…' or 'I don’t like…', to each one. 
   

• Draw a simple grid on the board, with food along the top and space for learners' names in the left-hand column, for example: Name    apples    fish    ice cream    cheese    spinach
• Write a learner's name in the first space. Ask them, 'Do you like apples?' If they say yes, draw a smiley face under 'apples' in the grid.
• When you have filled in two or three faces, you can hand over to the learners, getting them first to fill in the faces, and then to ask the questions.

•    Point to the grid on the board and ask the learners to raise both arms if you make a true statement and to fold their arms if what you say is not true. Demonstrate before asking them to do the activity.
•    Now say a sentence based on the grid, such as 'David likes apples.' The learners respond by raising or folding their arms accordingly. Repeat this several times.
•    You can again hand the game over to the learners and get them to make the statements. However, you will need to encourage the use of third person 's'.
 

• Ask learners to draw a grid like the one on the board in their notebook. Tell them they can choose any five other foods to write or draw in the grid. They should do the same number of rows as learners in the class.
• They write their own name in the first row and draw smiley or sad faces in the appropriate place on the grid if they like or dislike the food.
• They then stand up and mingle, asking each member of the class whether they like or dislike the foods. Each time they should write the name of the person they are talking to on a new row and draw smiley or sad faces in the appropriate space on the grid
• Remember to demonstrate the activity with a learner first, then ask for a pair to demonstrate so that everyone knows what is expected.
• At the end of the survey, learners could draw a simple bar chart to represent their results. Depending on your learners, they could then write sentences to describe the chart, such as 'Eight children like bananas. Seven children don't like bananas.'
• If you have a large class, you may wish to have the learners work in groups and survey only the other learners in their group.
   

• The learners play a guessing game based on their surveys.
• One learner comes to the front with their survey. They make a sentence about someone they surveyed but without saying their name, e.g. 'She likes bananas, milk and pizza, but she doesn't like sandwiches or potatoes.'
• The other learners have to guess the name of the person described.
• Make it clear that if it is themselves being described, they're not allowed to say so or guess!
• The learner who guesses correctly can be the next learner to describe someone. You could also play this in teams and award points.
   

• Learners could write and/or draw a menu or a shopping list.
• Give learners a puzzle with the food words, e.g. from Puzzlemaker.
• Sing a song. You could try to quickly teach the following words to the tune of Frère Jacques:
  I like chicken, I like chicken,
  Chicken and chips, chicken and chips,
  Cheese and chocolate, cheese and chocolate,
  Ice cream too, ice cream too.
• Learners could try to make up their own version with different food words.
   

• Prior to the lesson, ask the learners to find one food item they like and one they don't like and to bring the items to the lesson. They should probably ask their parent or carer first! You will also need to have a food item you like and one you don't like.
• Before the lesson, or for the previous lesson's homework, ask learners to play one or more of the following games on LearnEnglish Kids. These word games have audio for each language item and you can encourage your learners to listen to the audio as well so that they are also exposed to the pronunciation of the word. The game(s) you assign will depend on your learners.
  https://learnenglishkids.britishcouncil.org/word-games/food-1
  https://learnenglishkids.britishcouncil.org/word-games/food-2

• Take your two food items and move them quickly across the camera. Ask learners to guess what they are. They can raise their hands physically if on camera or use the 'raise hand' function if your platform has one. Once you have identified the items, ask learners to say which one they think you like and which one they think you don't like. Tell them the answer.
• Now ask learners to use two pieces of paper and draw a happy face and an unhappy face. For each of your two food items, ask them 'Do you like …?' and get them to hold up the relevant face as a vote.

• Ask learners if they remembered to bring their food items. Nominate a learner to show their two items and say what they are, but they mustn’t say which one they like. Help supply vocabulary if they’re not sure.
• Nominate a second learner to guess by saying 'Do you like …?' and the first learner confirms. The first learner then asks everyone 'Do you like …?' and everyone holds up one of their drawn faces. Continue with the second learner now holding up their two items and saying what they are, and a third learner asking them, and so on.

• Write the learners' food items on the whiteboard (if the platform has one) or on a blank document that you screen share. Write them in two different areas of the whiteboard/document, grouping them by something simple such as size.
• Now ask the learners why they think there are two groups. Ask if there are other ways of grouping them. Elicit ideas such as by colour, by food group, healthy/unhealthy, etc. If they don't say it, suggest grouping the items by taste or texture and elicit or teach some vocabulary, such as sweet, crunchy, spicy, soft, etc.
• If your platform has an annotate function, learners could group the food items in different ways, e.g. by circling the healthy items green and the unhealthy items red.

• Play a guessing game. Learners choose or are told a food item in secret. The other learners ask yes/no questions to work out what it is, such as Is it big? Is it a vegetable? Is it sweet? You can decide how many questions they are allowed to ask before making their guess as to what it is. You could play this game in breakout rooms, if the platform you’re using has this function, and your learners are comfortable and responsible when working in breakout rooms, or as a whole class with the learners in teams. Either way, demonstrate the game first by thinking of an item yourself and getting the learners to ask you questions.
  If you choose to use breakout rooms:
• One learner chooses their own food item for the other learners in the room to guess. After the set number of questions has been asked, the other learners write their idea on a piece of paper and all show the camera at the same time. The initial learner then says if anyone is correct. Then the next learner chooses an item, and so on.
• You may wish to remind the learners of the 'breakout room rules' before you move them there, for example speaking English only, staying on task, etc.
• Monitor the learners during the activity by regularly moving between breakout rooms. If your platform has the function, turn your camera off while you monitor so as to disturb the learners less when you enter a room.
• Before you bring learners back to the main room, visit each breakout room briefly and announce that they have two more minutes before you will bring them back.
• After two minutes, bring all the learners back.
  If you choose to play as a whole class with the learners in teams:
• Choose a food item for the first team, and message them privately so they know what it is (or write it down on paper, ask the other learners to turn away from the screen and show the first team via the camera).
• The other teams take turns to ask questions. Make sure that when it’s a team's turn again, a different learner from that team gets to ask a question. All the members of the first team get to say yes or no to each question.
• After the set number of questions has been asked, all the learners write their idea on a piece of paper and all show the camera at the same time. The first team then say if anyone is correct. If you wish to award points, then each team can receive points according to how many members guessed correctly. Then play again with the next team.
• Slide 4 shows some language you could display to support the learners during the task although you may wish to provide different or extra examples. 

• Ask the learners to help you draw a monster. Ask them how many eyes it's got, if they're big or small, then how many ears, and so on. Draw the monster as the learners dictate to you on a piece of paper or a mini whiteboard.
• Once it's drawn, elicit a name for the monster and that it's very, very hungry! What kind of food do they think the monster likes and doesn’t like? For example, it likes sweet food but it doesn't like green food.
• Ask the learners to write or draw a food item that they think the monster would like to eat, for example strawberries because they're red and sweet.
• Nominate two learners to show their items at the same time. Ask the other learners to say if they agree. Then, 'combine' the foods. For example, if the two learners had strawberries and pizza, ask the class if they think the monster likes strawberry pizza!
• Repeat with the other learners

• Tell the learners that the monster is still hungry and wants to go to a restaurant. They need to plan a menu for the monster.
• Use slide 5 or a similar support to elicit some ideas for dishes. Encourage their imaginations!
• Explain that this is their homework and tell them how many of each (starters, main meals, etc.) they need to include. They can also draw pictures and decorate their menu.
• In the next lesson, learners could use these menus to role play serving the monster in the restaurant.