Food and Drink Fun

Learning Context

Year 12 EAL adult students (ages 36–66), beginners to pre-intermediate levels, class size 14
Duration: 300 minutes (approx 5 hours)
Focus: Speaking, Listening, Reading, Writing – Present Simple tense (I, you, we, they)
Topic: Food and drink preferences
Pronunciation focus: /g/ vs. /j/ sounds
Teaching style: Student-centred with teacher-focused introduction and many games
Technology: Projector, students have phones (elementary) or computers (pre-intermediate)
Curriculum: Aligned to NSW Languages K-10 Syllabus for English as an Additional Language or Dialect (EAL/D) and beginner language learners

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WALT (We Are Learning To)

• Use the present simple tense to talk about likes and dislikes related to food and drink using "I", "you", "we", "they"
• Understand and use vocabulary about food and drink confidently in speaking and writing
• Improve pronunciation of the /g/ sound (as in "go") and the /j/ sound (as in "juice")
• Listen and understand simple sentences about food preferences
• Read and comprehend short texts about food and drink
• Write simple sentences expressing likes and dislikes

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Success Criteria

• Correctly use and recognise present simple verbs with the pronouns "I, you, we, they"
• Accurately state and ask about food and drink preferences in conversations
• Pronounce /g/ and /j/ sounds clearly in practice activities and games
• Demonstrate understanding of short written texts about food, answering comprehension questions
• Compose short sentences about their own and others’ likes/dislikes related to food and drink

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Lesson Outline & Timing

Time	Activity	Description & Differentiation
0-30 min	Warm-up & Introduction	- Introduce topic with pictures of common foods and drinks (Australian and international) using projector. - Model pronunciation of key vocab focusing on /g/ and /j/. - Recycle Present Simple with examples: "I like apples", "They like juice". Differentiation: Use simpler images for beginners, add more complex sentences for pre-intermediate.
30-70min	Speaking & Listening: Preference Interviews (Pair Work Game)	- Students interview each other about food and drink likes/dislikes using a simple question sheet: "Do you like …?", answer "Yes, I do." / "No, I don't." - Model pronunciation of /g/ and /j/ words, teacher monitors and supports. Extension: Ask students to form short written sentences from the interviews.
70-100min	Reading Comprehension: Short Texts About Food	- Provide students with a simple text (on screen and print) about a person’s food and drink choices. - Reading aloud practice with teacher correction of /g/ and /j/ sounds. - Comprehension questions (multiple choice/fill in blanks). Differentiation: Provide glossaries or bilingual support for beginners; pre-intermediate write brief summary.
100-130min	Pronunciation Practice: /g/ and /j/ Sounds Game ("Sound Bingo")	- Prepare bingo cards with words containing /g/ and /j/ sounds. - Pronounce words clearly, students mark correct sounds. - Students practise saying words in pairs. Extension: Students create their own bingo cards with food/drink words.
130-160min	Writing: Sentences About Food Likes & Dislikes	- Scaffolded writing activity: sentence starters on the board: "I like ___." / "You like ___." / "We like ___." / "They like ___." - Students write own sentences about themselves or classmates. Differentiation: Beginners use word banks; pre-intermediate encouraged to add reasons: "I like apples because they are sweet."
160-190min	Break & Informal Speaking Practice	- Casual chatting with teacher or peer about favourite foods using new language. - Encourage use of phones/computers for food images to discuss.
190-230min	Interactive Group Game: Food Preference Sorting & Role-play Market	- Sort pictures/cards of food/drinks into “like” and “don’t like” groups on a board. - Role-play: ordering food in a café or market using present simple sentences. Role-play cards provided to scaffold dialogue. Differentiation: Support for beginners with key phrases; more fluent students can extend conversation.
230-270min	Listening Task: Audio Clips & Q&A	- Play short audio clips/dialogues about food preferences. - Students answer oral/written questions. - Focus on identifying present simple usage and /g/, /j/ sounds. Extension: Students summarise or retell what they heard in their own words.
270-300min	Reflection & Self-Assessment, Homework Prep	- Review WALT and success criteria. - Each student shares one sentence about their likes/dislikes. - Teacher gives feedback and sets homework: write a short paragraph about your favourite meal. Differentiation: Beginners write short sentences; pre-intermediate write a paragraph with reason.

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NSW Curriculum Alignment

• Content Strand: Communicating

  • Interact with others to exchange information, ideas and opinions (EN4-2A)
  • Use and respond to modelled language patterns in English (EN4-1A)
  • Participate in spoken and written exchanges for social purposes (EN4-6B)

• Content Strand: Understanding

  • Recognise that spoken and written language have patterns and features and use metalanguage to talk about them (EN4-7B)
  • Explore connections between language, culture and identity (EN4-8B)

• Language Learning Processes:

  • Use prior knowledge and learning strategies to decode and interpret texts (scaffolded reading and listening)
  • Practice pronunciation to improve intelligibility, focusing on specific sounds (/g/, /j/) relevant to learner needs

• Content Description:

  • Express preferences using the present simple tense with first and second person pronouns (I, you, we, they) relevant to everyday contexts (food and drink).
  • Use strategies to interact in structured conversations about everyday topics (likes/dislikes).

This follows the NSW English curriculum and EAL/D support principles, adapted to adults from refugee backgrounds with differentiated language scaffolding to support diverse learner needs and increasing independence.

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Differentiation Strategies

• Visual supports: pictures, realia, projected images
• Sentence frames and word banks for beginners
• Extra speaking and writing challenge for pre-intermediate
• One-on-one support during pair activities for lower-level students
• Use of students’ phones/computers for research and self-directed learning
• Role-plays tailored to individual capability
• Scaffolded pronunciation drills with modelling and repetition

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Extension Activities for Advanced Learners

• Encourage writing a short descriptive paragraph or dialogue using a wider range of food verbs
• Lead a mini class presentation about cultural food practices in their country or Australia
• Create and lead pronunciation drills for /g/ and /j/ with peers
• Use computers to research a recipe and present steps using simple present tense sentences

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This detailed plan combines explicit teacher input with student-centred and game-based activities, meeting NSW curriculum requirements for adult EAL learners, focusing on practical communication skills and key pronunciation challenges.