Food Preferences Exploration

Objectives

By the end of this lesson, students will be able to:

1. Express their likes and dislikes regarding food using the simple present tense.
2. Identify and use personal pronouns correctly in the context of food preferences.
3. Engage in a group discussion, sharing their opinions effectively.

Materials Needed

• A short video clip (2-3 minutes) about food preferences.
• A short reading text on popular foods.
• Whiteboard and markers.
• Worksheet for practice activities.
• Paper and coloured pencils for drawing.
• Projector (if available).
• Timer to manage activities.

Curriculum Framework

This lesson aligns with the Irish National Curriculum's standards for English, focusing on oral and written communication, grammar usage, and the ability to express preferences and opinions.

Lesson Overview

1. Warm-Up (15 minutes)

• Activity: Food Preference Dice
  • Setup: Divide the class into small groups of four. Each group receives a dice with categories such as "fruits", "vegetables", "meats", "sweets", "drinks", and "snacks".
  • Instructions: Students take turns rolling the dice. After a category is rolled, each student must share a food they like or dislike from that category using the sentence structure: "I like/dislike [food]." Encourage them to use personal pronouns (e.g., "I", "we") and remind them to listen to classmates' preferences.
  • Purpose: This warm-up activates prior knowledge about food vocabulary and introduces the concept of expressing likes and dislikes.

2. Presentation (20 minutes)

• Activity: Video and Discussion
  • Video: Show a short, engaging video about different food preferences highlighting various dishes from around the world.
  • Discussion: After viewing, lead a whole-class discussion. Ask guiding questions such as:
    • What foods did you see in the video?
    • Which foods did the people in the video like or dislike?
    • Do you agree with their preferences?
  • Grammar Focus: Highlight the use of simple present tense and personal pronouns in sentences from the video. Write examples on the whiteboard, such as "She likes apples" and "They don’t like broccoli."

3. Practice (20 minutes)

• Activity: Fill in the Blanks
  • Worksheet: Distribute worksheets containing sentences with blanks for students to fill in based on their food preferences using simple present tense and personal pronouns.
  • Example Sentences:
    • "I ______ (like/dislike) pizza."
    • "He ______ (like/dislike) carrots."
  • Group Review: Once completed, students will pair up to share their sentences with each other, ensuring they swap roles and listen actively.

4. Production (25 minutes)

• Activity: Food Preference Posters
  • Instructions: Each student will create a small poster about their favourite food. They must include:
    • A drawing of their favourite food.
    • Three sentences expressing their likes or dislikes using personal pronouns and the simple present tense (e.g., "I like chocolate because it is sweet.").
  • Sharing: After creating their posters, students will present their creations in pairs or small groups, sharing their preferences orally with their peers. They should ask follow-up questions, encouraging a dialogue (e.g., "What about you?").

5. Closure (10 minutes)

• Review and Reflect:
  • Gather students and conduct a brief review of the day's lesson. Ask students to summarise what they learned about expressing likes and dislikes.
  • Exit Slip: Each student writes one food they like and one food they dislike on a piece of paper to hand in as they leave. This serves as a formative assessment to gauge understanding and to identify any students who may need further support.

Assessment

• Formative Assessment: Participation in discussions, completion of worksheets, involvement in group activities, and the content and creativity of their posters.
• Exit Slip: Quick check for understanding based on students' written preferences.

Additional Notes

• Be mindful of any dietary restrictions or allergies in the classroom when discussing foods.
• Employ positive behaviour management strategies, such as praising students who contribute in a respectful manner during discussions and presentations.

This lesson engages students not only through interactive activities but also caters to different learning styles. The combination of visual media, hands-on creation, and peer interaction is tailored to keep sixth-year students motivated and focused, minimising the impact of any behavioural challenges.