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.
A number of games are suggested for the "Food Cards."
In the first, students perform a simple "Match" game, with the cards face down on the table. There are a lot of foods represented, so this can in fact take some time.
In the second game, students 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 over, and 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 named, along with the item that is being "borrowed". Thus if a student has a "carrot" picture, s/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" game, concentrating 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 game, and to show other students (in English) how to play it. This might be an opportunity for a more creative use of the "Container Cards".
Information-transfer. Students "dictate" the pictures to each other. Student A's picture has some relevance here, in that it is a place setting, and will be useful for the Restaurant dialogues later in the chapter.
Chapter 10 - "Smile, please" looks at the language of this activity in more detail. Meanwhile this will be a chance to identify the problems in giving such information, and 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 time, please." "Say it again, please."
Students will be familiar with model dialogues, which they will have studied in school, learning them by heart, but 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 follow, giving the students something to start from.
For students who find it difficult to do lots of talking in lesson time, dialogues such as this one can be a convenient resting point, giving them a chance to consolidate. Such students should therefore be allowed to take time on these "non-threatening" activities if they so wish.
This activity is similar to "Me too" "Me neither" in Chapter 4. The language however, while looking at the same function of expressing likes, is expanded to include some other terms: "I love ..."; "I hate ... ". Having written their five likes and five dislikes, students now have to find someone who "agrees with you 100%!".
In Step 5, students write 5 foods, then ask people in the class their opinion of these foods, using the expanded vocabulary for likes/dislikes.
A final Step can be to report their findings to the group or the class.
As mentioned with relation to the "Food Cards", there is a lot of vocabulary in this chapter, and this exercise reviews and reinforces that lexis. This time there are three crosswords, and three participants. Student A explains his/her crossword to Student B, who explains his/her crossword to Student C, who explains his/her crossword to Student A. There is obviously much scope for confusion (!) and discussion in this format, so not only will the vocabulary be reinforced and meanings agreed upon, but there will be a need for use of Conversation Skills such as turn-taking, interrupting, checking comprehension, and agreeing/disagreeing.
Similar in format to "Fast food", this dialogue presents language more applicable to eating in a restaurant, in preparation for the following activity: "Making a Menu".
A final Step can be to report their findings to the group or the class.
This is an extended activity, and can be developed to take up however much time the teacher and the students wish. Students role-play the situation of owning a restaurant, for which they first of all decide upon the food (and prices) on the Menu.
The next step is to role-play a "restaurant" scene, with customers entering, ordering a meal, having a conversation (see next activity), paying the bill, etc. This is an opportunity for students to interact in the designing as well as the performing of a mini-drama, and this interaction (suggesting, agreeing, confirming, giving opinions) will have obvious benefits if performed in English!
Finally groups can perform the finished product to the class, and these role-plays can be videoed by the teacher, for use either as reference material when assessing the students, or 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.
The third of the "model" dialogues in this chapter looks at the sort of conversation that might occur during, or after a meal in a restaurant, though 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".
Continuing the theme of being able to talk about one's culture, this Free Talking activity focuses on the National dish - kimch'i.
Three of the kimch'is shown here are from North Korea, and 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 students, since it is not a normal restaurant or dish. There should therefore be plenty to talk about in terms of food as culture and tradition, in addition to the given questions.
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/
