Containment

The students will review some new vocabulary related to food and drink.

Pre-teach some useful vocabulary using spider diagrams or drawings. Try to elicit as much as possible from your students and confirm understanding using the L1 where you can.

Bar: Chocolate
Packet: crisps, nuts, biscuits, sweets
Tin: tomatoes, soup, fruit, tuna, olives
Can: lemonade, beer
Carton: milk, orange juice
Bag (of): pasta, rice, sugar, flour, fruit, vegetables
Loaf: bread
Slice: bread, pizza, cake

How much/many...?

Working in groups, the students will interview each other about their eating habits.

Tell the students to make five 'how much/many' style questions that they can use to interview a partner. Before they begin, highlight the difference between the following two questions on the board and confirm that the students understand this.

1. How much do chocolate do you eat a week?
2. How many bars of chocolate do you eat a week?

After you have reviewed their questions, the students can interview each other in groups of two or three. Monitor throughout, and correct any mistakes at the end.

What did you learn?

For this speaking activity, students will share what they learned about their classmates during the previous exercise.

Go round the class asking each student three or four questions about their interviews from the previous activity. Remind them that their responses should be in the third person singular and correct any mistakes you hear.

Teacher: What was your first question?
Student: How many bars of chocolate do you eat a week?
Teacher: And how many bars of chocolate does she eat?
Student: She eats three or four bars of chocolate a week.

Stop the bus 

Two teams of students race to think of different food types that begin with a randomly allocated letter. 

Start by dividing the class into pairs or teams of three to four. Draw a table on the board with the headings meat, fish, fruit, veg, drink and other. Each group creates a copy. In every round, students must find a word to go in each category that begins with a randomly chosen letter. The first team to finish, shouts "Stop the bus!" and the round is over. 

Since your students' vocabulary might be limited in this area, you might want to consider setting a time limit. 

When the round is over, count up the scores like so: 

20 points: Correctly spelt a word that the other team doesn't have. 
15 points: Correctly spelt a word that the other team also has. 
10 points: Incorrectly spelt a word that the other team doesn't have. 
5 points: Incorrectly spelt a word that the other team has.