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Food and Drink: Categories


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Food and Drink: Categories


Objective(s):

By the end of the activity pupils will be able to:

·     categorise different food and drink items under appropriate headings.

Target Language:

Items of food and drink

Time needed for preparation:

5 minutes

Time needed in class:

15 minutes

Level:

Year 3

Language Focus:

Writing

Activity Use:

Review
Practice

Pupil Task:

Individual

Which learning institute:

School

Materials:

Worksheets x2 (pictures and category tables); realia as a variation.

Procedure before class:

1.       Make one copy of each worksheet per pupil and prepare items of food/drink (realia) to bring to class.

Procedure in class:

1.       Review food and drink vocabulary including words from the worksheet, such as “healthy/unhealthy”, “breakfast/lunch” and so on. The teacher can use page 9 of English Year 3 Textbook.
2.       If the teacher has brought examples of food and/or drink, put these on a table at the front of the class. Hold up one item at a time and ask questions like, What is this? Do you like it? Make an area on the table for things which the pupils like and another for things they do not like. Show the pupils how to physically categorise the items. Repeat this procedure with different questions e.g. What is this? Is it healthy/unhealthy? 
3.       Distribute the worksheet with picture – one to each child. Ask the children to say the names of all the items.
4.       Ask children to work with a partner to write down the names of the items under the pictures. Check spelling together.
5.       Distribute the “Categories” worksheet. Check understanding of the meaning of the different categories.
6.       Point to the first table and ask pupils which words they could write under each column. Elicit further examples until it is evident that the children understand the activity.

7.       Tell children that they have 10 minutes to complete the worksheet.

 

Follow Up:

 

Ask the children to compare their tables/ideas with a friend. Talk about the different ways children have categorised the vocabulary as a whole class.

Variations:

For lower level pupils ask them to cut out the pictures and stick these into the tables instead of writing the words.

For higher level pupils encourage children to make sentences based on their categories. For example, I like chocolate but I don’t like carrots; I eat cereal for breakfast and chicken for lunch; rice is hot and ice cream is cold. Tell the pupils that the pair who can write the most sentences wins!

 

A way to personalise is to get the pupils to bring their own pictures and ask them to add these to their tables. Pupils can also invent new categories.

Tips:

The teacher can also ask pupils to bring in their own pictures of food/drink.

To make this even more fun, categorise real food/drink items (realia)! 


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