Day 41

Hi,

our next theme isssssss...........SHOPPING)

here is a SUPERVIDEO for our kids

Part 1: Introduction to the Unit Vocabulary

If time permits, write the unit vocabulary expressions on the board before the class begins. This will help save time as there is a lot to cover in this unit. When the class begins, handout the introductory vocabulary worksheet (after you've gone over your usual review and teacher talk). 

Look at the groupings of words and ask students to come up with a heading for each group. This is technique is outlined in Thomas Lavelle's article: List-Group-Label for Speaking and Writing Development. Go over the groupings one at a time so that you can cover any vocabulary that students are unfamiliar with. 

Next, go over the part of the bill talking about discounts, tax, and tips. Ask a few questions about tax and tips to the students. Who do you usually give a tip to? Do you tip in your country? Has anybody ever received a tip? . . . .

Finally, go over cheap, expensive, and reasonable. Ask a few students how much they paid for articles of clothing and then ask other class members if they think those prices were cheap, reasonable, or expensive. 

Part 2: Information Gap

This part is pretty much self-explanatory. Pair students up and give them either an A or B information gap sheet. They have to go through the conversation and fill in the missing information. It is probably best if the teacher brings a student to the front and models the conversation. 

Note: the 'Conversation Strategy' for this unit is confirming. Make sure students confirm the information that they hear. In this activity, confirming is done using the expression 'so that's'. Other expressions that can be used are: Did you say . . .? You said . . ., right?

Part 3: Class Survey and Social Strategy

In this section, students can practice complimenting each other. To start the activity off the teacher can walk around the class and compliment some of the students. After the teacher compliments the students, the teacher can point out how the students looked when they were complimented (pleased, happy). Now the teacher can write some standard compliments on the board and discuss them with the students. 

Complimenting properly is a form of pragmatic competence. In this unit we call it a 'Social Strategy' because it highlights language that helps students successfully interact with people in English. The purpose is more to establish a relation than to convey information. Conversation strategies, on the other hand, are meant to help students convey information precisely. 

Now, go over the conversation and have the students practice it in pairs, using the substitutions. You can also point out the pronunciation tip for past tense. 

Finally, students will be given a survey. This activity is a simple but effective walk-and-talk. Students take their survey sheet and walk around the room. When they meet another student, they compliment that other student on some article of clothing. And then they ask where the item was bought, how much was paid for it, and other questions about the article. 

Part 4: Grammar Focus and Comparatives - Shopping Role-play

In this section, the students will do some comparison shopping. The grammar focus for the unit is comparatives. Most units on comparatives highlight 'adjective+er than' or 'more adjective than'. This unit highlights those patterns plus 'not as adjective as'. 

Handout the grammar and shopping role-play worksheets. Demonstrate the grammar on the board and then show some examples using the class. You can use examples of height, hair length, price of clothing, or whatever you happen to think of. 

Next, look at the examples of the Cool Walkers and Slimm Jimms. Using the information on the cards, make comparisons between the two pairs of shoes. The the students will work in pairs and make comparisons of other products. The teacher can circulate around the room and help students write their comparisons. The teacher may also have to explain some vocabulary. 

Now, it's time to do the role-play. Handout the product details to the students. Each student should get some details about one product. The student should get one set of pictures (two products), which they can show their 'customers'. And they should get one set of product details, which the teacher will take away once the students fill in the details on their role-play worksheet.

After the student's are finished filling out their store information, the teacher can give them a list of items to buy. If their are more than 8 students in the class, then the students should buy the complete shopping list. If their are only seven students, then the teacher can either join the role-play or just make a shopping list of seven items. If there are fewer students, the teacher can remove more items from the list as necessary. 

The students will have a budget depending on how big the shopping list is. If you use the complete shopping list the budget should be $750.00. If you use a partial list you can add to the budget in the fallowing manner: cameras ($200), sunglasses ($50), hiking boots ($100), jackets ($100), pants ($50), sleeping bags ($100), tent ($100), and tickets ($50). You should divide up between how much cash they have, how much they can write in checks, and how much they can put on their credit cards. 

Finally, students have to purchase the items on their shopping lists from other students. They should use the conversation as a guide. As they purchase the items, the students should fill out the table. 

Part 5: Workbook Exercises. 

As a vocabulary review (or preview if you wish), we've included 5 pages of vocabulary worksheets. Note: one activity is still unfinished. You can either omit it or make it yourself.

1 Set up shops: Fold the shop cards in half. Put them on four different tables around the classroom, with the name of each shop facing the centre, and the prices facing the shopkeeper. 2 Choose four shopkeepers. Give a shopping list to each of the remaining students. 3 Shoppers visit each shop and ask for the items on their lists. Example dialogue: A: “Hello, could I have some tomatoes please?” B: “How many would you like?” A: “I’d like 5, please.” B: “Here you are.” A: “How much is that?” B: “That’s $2.99.” A: “Here you are.” B: “Thank you.”

NEWSAGENCY GREENGROCER’S BUTCHER’S BAKERY Shopping list 1 Sausages Three lemons A magazine Five cakes Four apples Shopping list 2 Bread Bananas Beef Four oranges A newspaper Shopping list 3 Bread Two pencils Lamb Three stamps A pineapple Shopping list 4 A notebook Four pears A chocolate cake Chicken Five peaches Shopping list 5 A magazine Bread Beef Strawberries Three pens Shopping list 6 Three cakes A newspaper Three peaches Four apples Chicken

Shopping ESL lesson plan with lots of worksheets.

Shopping English role-play (3rd link from the bottom). English lesson plans for teaching shopping. English lists for food shopping. 90 minute ESL lesson plan for understanding shopping expressions. Shopping English conversation questions. English news article about compulsive shopping. Grocery shopping ESL lesson plan. Shopping activity for elementary EFL learners. Shopping English worksheet (about half way down the page). Printable shopping ESL lesson. Shopping role-play. English bargaining shopping game. Money and shopping English conversation questions. Going shopping ESL word search and gap fill activity. Flea market game for elementary ESL students. Lots of worksheets and exercises about Christmas shopping.

Day 40

Hi,

next activities and exersices are for adults)

as u remember our topic is FOOD

the words below are some of the most important used to talk about how food tastes, the condition it is in, and how we cook. Practice the sentences and learn how to talk about your food. 

Food - Condition

fresh - Sushi always requires fresh fish.
off - I'm afraid this cheese tastes off.
raw - SUshi is made from raw fish as well as vegetables, seaweed and rice. 
ripe - Make sure the bananas are ripe so I can use them in the cake.
rotten - This meat smells rotten. I think we should throw it away.
tough - The steak was very tough. I could hardly chew it!
tender - The lamb was so tender that it seemed to melt in my mouth.
undercooked - The undercooked salmon was very poor.
unripe - Many types of fruit are picked unripe and become ripe as they are shipped.
overcooked - The broccoli was overcooked. It should have been crisper. 

Food - Verbs

bake - I'll bake a cake for her birthday party.
boil - You should boil these potatoes for forty-five minutes.
cook - What would you like me to cook for dinner?

fry - I usually fry some eggs and bacon on Saturday mornings.
grill - During the summer I like to grill meat outside.
heat - Heat up the soup and make some sandwiches.
microwave - Microwave the macaroni for three minutes and eat.
poach - Jennifer prefers to poach her eggs.
roast - Let's put this in the oven and roast for two hours.
steam - The best way to cook many vegetables is to steam them for a few minutes.

Food - Quantities

bar - Melt one bar of butter for the sauce.
liter - I'll put a liter of water on to boil for the pasta.
loaf - I bought three loaves of bread at the supermarket. 
lump - Put of a lump of butter on top of the casserole to make it tasty.
piece - Would you like a piece of chicken?
pint - I drank a pint of ale at the pub.
portion - Have you eaten your portion of vegetables today?
slice - Please put three slices of cheese on my sandwich.
spoonful - Add two spoonfuls of sugar to sweeten.

Food - Taste

bitter - The almonds were very bitter. I could hardly eat the cookies.
bland - This sauce is very bland. It doesn't taste like anything.
creamy - I enjoy eating creamy tomato soup on cold winter days.
crisp - The apple was crisp and delicious. 
crunchy - Granola is a very crunch type of breakfast cereal.
hot - The soup is hot. Let it cool down.
mild - The spices are very mild. 
salty - The sauce was much too salty. I think you should add some water and boil it down.
savory - Savory crackers with cheese make a great snack. 
sour - Lemons are very sour!
spicy - Greg enjoys eating spicy Mexican food. 
sweet - The cheery pie wasn't too sweet. It was just right. 
tasteless - The vegetables have been cooked for too long. They're tasteless.

Food - Types

barbecue - Do you enjoy barbecue during the summer?
buffet - We went to an Indian buffet and had all we could eat.
four-course meal - My wife and I enjoy making four-course meals on special occasions.
picnic - Let's take a picnic to the park and enjoy the good weather.
snack - You should eat a snack at four, but don't eat too much.
TV dinner - TV dinners are disgusting, but fast.

Food - Eating and Drinking

bite - Don't bite off more meat than you can comfortably chews.
chew - You should chew each bite well before you swallow.
swallow - If you swallow too much you might choke on your food.
sip - It's best to slowly sip a cocktail rather than gulp it down.
guzzle - He guzzled a glass of water after he finished the job.
gulp down - He hungrily gulped down the meal as he was very hungry.

Food - Preparing Drinks

add - Add two shots of whisky and some run.
fill - Fill the glass with ice.
mix - Mix in a teaspoon of sugar.
pour - Pour your drink over ice cubes. 
shake - Shake the drink well and pour in a glass.
stir - Stir the ingredients well and enjoy with your favorite seafood. 

If you know all of these words, try the advanced level food vocabulary page to really expand your vocabulary. Teachers can use this lesson about food to help students plan a meal of their own. 

My Shopping List Make a shopping list. Include the items you need for your menus and any low-calorie basics you need to restock in your kitchen. HERE

Ordering Food in a Restaurant

Read this dialogue

Waiter: Hello, Can I help you?
Kim: Yes, I'd like to have some lunch.
Waiter: Would you like a starter?
Kim: Yes, I'd like a bowl of chicken soup, please.
Waiter: And what would you like for a main course?
Kim: I'd like a grilled cheese sandwich.
Waiter: Would you like anything to drink?
Kim: Yes, I'd like a glass of Coke, please.
Waiter... After Kim has her lunch.: Can I bring you anything else?
Kim: No thank you. Just the bill.
Waiter: Certainly.
Kim:I don't have my glasses. How much is the lunch?
Waiter: That's $6.75.
Kim: Here you are. Thank you very much.
Waiter: You're welcome. Have a good day.
Kim: Thank you, the same to you.

Use this menu to practice ordering food in a restaurant.

Joe's Restaurant

Starters
Chicken Soup	$2.50
Salad	$3.25
Sandwiches - Main Course
Ham and cheese	$3.50
Tuna	$3.00
Vegetarian	$4.00
Grilled Cheese	$2.50
Piece of Pizza	$2.50
Cheeseburger	$4.50
Hamburger deluxe	$5.00
Spaghetti	$5.50
Drinks
Coffee	$1.25
Tea	$1.25
Soft Drinks - Coke, Sprite, Root Beer, etc.	$1.75

Day 39

Bon jour)

I know teenagers are waiting for this moment, 'cause it's their turn to get some interesting info about FOOD

Conversation Questions
Food & Eating

A Part of Conversation Questions for the English  Classroom.

• About how many different color foods did you eat for dinner last night?
  • Do you think about color when you are preparing a meal?
• Are there any foods that you wouldn't eat as a child that you eat now?
• Are you a good cook?
• Are you a vegetarian?
• Are you concerned about your daily calorie intake when choosing something to eat?
• At what times do you usually eat your meals?
  • Breakfast?
  • Lunch?
  • Dinner?
• Can you cook well?
• Did you drink coffee this morning?
• Did you eat lunch today?
• Do you always eat dinner with your family?
• Do you always eat vegetables?
• Do you cook? If yes, what food do you cook the most often?
• Do you drink milk every day?
• Do you drink tea every day?
• Do you eat beef?
• Do you eat bread every day?f
• Do you eat breakfast every day?
• Do you eat fruit every day?
• Do you eat lunch at school every day?
  • How much does lunch usually cost at school?
  • Do you bring your lunch to school?
• Do you eat rice every day?
• Do you ever skip breakfast? If so, how often and why?
• Do you have a favorite cafe? If so, where is it? Why do you like it?
• Do you have coffee for breakfast?
• Do you know someone who struggles with an eating disorder?
• Do you like Thai food?
• Chinese food?
• Spanish food?
• American food?
• Mozambican food?
• French food?
• Italian food?

Activity type: Contest

Time: 10–15 minutes

Preparation: None (possible prize for contest winners)

Procedure: Have students form pairs. Explain that this is a contest where each pair has three minutes to think of and list as many items as possible for each category of food that you write on the board. Write some (or all) of the following categories on the board:

Appetizers
Beverages
Spicy foods
Red foods
Yellow foods
Green foods
Main courses
Desserts
Side dishes
Salty foods
Bitter foods
Fruits
Vegetables

After three minutes, say "Stop!" Read each category on the board out loud, and have the pairs read out the different foods that they listed. If a food is mentioned by more than one pair, then no points are awarded. Points are awarded only for unique answers. The pair with the most points wins.

Option: Instead of giving students the categories, have the class brainstorm their own. Then play the game as it is described above. 

Day 38

Hi,

This fun English worksheet will help our students remember food vocabulary. This is a printable find the word activity that involves the students finding the food words.

Vocabulary:

pizza

bread

chicken

fish

carrots

potatoes

eggs

banana

cheese

tomato

This is a pretty simple discussion lesson plan to get students talking about food from different perspectives. It can be used as part of a lesson, or supplemented with activities, games, and so on. I found this was a good lesson to do when I was still getting to know students because it is a pretty universal topic and as a foreigner in a foreign country, students love telling me about their traditional food. I talk about US foods and holidays here because I am American but obviously it could be used to talk about your own native cuisine instead. If you are American, it’s a great way to introduce Thanksgiving or other traditional holidays that revolve around food!

Objectives

• To promote fluency and discussion
• To practice vocabulary related to food, tastes and ingredients
• To encourage students to describe in detail
• To talk about holidays and traditions and customs related to food

Materials

• Discussion Questions
• Food Adjective Cloze or Brainstorm Worksheet
• Pictures of typical American food (or food from your culture)

To prepare, put pictures of some typical American food on the board. For example:

but without the captions. Ask students to guess what these typical foods are. Then explain that in the US we also eat a lot of international foods. See if they can guess where these typical “American” foods come from.

Now ask students to name some of their national foods. Prompt them to describe the food in detail: what it is made out of, how it is made, how it is eaten, what it looks like, what it tastes like, etc. If you are familiar with their national cuisine you can prompt them. If you are not familiar, you can use your ignorance to elicit details. You can also get into what international foods have been absorbed into their culture and are now typical foods.

• Vocabulary Worksheet
• Fruit Pictures ESL Worksheet
•  Fruit Game
• Food ESL Questionnaire
• English Food Shopping List
• Food Shopping List
• Crossword
• Food Quiz
• Huge Set Of Flashcards

Day 37

Holla,

have u ever been to festivals? they r an essential part of social life for teenagers!

Introduction

This is an integrated skills lesson, in which students will discuss festivals in their countries/ their favourite festivals. They will then work in groups of 3-4 to read and complete comprehension questions on different texts describing the reasons behind and the customs practised in four different festivals from different parts of the world. They will then share the information about their festival and discuss which one they would like to attend and why. Finally they will work together to invent and describe an imaginary festival to celebrate a calendar event such as the middle of winter, the first day of autumn, etc.

1. Warmer 

Show some pictures of festivals. Pictures of the ones described in the texts can be found at the following websites. http://www.cheese-rolling.co.uk/index1.htm https://ourc.files.wordpress.com/2011/04/maypole_dance.jpg http://www.lonelyplanet.com/italy/abruzzo/cocullo/travel-tips-and-articles/77158 http://en.wikipedia.org/wiki/Land_diving http://en.wikipedia.org/wiki/Cheung_Chau_Bun_Festival

2. Vocabulary brainstorm 

• Begin a mind map on the board and brainstorm with the students: 

• What words do they know or what words can you introduce in the following categories? As a minimum, introduce the following words, which occur in the texts: 

• What: (festival, celebration plus collocations: hold a festival, celebrate something) 

• What happens: (procession, fireworks, music, musicians, band dance, dancers, decorate, wear costumes)

3. Lead-in 

• Put students in groups of 3-4. 

• Ask them to discuss the question: 

• What is your favourite festival? How does your family celebrate it? 

4. Jigsaw Reading 

• Put learners in groups of 3-4. 

• Give each learner in the groups a different text A, B, C. 

• Get them to find the meanings of the particular vocabulary in their text, using a dictionary. 

• They should then work individually to complete the table for their text. 

• Then get them to share their information, using the table they have completed, and to complete the table for all texts. 

• Ask them to discuss which festival they would like to see most and why.

5. Follow Up Task 

• Ask each group to invent a festival for a specific calendar event, using the table to structure their discussion. When they have completed the table, they should write a short description of their festival. You can display these around the classroom, or put them on Pinterest and ask students which festivals they would like to attend.

Text A 

The Snake Festival 

1. Find the meaning of the following words: snake statue 

2. Then read the text and fill in the table below. 

Every year on the first Thursday in May the small village of Cocullo in Italy sees thousands of visitors. They are all arriving to see the annual Snake Festival. The festival is held on Saint Dominic’s Day. St Dominic lived in the town in the 11th century. At that time there were many snakes in the village and many people died of snakebite. Saint Domenic got rid of the snakes and the people of Cocullo hold this festival every year to remember him. For some weeks before the festival, people collect snakes and then, on St Dominic’s Day, they put all the snakes on a statue of St Dominic. At midday they carry the statue and the snakes in a procession through the village. At the front of the procession is a band playing music and at the back are women in costume who give sweets and bread shaped like snakes to the people who are watching. At the end of the procession there are fireworks.

Text B 

The Land Diving Festival 

1. Find the meaning of the following words: tower, vines, harvest, bungy jumping 

2. Then read the text and fill in the table below. 

Pentecost Island in Vanuatu is famous for the Land Diving Festival, which takes place every Saturday in May. This festival celebrates the harvest, but there is an old story which says that it began when a woman had an argument with her husband and ran off into the forest. He followed her and she climbed a tree to get away. He climbed the tree after her and she jumped down. He jumped after her and was injured. She was unhurt because she had tied a vine to her ankle which stopped her hitting the ground. Now the men of the island hold this festival every year. They build a wooden tower, 20 to 30 metres high. They climb the tower and tie vines to their ankles. Then they jump off the tower. The people below sing and dance to encourage them. The islanders believe that the higher you jump, the better the harvest will be. In the 1980’s the New Zealander AJ Hackett developed the modern sport of bungy jumping, based on this festival.

Text C 

The Hong Kong Bun Festival 

1. Find the meaning of the following words: pirate, drive away, bun, tower 

2. Then read the text and fill in the table below. 

This festival is held on the island on Cheung Chau in Hong Kong in early May every year, around the time of Buddha’s birthday. The festival celebrates the god Pak Tai, who drove pirates and illness away from the island. In the festival, the islanders pray for safety from pirates and illness. The festival lasts for seven days. For three of those days everyone on the island is vegetarian. There is a procession through the village with lion dances, dragon dances and musicians. In the procession children in colourful costumes are carried high above people’s heads. The islanders make three 20-metre high bamboo towers and cover these with buns. At midnight on the last day people light fires and then climb the towers to get the buns. They wear bags on their backs to collect the buns and when they come down from the towers, they give them to everyone who is watching. Then everyone celebrates with fireworks.

Day 36

Holla,
new topic for adults - Society 

---

Vocabulary:______Find the "odd one out"

a community

a neighbourhood

a locality

a civilian

a citizen

a soldier

euthanasia

suicide

murder

a gay

a lesbian

a heterosexual

a vision

a dream

a hope

classless

democratic

egalitarian

the age of consent

the age of majority

the age of reason

a consensus

a census

general agreement

Text for dictation:

The meaning of "society" is susceptible to changes in place and time. In Britain, during the Second World War, there was a feeling of community because civilians helped one another out. When the war ended, the Welfare State was founded. People were provided with free eye-tests, glasses, medicines and dental check-ups. There was a sense of the strong helping the weak. By the end of the 1950s, many people were purchasing washing machines and televisions. Some were even buying their own houses. Theconsumer society was under way. Politicians told us that we'd never had it so good.

During the 1960s, in both Britain and America, the conventional view of society was challenged by a youth movement whose opinions were articulated through pop and folk music and student politics. Songs such as "Little Boxes" ridiculed the idealized picture of the two parent family whose children went through both summer school and university to become perfect products of society. The little boxes of many different colours, but which all looked just the same, were the suburban dwellings of the American middle class. Other songs such as "What did you learn in school, today?" questioned the image of the good citizen who never doubts the teacher's word, regards the police as friends, supports the death penalty and is eager to fight for his country. The attack on the uniformity of the family developed into a protest against the Vietnam war. By the early 1970s, criticism turned to thecorruption inherent in the Nixon administration.

Dialogue:______read aloud in pairs

A: Many politicians have visions of a better society. Do you have such a vision?

B: I'll need time to think about that. If you can describe the visions of the

different political parties, then I'll tell you where I stand.

A: O.K. I'll start with the Labour Party. It seems that they want gradual change

towards a more equitable society with improvements to education, health and public

transport. The Conservatives seem to favour private ownership. They want a society

where people with business interests can make a lot of money without interference

from Government. The Liberal Democrats want more or less the same as New

Labour, though they are more eager to change the voting system.

B: Don't you think the vision of the three major parties is more or less the same?

A: Well, it has to be. They're out for votes. They've learnt that people are wise

to promises which can't be delivered; in fact, they probably don't want too much

upheaval in their lives.

B: Do any of the minor parties offer promises of greater change?

A: I think we can forget about the National Front Party, because there now

seems to be a general acceptance that Britain is a multi-racial society as well as a

fairly tight stance on immigration. The Green Party is of far greater interest, because

their vision relates to everything we produce and consume and the effects of all our

actions on the environment.

B: But surely, they'll never get enough support to win a General Election.

A: No, but you can be certain that the major political parties will steal their

clothes. Everybody notices when town centres become clogged up with cars, when the

air in their streets becomes polluted, when it becomes dangerous to swim in the sea

and when their water tastes of pesticides.

B: You mean it's possible to ignore the Green Party, but you can't ignore their

policies when a general consensus of people come to support them?

A: Exactly.

B: Well, I think I'll go along with the Green Party's vision of society, but I'm

not sure that I'll vote for them. You see, I want my vote to count.

A: You should vote for what you believe in. Then there's far more chance that the

major parties will sit up and take notice.

Discussion questions:______ask and answer

1. Should governments use the welfare system to encourage people to live within two

parent families?

2. At what age should a son or daughter be permitted to leave home?

3. Should young people be allowed to buy contraceptives as soon as they reach puberty?

4. Should the age of consent be the same for both gays and heterosexuals?

5. Should gays and heterosexuals have the same right to join the armed forces?

6. Should abortion be available to women on demand?

7. Should euthanasia be available to people in great pain who want to die?

8. Is it possible to pass effective laws against racism?

9. Do you believe in a high tax economy (e.g. Sweden) which distributes money to

education and health or a low tax economy (e.g. the U.S.A.) where people make

private provision for good services?

10. Do you have a vision of a better society? What changes would you make?

11. Do you think genetic engineering should be used to create good citizens?

12. What do you think are the characteristics of a good member of society?