Theme: Food - 4 Food Vocabulary Activities for the Multi-level ESL Class:CLB 1-4

Theme: Food - 4 Food Vocabulary Activities for the Multi-level ESL Class:CLB 1-4
Theme: Food - 4 Food Vocabulary Activities for the Multi-level ESL Class:CLB 1-4
Theme: Food - 4 Food Vocabulary Activities for the Multi-level ESL Class:CLB 1-4
Theme: Food - 4 Food Vocabulary Activities for the Multi-level ESL Class:CLB 1-4
Theme: Food - 4 Food Vocabulary Activities for the Multi-level ESL Class:CLB 1-4
Theme: Food - 4 Food Vocabulary Activities for the Multi-level ESL Class:CLB 1-4
Theme: Food - 4 Food Vocabulary Activities for the Multi-level ESL Class:CLB 1-4
Theme: Food - 4 Food Vocabulary Activities for the Multi-level ESL Class:CLB 1-4
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Theme: Food - 4 Food Vocabulary Activities for the Multi-level ESL Class:CLB 1-4

Activity 1: Speaking Activity - Learners conduct a survey where they ask other learners for the names of their favourite foods in English. Learners write the name of the learners they ask and the names of the favourite foods. Example - Name: Olga Petrov Learner's Favourite Food: sushi. Learners develop their English speaking abilities while learning new food vocabulary. Learners also get the chance to get out of their chairs and move around the classroom or outside the classroom as they mingle with other learners.

Activity 2: Writing Activity - Learners recommend restaurants to people in this writing activity. Example: Emily likes pizza. Which restaurant should Emily go to? Learners practice writing in full sentences while incorporating new food vocabulary words into their sentences. This exercise bridges food vocabulary (nouns) with restaurant names (proper nouns). In this exercise, there is a brief self-assessment component in which learners write down the names of new foods they have learned.

Activity 3: Writing Activity - Learners select any 8 vocabulary words from a chart and write their own sentences based on these vocabulary words. I would recommend writing a few examples on the board with food words that are not on the chart prior to this activity to demonstrate sentence writing and provide learners with ideas for their own sentences. Example 1: I ate a baked potato for lunch on Saturday. Example 2: I eat bacon for breakfast almost every morning. I would encourage learners to write longer sentences, as can be seen in these examples. In this exercise, there is a brief self-assessment component in which learners write down the names of new foods they have learned.

Activity 4: Writing Activity - Learners write sentences in which they advise people on how to find food in the aisles of the supermarket. Learners learn new food vocabulary words while learning to write sentences that give advice to people. This activity will assist learners to better recognize the names of supermarket aisles when they visit the supermarket.

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