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English > KS1 > Using My Five Senses > Taste it, touch it > Food and drink
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Module: Using My five Senses

Unit: Taste - Food and drink
 
Level: KS1

 E-learning Task (Food and Drink)The main task is to make an e-story with PowerPoint (by P.O.C.A. Wan Ho Kan Primary School)

Suggested Learning and Teaching Resources
8 resource(s) | Showing resource 1 - 5 | 1   2   next  

1. See it, Taste it, Smell it

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Source: CDI, EDB
Media: words, xls, pdf, txt 
Resources Types: Worksheets , Lesson Plans , Classroom Activities 

Learning Objectives

Resources

Remarks

Language Forms and Communicative Forms

Language Skills

   
  • Vocabulary:
    • Names of food, e.g. pineapple, sausages
  • Use adjectives to describe the tastes, colours and shapes of food

Reading:

  • Locate specific information in a short text in response to questions

Writing:

  • Reproduce sentences based on teacher's model and use words from print in the environment
  • Express imaginative ideas with the help of cues

http://www.hkedcity.net/edb/teachingresources/downloadResource.php?rid=846118047

Brief Description:
A reading workshop about food we like and dislike developed collaboratively by SKH Tak Tin Lee Shiu Keung Primary School and EDB

User Tips:

  • Download and unzip the files.
  • Teachers can read the 'Unit Plan' before planning the activities.
  • The task is about the food we like and dislike.
  • Teachers can use the 'Activity Sheets' to do activities about 'Healthy Eating'.
  • For further details, please refer to L.I.F.T. under Key Emphases.

2. Food I like and food I don't like

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Source: CDI, EDB
Media: words, xls, pdf, txt 
Resources Types: Worksheets , Lesson Plans , Classroom Activities 

Learning Objectives

Resources

Remarks

Language Forms and Communicative Forms

Language Skills

  • Use nouns to identify objects, e.g. They are grapes.
  • Use adjectives to describe objects, e.g. It tastes sweet.
  • Use the simple present tense to express simple truth, e.g. It tastes sweet.
  • Use the simple present tense to express interests, e.g. I like mangoes.

Reading:

  • Predict the meaning of unfamiliar words by using pictorial clues
  • Identify main ideas from a text

Writing:

  • Develop written texts by
    • reproducing words from print in the environment, such as copying names of fruit sold in the supermarket
    • putting words in a logical order to make meaningful sentences
    • adding personal ideas and information when a model or framework is provided

Food I like and food I don t like

Brief Description:
An example of writing task about smelling and tasting

User Tips:

  • Teachers can read the riddles in 'Part 1a' and ask students to guess the riddle.
  • Teachers can ask students to find the cues which help them solve the riddles.
  • Revise the adjectives to describe tastes, e.g. bitter, sour, before doing 'Part 2'.
  • Students can talk about 'The food I like' and 'The food I don't like' in 'Part 3'.

3. Food

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Recommended Resources
Source: http://www.britishcouncil.org
Media: Web page words, xls, pdf, txt Animation 
Resources Types: Classroom Activities , Interactive Teaching Materials , Games 

Learning Objectives

Resources

Remarks

Language Forms and Communicative Forms

Language Skills

   
  • Vocabulary:
    • Food items, e.g. pizza, chips
    • Fruit and vegetables, e.g. pea, banana, potato, pineapple
  • Use the simple past tense to describe activities or events in a story

Reading:

  • Locate specific information in a short text in response to questions
  • Guess the meaning of unfamiliar words by using contextual or pictorial clues
  • Recognize the format and language features of some common text types, e.g. stories

Flashcards

Set 1
http://www.britishcouncil.org/kids-flashcards-food-1.pdf

Set 2
http://www.britishcouncil.org/kids-flashcards-food-2.pdf

Set 3
http://www.britishcouncil.org/kids-flashcards-food-3.pdf

Brief Description:
A web-site with different activities about food

User Tips:

  • Click 'Flashcards' to download flashcards, post them and make the classroom a print-rich environment.
  • Click 'Pizza and Chips' to listen to the song.
  • Click 'The Hungry Dragon' to read a story about a dragon who arrived in the town looking for breakfast.
  • Click 'Food Words' to play word search game to practise the vocabulary about food.

4. What is your favourite food?

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Source: http://www.genkienglish.net
Media: Web page Animation 
Resources Types: Interactive Teaching Materials , Stories 

Learning Objectives

Resources

Remarks

Language Forms and Communicative Functions

Language Skills

   
  • Vocabulary:
    • Food, e.g. pizza, toast, cheese
    • Animals, e.g. hippo, rhino, rabbit, kangaroo
  • Use the interrogative pronoun 'what' to find out specific information about a person, object or event, e.g. What is your favourite food?
  • Use the simple present tense to express interests, feelings and opinions, e.g. I like toast.

Reading:

  • Understand the information provided on the book cover (e.g. title, author and illustrator)
  • Identify key words for the main idea in a sentence
  • Guess the meaning of unfamiliar words by using contextual or pictorial clues

Listening:

  • Identify the gist or main ideas in simple spoken texts, e.g. short stories, with the help of cues

http://www.genkienglish.net/picturebookfoodanimals.htm

Brief Description:
An online story about the favourite food of different animals

User Tips:

  • Read the book cover before reading the content of the book.
  • Draw students' attention to the language structure while reading.
  • Students can guess the development of the story before turning the page.
  • After reading, students can rewrite the story using different animals and different food.

5. Breakfast - favourite food for breakfast

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Source: http://www.kizclub.com
Media: Web page Animation 
Resources Types: Interactive Teaching Materials , Stories 

Learning Objectives

Resources

Remarks

Language Forms and Communicative Functions

Language Skills

  • Vocabulary:
    • Food, e.g. egg, bacon, a bowl of cereal
    • Drink, e.g. milk, orange juice
  • Use the simple present tense to describe habitual actions, e.g. He usually starts a day with fired eggs, bacon, some milk and an apple.

Reading:

  • Guess the topic and the likely development of the topic by using personal experience and knowledge of the world

Writing:

  • Provide personal ideas and information based on a model or framework provided

http://www.kizclub.com/storytime/breakfast/first.html

Brief Description:
A story about breakfast of different people

User Tips:

  • Before reading, students can read the title and guess what the story is about.
  • Draw students' attention to the use of present tense to describe habitual actions.
  • After reading, students can work in groups and write about their favourite food for breakfast. Then combine their writing to make a booklet about breakfast.
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