2017 by Sasha FA Levy-Andersson, www.tealetips.

com

Talking Challenge

Food Glorious Food!

1. Please spend a few minutes catching up with your classmates. The teacher will
explain the questions.
Example questions:
Wassup? What did you do yesterday? Are you having a good week? What did you eat
for breakfast/lunch/dinner? What is your favorite food? Do you like cooking?

Your own ideas are also OK! :o)

2. Lets talk about food!
Please think about the questions below, then ask and answer with a partner.

-Do you go food shopping/eat out/cook?

-How often?
-What do you usually/sometimes/almost never buy?
-Where do you go shopping/eat out/cook?
-Why? (is it cheap?/is the food delicious?/is the choice big?/etc...)

3. Today we will describe food.

A) First, lets think of some ideas. Here is an example.

-Its a hamburger.
-Its made of meat and bread.
-It can also have salad, cheese,
mayonnaise and many other things!
-It tastes salty, filling and delicious.
-It tastes like a sandwich.
-You usually eat it hot.
B) Now, please think of a food and do one more example with the teacher.

C) Think of more foods, think about them for a few minutes, then describe them to a
partner.

D) Extra activity: As a class, think of different foods, then dont say the names. Talk
about the food and see if other students can guess which one you are talking about!

4. You and a partner will open a restaurant. Please think of some dishes you would
2017 by Sasha FA Levy-Andersson, www.tealetips.com

like to serve and use todays language to describe it to another group.

Teacher notes
1. Demonstrate using the warm up questions then have students talk to each
other using them. Start by asking a strong student some of the questions.
Here the term wassup could be explained, take care to explain that it
means whats up and that it is a very casual way to ask how are you?
2. Elicit some foods from the pictures at the top. Idea: the teacher has students
think of as many foods of different categories as they can in a time limit, the
student or team that thinks of most gets a point. For example: red foods.
Again, the teacher demos the questions, trying to elicit some answers from
the class or having students ask the teacher so they can give example
answers. For low-fluency classes the teacher puts example phrases on the
board, such as I eat out once/twice a month/week.
The students speak in pairs and mingle then give feedback to the class. The
teacher should keep notes during this and do some whole-class error
correction, while not singling out students that made mistakes.
3. The teacher follows the instructions as written, but drills the useful phrases
next to the picture and does some substitution with the students.
4. Introduce the task by eliciting sweet/savoury/starters, etc. that we can get in
restaurants, then demonstrate describing some of the dishes. Have students
complete the task in pairs, then change groups and describe some of their
dishes. For more confident classes the teacher could have groups make
presentations, then vote on the best restaurant.