Travelling Diets (C1 CEFR) – Reading/Video Lesson 75′

This lesson was planned to meet the needs of students enrolled in a conversation course. The general theme is traveling and it involves diets (recipes and interesting facts) from Thailand and New Orleans. 

Material:

PPT file: Travelling Diets

BBC article: Traveling Diets

BBC video: http://www.bbc.com/travel/story/20180531-in-the-philippines-a-bipolar-cafe 

 

[Slide 1]

1. Introducing the topic of the lesson

“Travelling Diets” BBC

  • Interaction: T-SS
  • Timing: 3′
  • Monitoring: Check whether students are on the same page. 
  • Feedback: Only if need be. 
  • Steps: The teacher shows the topic of the lesson and pays attention to the students’ reactions. 

[Slide 2]

2. Setting the scene

  • Interaction: T-SS / S-Ss / Ss-Ss
  • Timing: 7′
  • Monitoring: The teacher walks around the room, check whether students need any support and takes notes.
  • Feedback: Board relevant comments. Focus on Vocabulary and Pronunciation. 
  • Steps: Students are going to answer the following questions about themselves: What are your favourite dishes? /  Where are they from?  / Are you following any special diets?

[Slide 3]

3. Lead-in (video task)

  • Interaction: T-SS / S-Ss / Ss-Ss
  • Timing: 5′
  • Monitoring: The teacher walks around the room, check whether students need any support and takes notes.
  • Feedback: Board relevant comments. Focus on Vocabulary and Pronunciation. 
  • Steps: Students look at the photo from Thailand and answer the following questions: Do you know where this place is?  / What about its staple food? / Any special diets? (You may need to clarify or pre-teach the meaning of “staple food”)

[Slide 4]

4. Video task (skimming/scanning & follow-up)

http://www.bbc.com/travel/story/20180531-in-the-philippines-a-bipolar-cafe

  • Interaction: T-SS / S-Ss / Ss-Ss
  • Timing: 20′
  • Monitoring: The teacher walks around the room, check whether students need any support and takes notes.
  • Feedback: Board relevant comments. Focus on Vocabulary and Pronunciation. 

4.1 Skimming (5′)

  • Steps: First, the teacher shows the name of the video to students “A diet that makes you happy and calm” from a restaurant in Thailand called Van Gogh /gɔːθ/ is bipolar. The teacher asks students what they think they are going to encounter in the video in terms of vocabulary (before watching it). Students watch the first part of the video – up to 2’00” and check their answers. 

4.2 Scanning (10′)

  • Students watch the video to the end and answer the following questions: What are the steps you have to take before eating? Why? / 
    Why was the chef on the brink of committing suicide? (You will have to clarify the meaning of this expression).

4.3 Follow-up (3′)

  • Ask students if they would go to a restaurant where they chose the feelings they want to feel instead of the food they want to eat. Ask them if they would go to Van Gogh is Bipolar in Thailand. 

[Slide 5]

5. Lead-in (reading task)

  • Interaction: T-SS / S-Ss / Ss-Ss
  • Timing: 5′
  • Monitoring: The teacher walks around the room, check whether students need any support and takes notes.
  • Feedback: Board relevant comments. Focus on Vocabulary and Pronunciation. 
  • Steps: Show students another picture and ask them the same questions: What about this place? / Do you know where it is? / What about its staple food?  /
    Any special dishes?

[Slides 6 – 11]

6. Reading Task 

6.1 Brainstorming (3′) (Slide 6)

  • Interaction: T-SS / S-Ss / Ss-Ss
  • Timing: 30′
  • Monitoring: The teacher walks around the room, check whether students need any support and takes notes.
  • Feedback: Board relevant comments. Focus on Vocabulary and Pronunciation. 
  • Steps: Show students the title of the of the BBC article they are going to read “New Orleans’ secret hangover cure” and ask them what they think they are going to read about (focus on the topic now).

6.2 Skimming (7′)  (Slide 6)

  • Steps: 1) Students read their text (the article has been divided into two parts because it was too long). Ss summarise their article’s main idea and 2) share it with a peer.

6.3 Scanning (8′) (Slides 7-10)

  • Steps:  Students check the bold words and work on their meanings with a peer. The teacher shows the words and their meanings, students match (if you have a stronger group you don’t have to show them the definitions). – Slides 8 and 10 have the correct answers.

6.4 Follow-up – using the vocabulary in context (12′)

If you are on a tight schedule, ask students to choose x number of questions to answer instead of answering to them all. 

  • Steps: What do you usually do to quell symptoms of the hangover, the flu, sick stomach, etc?

    Have you ever tried simmering broth before? Was it any good? If not, would you like to try it?


    Have you created special dubs for your favourite dishes? Or own dishes?
    Other than drinking, when did you feel heady?
    Have got a funny story of when you last felt heady?

    When was the last time you made a hodgepodge for you or your family?

    Do you consider yourself to be a foodie? Why?

    Have you ever considered your ability to cook as a hindrance to someone? Why (not)?

[Slide 12]

7. Revisiting the topic of the lesson

“Travelling Diets” BBC

  • Interaction: T-SS
  • Timing: 5′
  • Monitoring: —
  • Feedback: —
  • Steps: Ask students to list all the vocabulary they have (hopefully) acquired in this lesson and ask them to say what they have talked about today. 
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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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