Sammy Jarquin

Strategy-in-Action

Level: Intermediate Low Time allotted for lesson:

60 minutes

UNIT Comida/Salud
Theme:
Países y su comida tradicional
Daily topic:

LINK TO 1. This activity is designed to make an introduction of traditional food in other

UNIT countries.
STANDARD 2. Students review vocabulary (countries).
S & GOALS 3. Students will build vocabulary and learn the form of it (food and countable and
uncountable forms).

Communicati
Students will be able to express the relation between food and culture in the USA and in
ve and
cultural
other countries.
objectives for Students will demonstrate practices of cuisine in other cultures.
the activity Students will demonstrate understanding of concepts of traditional food of other cultures
and their own country by comparing them.

Activity Activity: Time: Materials/ Resources/

Sequence 3-2-1 Technology
Board
Gain Markers
Attention / Projector
Engage
students / Teacher: Shows a picture of traditional
Activate food in South America and writes a
Prior question on the board: What can we
Knowledge  identify and interpret by looking at that
delicious food on the map?
Teacher tells students to figure it out with
a partner. 15
Learners: Interact in the L2 with a partner minutes
about the question on the board.
In the meantime, teacher will go around in
the classroom and check on students and
help them with some unknown words (by
describing).
Teacher and students: have a group
discussion of interpretations of the picture.
Teacher also emphasizes the different food
 eaten in multiple countries. And points at
the countries so students can have a review
of the countries in South America.

Provide Teacher: projects a power point

input: presentation to present vocabulary and
form by classifying into categories of 15 Same picture of
countable and uncountable nouns minutes last activity
according to traditional food they see from Projector
other countries they see on the picture. Power point presentation
(there is no vocabulary in the food so Computer
students can figure it out in Spanish).
Learners: help teacher to classify
vocabulary they see on the picture by
helping to fill out the table (they go to the
computer and type the word).

Elicit 5 Projector
Performance Teacher:  helps students to correct minutes Power point presentation
/ Provide mistakes and answers questions of Computer
Feedback vocabulary.

Provide Teacher:  explains the activity 3-2-1:

input: Students have to have an interaction with a
partner about:
3 diferencias que puedes observar en tu 10 Projector
  dieta y en las que observas en la imagen. minutes Power point presentation
Computer
2 platillos de la foto que te gustaría
probar, ¿y por qué?
e imagina que tiene
1 ingrediente secreto, descríbelo
detalladamente (olores, sabores, textura…)
Learners: have the short conversation
with a classmate.

Elicit 5
Performance Teacher and Students: have a group minutes
/ Provide interaction about the discussion they had.
Feedback
Closure Teacher:  tells students that in order to 10
leave the class they are going to choose minutes
one country from South America, and
they are going to say three components
they eat in their daily diet: E.g. Yo soy de
Colombia, comemos arroz, frijoles y
arepas.
Learners: go one by one in front of the
class, say the sentence and leave the class.