WHAT DO

YOU LIKE
TO EAT?

Independent User of English

Teresa Pastor Amor
Juan Rodrguez Rodrguez
Miriam Segarra Campillo

The name of our activity is What do you like to eat?. We have chosen this name
because it is related with the vocabulary and grammar that they are going to
work in the unit. It is directed to children in the first year of Primary School, in
the area of English Language.
We think that students in the first level of Primary Education are still developing
their own personality, including their likes and dislikes. They are still discovering
the world and deciding which experiences they like and which they don't. This is
exemplified in the case of food: children are still experiencing a variety of
flavors, but at the same time they are starting to make clear what they have a
taste for or not. Our students are still fond of talking about themselves and their
preferences without inhibitions, which will facilitate our job throughout this unit.
And working on food in the English classroom, we want to collaborate to make
students aware of those food items that are healthy and those that are not.
Such reflections and the subtopic healthy diet can be placed in one of the
transverse themes connected with this activity. Moreover issue's food is very
extensive and in the didactic unit we can work important aspects for children ,
for example healthy habits, types of food, etc.

The objectives of our activity are: To identify and name some food items; To ask
and answer about likes and dislikes; To chant the song of The Magic Bag; To
make materials (spinners) to play with them in the classroom; To work in groups
and individually; To respect the classmates and their opinions; To use the
foreign language orally to communicate with the teacher and other pupils, by
means of very simple expressions, in the habitual classroom activities and
routines; To establish relationships among the meaning, the pronunciation and
the graphical representation of words and simple sentences in the foreign
language, as well as to recognize and use the sounds, rhythm and intonation
patterns which have a meaningful function in the communication process.

The contents of the activity are very clear. We have chosen them because we
think that they are very important in children daily life. These are the contents:
Asking about likes and dislikes (Do you like? Yes, I do / No, I dont);
Vocabulary of actions they may know (Jump); Food vocabulary (pears,
2

bananas, cakes, apples, tomatoes, sausages). It is important to say that all the
new vocabulary is given in the plural, because it is a good approach to forming
the plural form of a word.
This activity can be done during a didactic unit in order to reinforce the
acquisition of the vocabulary and the grammar constructions. Because of its
length, it could go on forty-five minutes (one session). The activity has three
main parts:
Part 1 - Warm-up activity: Our first part of the unit receives the name The
Magic Bag. This activity consist on showing the foods flashcard that are inside
on the Magic Bag and singing the song that appears below. Each name of food
are repeated with several intonation and then they have to make open
questions (e.g. a banana or a tomato?) to check the acquisition of vocabulary.
For this activity we need a box or similar that will be the Magic Bag, the foods
flashcards and the song that they have to sing while they play it. This activity
will be worked in group class and will participate all of them. The food that we
use in this lesson are: tomatoes, apples, cakes, pears, sausages and bananas.
The magic Bag song
What have I got in my magic bag?
Magic bag, magic bag
What have I got in my magic bag?
El-O-El-O-El-O
Part 2- Main activity: This is the second part of our unit and the name is Food
spinners. In this activity, children work in pairs and one of them has to spin the
spinners and then ask their classmate: Do you like X?. Together they have to
complete the list of food with happy or sad faces according to the answers. For
this activity we need two materials which are food spinners and lists with the
food items that we are working in the unit.
Part 3 - Reinforcement: This is the last part of our didactic unit and it is called
Jump!. There are a lot of pictures of food that are extended on the floor. Then,
teacher says, for instance: Jump on the bananas/tomatoes/pears... and pupils
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have to jump on the correct picture. So, for this activity we need big foods
pictures and a spacious classroom to play better and more comfortable. In order
to do this activity more difficult, you can use other pictures that dont appear in
the unit but they know the meaning. Moreover, you can use the name of the
foods instead of the picture of the food. This is more difficult but they can
improve their knowledge and they can consolidate the vocabulary better too. In
this activity we use the same pictures that appears in the flashcards, but only
the photo, not the name.
With these activities we work the 3 of the 4 skills: Listening, Speaking and
Reading. For instance, they practice the listening and speaking skills with The
Magic Bag song. But, the writing will work in the following sessions of the
didactic unit which are also included previous activities.

This lesson is focused on the different foods and we think that this topic is
important for them because is a subject that they need every day. In fact, they
use the name of the food daily and they have to know the names that
correspond with each item of food, and we think that starting the lesson with a
song and showing the flashcards is a good idea to facilitate the knowledge with
the visual focus.
To sum up, these activities are participative and motivational, with them pupils
are involved in a pleasant atmosphere and they work better. The three activities
that define our lesson can be modify and we can change the level or the kind of
difficulty to adapt to children.

ANNEXES
FLASHCARDS

FOOD SPINNERS