E-learning project: Food – Jamie Oliver´s School Dinner

CLASS DESCRIPTION:
 level: A2
 age : 13-14 years

GENERAL TOPIC:
 Food – Jamie Oliver´s School Dinner

Language competences trained (according to CEF)

Reading for information:
 Can identify specific information in simpler written material he/she
encounters such as letters, brochures and short newspaper articles
describing events.

Overall reading comprehension:

 Can understand short, simple texts containing the highest frequency
vocabulary, including a proportion of shared international vocabulary
items.

Overall spoken interaction:

 Can interact reasonable ease in structured situations and short
conversations, provided the other person helps if necessary. Can manage
simple, routine exchanges without undue effort; can ask and answer
questions and exchange ideas and information on.

Overall oral production

 Can give a simple description or presentation of people, living or working
conditions, daily routines, likes/dislikes etc. as a short series of phrases
and sentences linked into a list.

Overall written production

 Can write a series of simple phrases and sentences linked with simple
connectors like “and”, “but” and “because”.

Overall listening comprehension

 Can understand enough to be able to meet needs of a concrete type
provided speech is clearly and slowly articulated.

Listening to announcements and instructions

 Can catch the main points in short, clear, simple messages and
announcements.

Listening to audio media and recordings

 Can understand and extract the essential information from short, recorded
passages dealing with predictable everyday matters which are delivered
slowly and clearly.

Watching TV and media

  Can identify the main point of TV news items reporting events, accidents
etc. where the visual supports the commentary. Can follow changes of
topic of factual TV news items, and form and idea of the main content.

OBJECTIVES:
 students can reflect about their habits in the field of eating and food
 students can match sentences to form fluent texts.
 students can find out the meaning of vocabulary from the context of a
text.
 students know important vocabulary in the field of eating and food
 students know some verbs that are followed by -ing form and some that
are followed by infinitive.
 students can answer specific questions after watching short video clips.
 students can form correct commands.
 students know how to write a recipe and a letter of complaint.
Lesson Plan Grid:

Activities Procedure Interaction Material Skills

trained
Icebreaker Whole class is divided into Food Activity Speakin
(Activity two groups. Students get g
game) activity cards:
One player has to
describe the word on the
card and the other ones
have to find out what that
should be.
Tune into T asks students to fill in WCT (frontal) Questionnaire Speakin
the topic the questionnaire on their solo work Eating Habits g
Questionn own.
aire T hands out cards with
questions on it, sts should
talk about it in pairs.

Listening T shows students a short WCT (frontal) Intro to listening Listenin

for video clip to get prepared g
general for the project. solo work Listening- Fun Children’s Eating Healthy
informatio T asks students to fill in Foods Video
n the first task on their own.

Listening T asks students to do the WCT (frontal) Quiz

for second task
detailed solo work
informatio
n
Vocabular T asks Students to WCT (frontal) Typical British and American food Acquirin
y practice the important g new
 vocabulary in the field of solo work Adjectives to describe food vocabul
food first in translation ary
exercises and then in
context by filling in the
correct words.
Reading Food revolution: Reading Reading
for T asks students to read WCT (frontal) http://www.jamieoliver.com/media/jo_sd_mani
general the first part of the text festo.pdf
understan on their own. solo work
ding (gist) (WebSequitur) Reading – Quiz
T divides students into six group work
groups and each group A chefs life
deals with a different
topic Exercise Matt Del’Icious
Topics:
 Schools Reading Group work:
 Teachers Schools, Schools Quiz
 Heads Teachers, Teachers Quiz
 Parents Parents, Parents Quiz
 Dinner Ladies Dinner ladies, Dinner ladies Quiz
 Government Government, Government Quiz

First do the exercise and

then create a poster for
your colleges
Grammar How much/how many/ Dialogue shopping gramm
some/ any Much and many ar
A few and a little Gap-filling: Some and any training
Quantifiers A few and a little
Quantifiers rule
Quantifiers Exercise I
Quantifiers Exercise II
Role play T divides students into WCT (frontal) Speakin
Grouping groups of 5. They should group work Role cards g
discuss the topic first and
then record them on Vocaroo
vocaroo http://vocaroo.com/
Topic:
“Imagine that here in our
school Jamie Oliver wants
to do the same as in
Kidbrook, what would you
http://vocaroo.com/
Sts discuss about the
issue and find a solution –
discussion is recorded on
vocaroo

Listening T asks students to listen Food revolution Listenin

for to “Food Revolution” and Food revolution matching g
general take notes. Then they
informatio should do the matching
n activity.

Listening T asks students to listen Recipe http://www.youtube.com/watch? Listenin

for to a recipe and then do v=elco3_c51bg g
detailed the exercise
informatio
n
Listen to T asks students to come Listenin
the Voki up with a recipe on their Google – docs = whole class creates a g
characters own checklist
Creat a Create a mind map: Mindmeister
mind map T asks students to creat http://www.mindmeister.com/
their own mind map with
the topic “Fast food in
schools”

Writing T asks students to inform How to write a letter of complaint Writing

themselves about how to http://www2.elc.polyu.edu.hk/cill/eiw/complai
write and letter of nt_letter_constructor.htm
complaint
Additional material

Role cards

Jamie Oliver
 better, healthier food for the kids
 try produce as cheap meals as possible
 kids need healthy food to grow
 act now until it´s too late to help them
 healthier food now means less money when they´re older

Mr. Tim Burger – Head of a junk food company

 junk food is cheap and easy to prepare
 kids like chips, burgers and sausages
 we cannot change their eating habits in a short time
 the kids know nothing else from home

Mr. Jimmy Johnson – Headmaster of the school

 junk food is cheap and easy to prepare
 kids need healthy food for their well –being
 the kids are more concentrated and more willing to learn, when
they eat healthy food
 not enough money to send the cooks to a training

Mrs. Maggie Lewis – School cookcannot cook as good as

Jamie Oliver
 it takes more time to make these proper meals
 school cooks need a training to produce these meals
 If we cook healthy food, we need more staff in every school kitchen – who can
afford this?

Mrs. Evelyn Parker - Nutritionist

 junk food is not substantial (nahrhaft)
 lack of Vitamin C
 lack of iron
 kids get sick from junk food and need a lot of health care
 we should care for the kids now and not when they´re
old and suffer a lot of problems like
 heart disease
 fatness