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Introduction to the unit
How to start
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Activities: step by step guide
Activity 1
Track 1.2.
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Activity 2
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Activity 3
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Activity 4
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Content objectives
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Where fo d c mes from
Content objectives
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Develop understanding of where food comes from.
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Distinguish between food obtained from animals or
plants.
Vocabulary
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animal, apple, bananas, carrots, cheese, chicken, cow,
eggs, ham, hen, meat, milk, pig, plant, sausages,
yoghurt
Structures
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Milk
comes
from
animals.
•
Apples
come from
plants.
•
Some food
comes from
plants.
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We
get
meat
from
cows and pigs.
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Where does cheese
come from
?
Materials
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examples of fruit and vegetables
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supermarket flyers, magazines with food pictures
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coloured pencils
How to start
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If possible, bring some fruit and vegetables to class. Ask
the students where these things come from (plants). Show
pictures from a supermarket flyer of meat and sausages.
Ask where these things come from (animals). Handout
supermarket flyers or magazines to groups and ask them to
identify food and drinks from plants and animals.
✔
Teaching tip
•
Using realia makes learning language and concepts more
contextualised and memorable.
•
Ask the students to think about why plants and animals are
important to humans.
Activities: step-by-step guide
Activity 1
•
Ask the students to look at the pictures and to colour the
items that come from animals (red) or from plants (green).
When they have finished they can check their answers in
pairs or small groups. Check answers.
•
Elicit additional food and drink obtained from plants and
animals.
Activity 2
• Ask the students to match the different food and drink with
the animals. When they have finished they can check their
answers with a partner. Check answers.
Assessment opportunity
• As the students are doing the matching task, walk around
the class and observe progress and understanding.
• Ask the students to think of what they had for dinner the
night before and to explain to a partner what part of the
meal came from plants and what part came from animals.
• Read the sentence at the bottom of the page.
• Get feedback from the students on the page. Ask them to
clap if they liked the activity and to stamp their feet if they
didn’t.
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Teaching tip
•
Use formative and summative assessment when evaluating
the students. Getting feedback from the students can be
useful to adapt classes accordingly.
Extra ideas!
Revisi n
Place two large sheets of card on the board. Write the word
‘Animals’ on one and ‘Plants’ on the other. Hand out post-
it notes and ask the students to write words or to draw
pictures from these sources and to place their pictures on
the correct poster. Option: instead of drawing pictures or
writing words the students can cut and paste images from
supermarket brochures and flyers.
Extension
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Ask the students to think about where they have seen
farmlands. Are there farmlands in their area? Where?
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If possible, visit a local farm to see how different natural
resources are cultivated and grown.
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Food labels
. Bring in some products that contain plant or
animal content, for example, jam, packaged ham, packaged
cheese, tomato sauce. Encourage the students to read
the labels and to identify the plant/animal content in the
products.
