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
Icebreaker
(Activity
game)
Whole class is divided into two
groups. Students get activity
cards:
One player has to describe the
word on the card and the other
ones have to find out what that
should be.
T asks students to fill in the
questionnaire on their own.
T hands out cards with
questions on it, sts should talk
about it in pairs.
Tune into
the topic
Questionnai
re
Interaction
Material
Food Activity
WCT (frontal)
solo work
Questionnaire
Eating Habits
Speaking
Listening
Listening for
general
information
T shows students a short video
clip to get prepared for the
project.
T asks students to fill in the first
task on their own.
WCT (frontal)
Intro to listening
solo work
Listening- Fun Children’s Eating Healthy Foods Video
Listening for
detailed
information
Vocabulary
T asks students to do the
second task
WCT (frontal)
Quiz
solo work
WCT (frontal)
Typical British and American food
solo work
Adjectives to describe food
WCT (frontal)
Food revolution: Reading
http://www.jamieoliver.com/media/jo_sd_manifesto.p
df
Reading for
general
understandi
T asks Students to practice the
important vocabulary in the
field of food first in translation
exercises and then in context
by filling in the correct words.
T asks students to read the first
part of the text on their own.
Skills
trained
Speaking
Acquirin
g new
vocabula
ry
Reading
ng (gist)
Grammar
Role play
Grouping
(WebSequitur)
T divides students into six
groups and each group deals
with a different topic
Topics:
 Schools
 Teachers
 Heads
 Parents
 Dinner Ladies
 Government
solo work
A chefs life
Exercise Matt Del’Icious
Reading Group work:
Schools, Schools Quiz
Teachers, Teachers Quiz
Parents, Parents Quiz
Dinner ladies, Dinner ladies Quiz
Government, Government Quiz
First do the exercise and then
create a poster for your
colleges
How much/how many/ some/
any
A few and a little
Quantifiers
T divides students into groups
of 5. They should discuss the
topic first and then record them
on vocaroo
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
Reading – Quiz
group work
Dialogue shopping
Much and many
Gap-filling: Some and any
A few and a little
Quantifiers rule
Quantifiers Exercise I
Quantifiers Exercise II
WCT (frontal)
group work
Role cards
Vocaroo
http://vocaroo.com/
grammar
training
Speaking
recorded on vocaroo
Listening for
general
information
T asks students to listen to
“Food Revolution” and take
notes. Then they should do the
matching activity.
Food revolution
Food revolution matching
Listening
Listening for
detailed
information
Listen to the
Voki
characters
T asks students to listen to a
recipe and then do the
exercise
T asks students to come up with
a recipe on their own
Recipe
http://www.youtube.com/watch?v=elco3_c51bg
Listening
Creat a
mind map
Create a mind map:
T asks students to creat their
own mind map with the topic
“Fast food in schools”
Mindmeister
http://www.mindmeister.com/
Writing
T asks students to inform
themselves about how to write
and letter of complaint
How to write a letter of complaint
http://www2.elc.polyu.edu.hk/cill/eiw/complaint_lette
r_constructor.htm
Google – docs = whole class creates a checklist
Listening
Writing
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