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I am Hungry A1

I am Hungry A1

  • Level: A1
  • Topic: Food and drinks
  • Learning Outcome: Can express what they want and don’t want to eat.
  • Grammar: Present simple to make offers
Key Language:

Offering & Accepting or Refusing Food: something to drink, what would you like, here you are, can I have, too sour, too sweet, I’m hungry, yum, I want some, I really like

Mike and his mum are on a walk. Mike is hungry and mum realizes they skipped snack, so they go to the shop. Mum offers Mike some sweet apple, banana, orange and a fruit salad. But Mike wants a chocolate bar! They unexpectedly meet Boosty. Boosty has a sandwich for his snack.
What do you think Mike will finally buy for his snack? A chocolate bar or a nice sandwich with ham and some vegetable? What do you like for snack?

Transcript

I’m Hungry – Transcript
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Aim of Activity

10 minutes

To check understanding of the main ideas in the video by asking multiple choice questions in sequence while watching the video.

Steps for Students

  1. Use the link: ACTIVITY 1  to start the video with the questions.
  2. Watch the video
  3. Write down an answer to each of the 5 questions in the video
  4. Check together

Use the link: ACTIVITY 1  to start the video with the questions.

There are 5 questions embedded into the original video I am Hungry.
Each question pops up after the main scene.
Play with all learners together on an interactive whiteboard (you don’t need to have an Edpuzzle account).
Each learner notes down his/her answer to the question Check together.

 

TIP!

Learners answer the questions either immediately while watching the video or the teacher can skip the answers and they check all together after watching.

 

 

  1. (00:31) Mike wants to go to the park.
  2. (01:10) mom
  3. (01:40) False
  4. (02:04) No, I don’t.
  5. (02:59) Mike has chocolate milk and a sandwich as a snack.

Aim of Activity

5 minutes

Speaking activity to drill the grammar focus of the main phrases.

 

Steps for Students

Play online game – Random cards

  1. Use the link: ACTIVITY 2
  2. Ask and answer with other learners, complete the question with the word in the picture

Online Game – Random Cards

  • Use the link: ACTIVITY 2 to play on an interactive whiteboard or share the link with the learners to play individually on their own devices.
    Learners put the words in the correct order.

 

TIP!

Extra tip – Online Game

  • Apart from the recommended Random card game you can switch templates to play the game: Random wheel/Unjumble

Not available

Aim of Activity

10 minutes

Practising and developing pronunciation of key language from the video focusing on the short and long vowel sounds. /ɪ/ versus / іː/ and /ʊ/ versus /uː/.

Steps for Students

  1. Click the link: ACTIVITY 3
  2. Put the words into the right group according to the long or short vowel sounds.
  1. Use the link ACTIVITY 3 to play on an interactive whiteboard or share it with learners.
  2. Do this activity on the interactive whiteboard with the whole class. or learners play individually on their own devices. No account needed for the game.
  3. Learners have to divide the set of words into 4 groups according to the vowel sounds. The background corresponds to the pin colour on each card. When uncertain which word the picture shows press the information icon [i] in the upper right corner of the picture.

/ɪ/ as in ORANGE, SANDWICH, MILK, PICKLES, LETTUCE

/ іː/ as in CHEESE, SWEETS, PIZZA

/ʊ/ as in WOULD, LOOK

/uː/ as in FOOD, FRUIT, BOOSTY, BLUEBERRY

Aim of Activity

15 minutes

Group work speaking activity to drill the grammar focus of the main phrases:

  • Do you like….? Yes. I do. / No, I don’t.
  • Do you want….? I want. I don’t want.
  • Would you like? Yes, please.
  • I love…
  • Can I have? Yes, of course. Here you are.

Steps for Students

  1. Get a question and an answer card from your teacher
  2. Use your answer when someone asks a matching question
  3. Ask your question next
  1. Print out speaking cards for your class. There are 20 questions and 20 answers. For a fast game, print out one copy and play it with the whole class together.
  2. Each learner gets 1 question and 1 answer.
  3. Learners take turns reading out their question on the card and wait for someone with the matching answer. The one who answers then reads out his/her question.
  4. Learners take turns until they have used all the cards.

 

TIP!

  • For a more intensive game, or if you have a bigger class, divide your learners into groups. Each group gets a whole pack of cards. E.g., in groups of 5 each learner gets 4 questions and 4 answers.
  • For an online lesson, share the link ACTIVITY 4 and use the extra tip.

Not available

Activity attachment

I am hungry A1_flashcards
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Aim of Activity

15 minutes

To practice reading comprehension on the topic of food and practice speaking on the findings.

Steps for Students

  1. Use this link: ACTIVITY 5
  2. Read the instructions
  3. Find the answers to the Snack Food webquest
  4. Present your findings
  1. Share the link with the learners: ACTIVITY 5
  2. Learners use their own devices to search the internet
  3. Learners look for the answers to the webquest questions
  4. They mark down their answers and then present their findings to each other

 

TIP!

  • Print out the PDF worksheet for your learners to note down the Webquest answers.
  1. What’s the best-selling cookie in the world? (Oreo)
  2. Which fruit has more sugar, a lemon or a strawberry? (Lemon)
  3. Why is a sandwich called sandwich? (After John Montagu, the 4th Earl of Sandwich in 1762)
  4. How much water is there in a cucumber? (96%)
  5. What’s the #1 snack in the World? (Potato Chips)

The BOOST Project (Building Open Online Series for Teaching) aims to improve the digital readiness of teachers of English as a foreign language to students aged 8 -14 by providing an open-access series of engaging native-speaker content videos linked with a Resource Pack of ready-made activities to stimulate production of the language in online learning.

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