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https://www.youtube.com/watch?v=kyLNOCmzoJk

https://www.youtube.com/watch?v=pzX1j3h7X4k

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By Katie

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In this lesson, students cover language including numbers 0-9, What's your telephone number?, man, woman, boy, girl, and more.

Printable resources include comprehensive step-by-step teacher's notes, a student worksheet, and cut-out flashcards.

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Absolute Beginners: Unit 2 - What's your phone number?

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Help your absolute beginner students learn to give and ask for phone numbers in English while practising numbers 0-9 with this lesson by Frances Marnie.

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https://www.nytimes.com/2023/02/13/learning/15-prompts-for-talking-and-writing-about-friendship.html

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15 Prompts for Talking and Writing About Friendship (Published 2023)

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Questions to help students reflect on the meaning of friendship in their lives

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a1 pm -travel - simple present vs continuous

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a1 pm -travel - simple present vs continuous

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Create your own lesson plan for free with GenAI: https://notelab.trinitycollege.com/english/teacher/planner?_ga=2.47617639.1376357445.1715076493-513507104.1706701723&_gl=1*1a2x6jn*_ga*NTEzNTA3MTA0LjE3MDY3MDE3MjM.*_ga_E3K7QGL4FT*MTcxNTA3NjQ5NC4zLjEuMTcxNTA3NjUyMS4wLjAuMA..

Activities Ideas (attached)

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Home

Take an exam

Cambridge Assessment English

Which Exam

Whether you're an absolute beginner or a fluent speaker wanting to perfect your language skills, whether you're a student or a professional, we have the exam for you. Find which General English qualification suits you best.

Cambridge English: Key (KET)

Cambridge English: Key is also known as the Key English Test (KET) and Key English Test for Schools (KETfs) . This qualification shows that you can communicate in basic English in everyday situations. It is the first exam in the series of Cambridge English exams for adults.

Level of qualification: Elementary = A2 on the Common European Framework.
Who should take this exam?
You should take the KET if you have done about 250 hours of study or practice and can speak, write and understand basic English. This exam is the first step in building your English language skills for work or study in the future. To take the exam you should be able to:

ask and answer questions about yourself and others

understand announcements and instructions when people speak slowly and clearly

tell people what you think about something you read or hear.

What is the exam format?
There are three parts to the exam. You do the Reading and Writing and the Listening papers on the same day. You may need to return to do the Speaking on a different day. You do the Speaking with two examiners and one other exam candidate.

KET

Reading and Writing

Listening

Speaking

Time allowed

1 hour

30 minutes

12 minutes per pair of candidates

Marks (% of total)

50%

25%

25%

Cambridge English: Preliminary (PET)

Cambridge English: Preliminary is also known as the Preliminary English Test (PET) and Preliminary English Test for Schools (PETfs). This exam shows that you can communicate in English in practical, everyday situations. It will give you a good foundation if you want to study for a professional English qualification.

Level of qualification: Intermediate = B1 on the Common European Framework.
Who should take this exam?
Studying for the PET exam will improve your English so that you can communicate when travelling or dealing with English speakers for work.
To take the exam you should be able to:

express your likes and dislikes, and discuss them with others

understand spoken and written announcements and instructions

write a personal letter or take notes from a meeting or discussion.

How does the exam process work?
There are three parts to the exam. You do the Reading and Writing and the Listening papers on the same day. You may need to return to do the Speaking on a different day. You do the Speaking with two examiners and one other exam candidate.

PET

Reading and Writing

Listening

Speaking

Time allowed

1 hour 30 minutes

30 minutes

14 minutes per pair of candidates

Marks (% of total)

50%

25%

25%

Cambridge English First (FCE).

Cambridge English: First is also called the First Certificate in English (FCE) and First Certificate in English for Schools (FCEfs). This general English qualification proves that you can speak and write English well enough to work or study in an English-speaking environment.

Level of qualification: Upper intermediate = B2 on the Common European Framework.
Who should take this exam?
You should study for the FCE if you want to work in an English-speaking business, live in an English-speaking country or study a foundation-level or pre-university course taught in English.
To take the exam you should be able to:

write short reports and emails

explain an idea or have a detailed discussion in English

understand general English on TV and in newspapers.

How does the exam process work?
There are four parts to the FCE exam. You will complete papers Reading, Writing and Listening on the same day. The Speaking may be on a different day. You do the speaking with two examiners and one other candidate.

Cambridge English Advanced (CAE)

Cambridge English: Advanced is also known as the Cambridge Advanced Certificate in English (CAE). This general English qualification shows that your English is of a standard expected of a professional business person or an undergraduate university student.

Level of qualification: Advanced = C1 on the Common European Framework.

Who should take this exam?

You should take CAE if you want to prove to employers or universities that you can communicate confidently in English in professional and high-level academic situations.
To take the exam you should be able to:

write complex reports and emails, and take notes in meetings or lectures

give presentations on complicated ideas in English

understand a variety of texts, from fiction to newspaper opinion pieces.

How does the exam process work?
There are four parts to the CAE exam. You will complete papers Reading, Writing and Listening on the same day. The Speaking may be on a different day. You do the speaking with two examiners and one other candidate.

Cambridge English Proficiency (CPE)

Cambridge English: Proficiency is also known as the Cambridge Certificate of Proficiency in English (CPE). This qualification shows that you have mastered English and can use it fluently in demanding research, academic and professional situations. This is the highest Cambridge English qualification.

Level of qualification: Proficient = C2 on the Common European Framework.

Who should take this exam?

You should take the CPE if you want to prove to employers that you can use English at a senior management level, or if you want to study at postgraduate or PhD level at an English-speaking university.

To take the exam you should be able to:
*understand almost everything you hear or read in English
*use and understand formal, academic and colloquial language
*negotiate, argue and discuss the subtle issues of complex subjects.

How does the exam process work?

There are four parts to the CPE exam. You will complete papers Reading & Use of English, Writing and Listening on the same day. The Speaking may be on a different day. You do the speaking with two examiners and one other candidate.

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KET, PET, First Certificate (FCE), Cambridge Advanced (CAE), CPE | British Council

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Whether you're an absolute beginner or a fluent speaker wanting to perfect your language skills, whether you're a student or a professional, we have the exam for you.

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Home

Take an exam

Cambridge Assessment English

Which Exam

Whether you're an absolute beginner or a fluent speaker wanting to perfect your language skills, whether you're a student or a professional, we have the exam for you. Find which General English qualification suits you best.

Cambridge English: Key (KET)

Cambridge English: Key is also known as the Key English Test (KET) and Key English Test for Schools (KETfs) . This qualification shows that you can communicate in basic English in everyday situations. It is the first exam in the series of Cambridge English exams for adults.

Level of qualification: Elementary = A2 on the Common European Framework.
Who should take this exam?
You should take the KET if you have done about 250 hours of study or practice and can speak, write and understand basic English. This exam is the first step in building your English language skills for work or study in the future. To take the exam you should be able to:

ask and answer questions about yourself and others

understand announcements and instructions when people speak slowly and clearly

tell people what you think about something you read or hear.

What is the exam format?
There are three parts to the exam. You do the Reading and Writing and the Listening papers on the same day. You may need to return to do the Speaking on a different day. You do the Speaking with two examiners and one other exam candidate.

KET

Reading and Writing

Listening

Speaking

Time allowed

1 hour

30 minutes

12 minutes per pair of candidates

Marks (% of total)

50%

25%

25%

Cambridge English: Preliminary (PET)

Cambridge English: Preliminary is also known as the Preliminary English Test (PET) and Preliminary English Test for Schools (PETfs). This exam shows that you can communicate in English in practical, everyday situations. It will give you a good foundation if you want to study for a professional English qualification.

Level of qualification: Intermediate = B1 on the Common European Framework.
Who should take this exam?
Studying for the PET exam will improve your English so that you can communicate when travelling or dealing with English speakers for work.
To take the exam you should be able to:

express your likes and dislikes, and discuss them with others

understand spoken and written announcements and instructions

write a personal letter or take notes from a meeting or discussion.

How does the exam process work?
There are three parts to the exam. You do the Reading and Writing and the Listening papers on the same day. You may need to return to do the Speaking on a different day. You do the Speaking with two examiners and one other exam candidate.

PET

Reading and Writing

Listening

Speaking

Time allowed

1 hour 30 minutes

30 minutes

14 minutes per pair of candidates

Marks (% of total)

50%

25%

25%

Cambridge English First (FCE).

Cambridge English: First is also called the First Certificate in English (FCE) and First Certificate in English for Schools (FCEfs). This general English qualification proves that you can speak and write English well enough to work or study in an English-speaking environment.

Level of qualification: Upper intermediate = B2 on the Common European Framework.
Who should take this exam?
You should study for the FCE if you want to work in an English-speaking business, live in an English-speaking country or study a foundation-level or pre-university course taught in English.
To take the exam you should be able to:

write short reports and emails

explain an idea or have a detailed discussion in English

understand general English on TV and in newspapers.

How does the exam process work?
There are four parts to the FCE exam. You will complete papers Reading, Writing and Listening on the same day. The Speaking may be on a different day. You do the speaking with two examiners and one other candidate.

Cambridge English Advanced (CAE)

Cambridge English: Advanced is also known as the Cambridge Advanced Certificate in English (CAE). This general English qualification shows that your English is of a standard expected of a professional business person or an undergraduate university student.

Level of qualification: Advanced = C1 on the Common European Framework.

Who should take this exam?

You should take CAE if you want to prove to employers or universities that you can communicate confidently in English in professional and high-level academic situations.
To take the exam you should be able to:

write complex reports and emails, and take notes in meetings or lectures

give presentations on complicated ideas in English

understand a variety of texts, from fiction to newspaper opinion pieces.

How does the exam process work?
There are four parts to the CAE exam. You will complete papers Reading, Writing and Listening on the same day. The Speaking may be on a different day. You do the speaking with two examiners and one other candidate.

Cambridge English Proficiency (CPE)

Cambridge English: Proficiency is also known as the Cambridge Certificate of Proficiency in English (CPE). This qualification shows that you have mastered English and can use it fluently in demanding research, academic and professional situations. This is the highest Cambridge English qualification.

Level of qualification: Proficient = C2 on the Common European Framework.

Who should take this exam?

You should take the CPE if you want to prove to employers that you can use English at a senior management level, or if you want to study at postgraduate or PhD level at an English-speaking university.

To take the exam you should be able to:
*understand almost everything you hear or read in English
*use and understand formal, academic and colloquial language
*negotiate, argue and discuss the subtle issues of complex subjects.

How does the exam process work?

There are four parts to the CPE exam. You will complete papers Reading & Use of English, Writing and Listening on the same day. The Speaking may be on a different day. You do the speaking with two examiners and one other candidate.

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KET, PET, First Certificate (FCE), Cambridge Advanced (CAE), CPE | British Council

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Whether you're an absolute beginner or a fluent speaker wanting to perfect your language skills, whether you're a student or a professional, we have the exam for you.

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From July 2020, some of our IELTS test centres will start delivering the IELTS Speaking test via video calls. This means more flexibility and more availability of IELTS Speaking tests.

You will take the Video-Call Speaking test at an official IELTS test centre with the same high standard of identity verification. The test will be exactly the same as the in-person Speaking test in terms of content, scoring, timing, level of difficulty, question format and security arrangements. Delivered by an IELTS Speaking Examiner, the video-call Speaking test will maintain the face-to-face feature of the in-person Speaking test.

This test is currently available in Albania, Egypt, Hong Kong, Malaysia, North Macedonia, Oman, Philippines, Singapore, Taiwan, Thailand, Turkey, Ukraine, United Arab Emirates, Uzbekistan and Vietnam.

For more information, please contact us.

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The British Council offers useful and insightful IELTS information to help you prepare for your test. Learn about the IELTS test format here

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Hello, and welcome to our IELTS by IDP YouTube channel. It’s our goal to provide you with the best study material to help prepare for your IELTS test day. We will feature videos on every section of the IELTS test, aimed at helping you to achieve your desired score on test day. Subscribe now to start your preparation journey! For more information on how to prepare for your IELTS test, please visit our IDP IELTS official website: https://bit.ly/30m8Ot5

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501573 DELTA IELTS Games and Activities - Win with Words - Online - The ...

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501573 DELTA IELTS Games and Activities - Win with Words - Online - Tran...

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501573 DELTA IELTS Games and Activities - Win with Words - Online - Word...

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501573 DELTA IELTS Games and Activities - Win with Words - Online - Shor...

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501573 DELTA IELTS Games and Activities - Win with Words - Online - I sp...

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501573 DELTA IELTS Games and Activities - Win with Words - Online - Chal...

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These games can be adapted to your students' needs and used to review aspects of the IELTS examination or as an extension to the teaching done in class. Each game features step-by-step teacher's notes and all the printable resources necessary to play the game.

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Elena Filimonova, Aislyu Ryukova and Dina Valieva

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Elena Filimonova Aislyu Ryukova and Dina Valieva

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Get your students ready for their IELTS exam with these fun and engaging activities.

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These games can be adapted to your students' needs and used to review aspects of the IELTS examination or as an extension to the teaching done in class. Each game features step-by-step teacher's notes and all the printable resources necessary to play the game.

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Elena Filimonova, Aislyu Ryukova and Dina Valieva

# data[].attributes.attachment_link.authors[].name
Elena Filimonova Aislyu Ryukova and Dina Valieva

# data[].attributes.attachment_link.description
Get your students ready for their IELTS exam with these fun and engaging activities.

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The big mingle: 8 activities to pick and mix ‹ EF Teacher Zone

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What’s fun, sometimes goofy, and gets your class chatting quickly? A mingle, of course! Here are eight high-talk mingle activities to pick and mix…

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About the event

This event on Friday May 17, 2024 will feature two webinars with specialists from around the world. These webinars help English teachers think about different resources in the English language classroom and how to make the most of them. The event will also feature a panel discussion with three expert teachers sharing ideas for innovative and creative ways to use resources in the ELT classroom. The event is for teachers of primary, secondary and adult English language learners.

About the sessions

Session 1: AI as our ally

Speakers:

Maria Jose Galleno (Uruguay)

Time and date:

14:30 - 15:30 (UK time) May 17, 2024

Session information:

In this webinar, we will explore how AI can be used as a resource to create a more efficient and effective educational environment by helping us create personalized learning experiences and automating administrative tasks. Participants will navigate practical applications of AI in daily teaching practices, but not ignoring safety and security concerns surrounding using AI as a resource. By understanding the intricacies of AI in education, educators can make informed decisions, ensuring a mindful and purposeful utilization of this powerful tool.

Session 2: Using resources that aren't textbooks

Speaker:

Cecilia Nobre (UK)

Time and date:

15:45 - 16:45 (UK time) May 17, 2024

Session information:

In this webinar we will explore the Dogme teaching approach, which emphasises real-life conversations and uses authentic materials instead of textbooks. Participants will learn how to use everyday items and ideas from students themselves to make learning more interesting and directly connected to their lives. This webinar will provide practical ways and strategies for teachers to create interactive lessons that really speak to what students care about, all without needing textbooks. No Textbook, no problem!

Session 3: Innovative and creative ways to use resources in the ELT classroom (panel discussion)

Speakers:

To be confirmed

Time and date:

17:00 - 18:00 (UK time) May 17 2024

Session information:

Join us for a sharing session with three teachers from around the world sharing ideas for innovative and creative ways to use resources in the ELT classroom.

About the speakers
Information coming soon
Important information about our events - please read

How to watch the webinar

Our webinars are free. They take place in Zoom Events. You do not need any special equipment to watch the webinars apart from a computer with the audio on. Registration is for the full event - you do not need to attend every session.

Registration

You should register for the event at the link provided above. In order to receive updates and a link to join the webinar, you will need to provide a valid email address. Your information will not be used for marketing purposes unless you explicitly give us permission to do so during the registration process. For more information about the British Council's privacy policy, please follow this link: https://www.britishcouncil.org/about-us/how-we-work/policies/information-security-privacy Once you have registered for the event, you will receive an email with a link to join the webinar. Please do not delete this email.

If you have any specific accessibility requests, please contact us by email at teachingenglish@britishcouncil.org. You should say which webinar you are attending and ask us to contact you regarding your needs.

Instructions for joining a session in the event

1. Click on the link that was emailed to you when you registered for the event.
2. Enter the email address that you used to register for the event.
3. You will join the 'lobby'. From the lobby you can chat to other participants and ask for help if needed.
4. From the lobby you will see the session that is either currently live or soon to be live. When a session is live, you can click 'join' to go inside the live zoom session.

Webinar recordings

All TeachingEnglish webinars are recorded and available to watch on this page between 24 and 48 hours after the live webinar has ended. Recordings will be available to watch for a minimum of six months and up to one year after the live event has ended.

Webinar handouts

PDF handouts from each presenter will be available after the webinars

Certificates

Certificates of attendance are available for all attendees. The link to obtain your certificate is provided in the following places:

- At the end of the webinar in the chat box
- In the 'Thank you for attending email' that you will receive after the webinar.
- You should download the certificate to your computer. Once the certificate is saved to your computer, open it and type your name on the certificate. We recommend using Google Chrome or Internet Explorer to do this. You cannot do this from a mobile device.

Code of conduct - participants

Please be respectful at all times to other participants and the presenter. Our webinars are freely available to attend by participants in all countries. Please be aware that comments you make in the general chat may have a negative impact on other participants and their enjoyment of the webinar.

Do not use insulting or offensive language or comments towards other participants or the presenter.

Do not make comments that include cultural references or political references that may be offensive or upsetting to other participants or the presenter.

Any offensive or insulting comments will be deleted and the participant making the comment will be removed from the webinar.

Do not share any personal information in the general chat that may result in other participants contacting you. This includes addresses, phone numbers and email addresses.

Do not share links to your website or any websites that you are promoting for the purposes of making money.

Comments that include links to paid-for websites for the sole purpose of promotion will be deleted and you may be removed from the webinar.

Please use the Q&A to ask the presenter questions that are related to the theme or topic of the webinar only. If participant responses to questions are permitted, you should only make comments that are relevant to the question being asked.

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About the event This event on Friday May 17, 2024 will feature two webinars with specialists from around the world. These webinars help English teachers think about different resources in the English language classroom and how to make the most of them.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Do you know about the Spaghetti Tower Marshmallow Challenge? Set up a Spaghetti Marshmallow Challenge with young children to explore the design process: thinking, doing, prototyping, and iteration: a great STEAM challenge.

If you have any marshmallows left over from the Microwave Marshmallow Experiment, this is the project for you!

This is one of those legendary team-building challenges that I've been hearing about for ages and have never tried.
It encourages the design mindset and supports basic engineering principles.
The basic idea is that a team is given a handful of supplies to work with - spaghetti, tape, and string - and given 18 minutes to build the tallest possible tower that can SUPPORT a marshmallow.

And the point of it? The team will practice the design process that includes thinking, doing, prototyping, and iteration. This last point, iteration, may be the most important. Watch the video at the end of this post for more on that.

Oh, and what group historically performs the BEST in the marshmallow challenge? The answer to that question is also in the video, and you will LOVE it.

If you enjoy this project, you'll also like this STEAM Design Challenge to suport a mandarin with sticks and clay.

Marshmallow Challenge Supplies

Each team gets the same set of supplies...

20 sticks of dry spaghetti

one yard of string

one yard of tape

one marshmallow

Instructions
Challenge: To build the tallest tower possible in 18 minutes that will support the marshmallow.

Set up the supplies for each team

Explain the challenge: Build the tallest tower possible that will support a marshmallow, in 18 minutes.

Set a timer for 18 minutes

Go!

Marshmallow Challenge with Young Children

Here's how our marshmallow challenge looked:

My two daughters, ages 4 and 6, and I set our timer for 18 minutes, and started to build. It was exciting, frustrating (spaghetti is nimble and brittle!), and fun. My little one lost interest quickly, but my older daughter stuck with it, pushing me with her novel ideas and keeping me going, right up until the timer ran out.

We talked about how triangles build strong structures, so we started there. Our original idea was to build two structures - one that could support the other, to make our tower twice as tall.

As we got towards the end of our time, the bottom towner couldn't support the weight of the second tower, so we chose just one of the towers to use as a support for the marshmallow. In the end, we measured our marshmallow's height and it clocked in at 10.5 inches. Not earth-shattering, but at least we had a supporting structure!

Marshmallow Challenge

I love my daughter's idea to suspend the marshmallow from a string!

What we learned?

Triangles are good shapes for these structures

We probably should have built the second tower directly on the first one, rather than wait to add it at the end

We worked well together

Prototyping and iteration are important to the process

This challenge could lose a 4-year old's attention 😉

More on the Marshmallow Tower Challenge

You'll want to watch this video of Tom Wujec's TED talk on the Marshmallow Challenge.

What's next?

I would love to try this out with our Girl Scout troop or with my older daughter's friends. After watching Wujec's video (above), I'm eager to see this in action with a group of young children.

More Projects like this one
DIY Paper Tube Marble Run Fort Building Kit DIY Water Wall, it's like a marble run, but with water! Build an easy light table
Got Pasta? Here are more projects for kids that use pasta.
Make Gumdrop Sculptures

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Spaghetti Tower Marshmallow Challenge - TinkerLab

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Set up a Spaghetti Marshmallow Challenge with young children to explore the design process: thinking, doing, prototyping, and iteration. A STEAM challenge.

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Everyone likes food, right? Not only is it (usually) delicious and absolutely necessary for life, the subject has its own set of vocabulary and verbs associated with it. It's also a great way to incorporate culture into your classroom.

Here are 20 fun and effective ESL food activities that you can use to bring your ESL classroom to life.

Contents

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

1. Tutti Frutti

Unlike complex prepared dishes, fruit is easy to obtain for use in class. Also, fruit comes in a variety of colors, sizes, textures and tastes that are likely to appeal to learners of all ages. This makes it a great tool for building a versatile description vocabulary.

Divide the class into groups and have your students share and taste the food they have brought. Each student should think of several suitable adjectives to describe each fruit, writing these down on a handout.

Students in each group will write as many adjectives as they can think of for each fruit. You can use prompts, such as appearance, taste and texture. After this, ask a representative from each group to share with the whole class.

2. Potluck

For this activity, have students bring a dish from their culture for their classmates to try. Have each one of them give a short description of their dish, including how it is prepared. Elicit vocabulary from the dish presented and write it on the board. For example, if your student introduces , you can write out vocabulary such as chickpeas, cumin, parsley and .

The FluentU video "Cooking Phrasal Verbs" may be useful for a quick brush-up on this terminology. There's also a video on cooking at the famous NY restaurant the Four Seasons, and a number of other food-themed and cooking-related videos that your students may find engaging.

If students watch these videos on FluentU, they'll be able to check the definition of any unfamiliar cooking word or phrase just by hovering their mouse over it. When they click on the word, they'll see the option to add it as a flashcard to study later. They'll also get more information about the word's meaning and grammar, example sentences and other videos where they can hear it being used.

3. Restaurant Role Play

A good start for arousing students' interest in this lesson is this Mr. Bean restaurant video. Students will surely be amused by his misadventures and injecting some laughter into your lesson from the start will really kick things off.

After this, have them work in groups of three or four to design a restaurant menu using multimedia tools such as WebstaurantStore or MustHaveMenus. Let your students pick a theme and design the menu with food images and prices.

Then distribute printed copies of the groups' menus and let students role play ordering food with them. Each group can write a short mini-play with their restaurant role play to perform in front of the class.

4. Making a Shopping List

Divide your class into groups of three or four. Let each group choose what kind of party they would like to plan. It is best to give them a list of possibilities: a dinner party, a birthday party, a wedding party, an end-of-school party, a Christmas party, etc.

Each group will then make a shopping list for the selected celebration, including food, decorations, invitation cards, gift bags, etc. Ensure that the lists include specific quantities, such as:

2 packages of balloons

1 package of paper cups

1 block of cheddar cheese

When the groups are ready, get them to share the lists with the class. You can encourage the class to give suggestions on other things to include.

5. Fun With Cooking

Select a cooking demonstration video from YouTube, like this one on making potato pancakes, and introduce cooking vocabulary such as slice, dice, chop, stir, etc. Your students can copy down the recipe as they watch the video, and then circle any target vocabulary you have taught.

I would recommend teaching cooking verbs, such as add, drain, pour, mash, squeeze, sauté, carve and before showing your students the cooking demonstration.

Then have students act out their own cooking demonstration. You can use real food of course, but if that's not possible, they can mime or use props.

6. Writing Recipes

The first step is to teach the elements of a recipe: For this, you can have your students source recipes from magazines to use as examples.

Introduce quantity (1 tbsp, a sprinkle, 3/4 cup) and descriptive words that explain methods used to prep foods (chopped, sliced, grated) found in the "ingredients" section of recipes, as well as relevant verbs in the imperative forms (pour, mix, add, blend) found in the "directions" segment.

Once your students have been taught the basics, have them work in groups and think of a creative recipe. To make the task interesting, they can include one ingredient used in each of their teammate's traditional or favorite foods. For example, they could create an imaginary pie dish that includes chickpeas, corn flour, couscous, curry powder, jalapeño chili, etc.

7. Menu Creation

Divide students into small groups and have each group choose a head chef. Then have them create their own restaurant menus. I've found that with the popularity of cooking shows and chefs depicted in movies and television, students get really into this, often writing rather sophisticated menus with a lot of exotic ingredients.

They can choose a theme, select dishes, and write descriptions using adjectives and food-related vocabulary. If you want to make this activity a bit more involved, you can instruct them to do a tasting menu of 6-8 courses.

They can also describe their idea serving location, including anything like decorations, chairs and tables, or even the uniforms that the servers and kitchen staff would be wearing.

8. Recipe Sharing

Have students bring in or research traditional recipes from their cultures and countries. I've found that students really enjoy sharing this kind of thing with their fellow students, particularly when you have a class with a lot of different cultures represented.

Then ask them to share the recipes with the class, explaining the ingredients and steps involved to make the dish.

You can add this to the Food Around the World activity, but if it's not possible to bring food into your classroom, students can just share photos of the completed dish, or the steps involved.

9. Food Pyramid

Teach students about a balanced diet and the food pyramid. Each country has its own food standards, so, for example, if you're teaching in the U.S., many students will not have seen the USDA's food pyramid. They may find some of the recommendations strange, such as the amount of dairy the pyramid recommends.

Have them create their own posters or diagrams showing the different food groups and examples of food within each group. They can insert their own opinions on what makes a healthy diet here.

Afterward, students can present their creations to the class, explaining the importance of each group, and why they choose certain foods or food groups and why. From personal experience, this can end up being the source of a lot of great discussion and debate.

10. Food Advertisements

Ask your students to look through food magazines or peruse food related websites, such as , or Bon Appetit and have them print out an advertisement that features some kind of food related product, from cheese or a Dutch oven pot to a convection oven or hot pot slow cooker.

Alternatively, they could also watch and select a YouTube ad related to food.

Ask students to show the ad or video they selected and then start a discussion on the methods and rhetorical devices used in the ad.

This is particularly good for getting students to practice using persuasive language.

11. Food Trivia

Ask your students to brainstorm (alone or in groups) and come up with five food trivia questions. They can be related to English food, Indian food or cooking and cooking equipment.

Some examples are:

What is the key ingredient in Indian cuisine?

What is Yorkshire pudding?

What is the most popular food eaten in the United States today?

After you've got your list of questions, divide the class into teams and have them compete to answer the questions correctly. I promise that questions you think are easy will be difficult for many students who come from different cultural backgrounds. Likewise, students will easily know answers to questions that you can't answer.

12. Cooking Class

If your classroom and school allows it, you can do some actual cooking in class. Or at least you can do the prep work before students (or you) take the concoctions home to cook, before you bring them back the next day for an in-class feast.

Put students into small groups and have them talk to decide which dish they will prepare. Have them write about a short script, sort of like the script to a cooking show, so they can explain making the dish to their fellow students.

Have them provide step-by-step instructions in English and guide the class through the cooking process. If you have the space and the time, this can be a really memorable activity. I've done it several times and, although it's a lot of work, the results are effective learning of food related vocabulary and verbs.

13. Food Pairing

Food pairing is a concept that students are often already aware of, but if not, start this activity by explaining that certain foods complement other foods in the same way that food and wine are paired together.

Group students into small groups and give them each a list of ingredients. Ask them to categorize the ingredients based on categories that they invent. Possible categories could be: sweet or salty, texture differences from crunchy to smooth, or foods that don't seem like they'd go well together but, for some reason, do, like peanut butter and pickles.

Ask them to choose 5-6 ingredients for a made up dish to create complementary flavor combinations.

For example, they could pair chocolate with strawberries or cheese with grapes. If any group thinks of something really weird or wonderful, consider asking them to prepare the dish and bring it the next week. I've done this and we got some interesting flavors going on.

14. Food Pictionary

Divide the class into teams and provide each team with a list of food-related vocabulary words. You can make these yourself or ask students to do it on slips of paper, which you can then add to a hat or bowl for them to draw from.

Ask one person from each team to come up to the board and draw a food item. Their team has to guess the word.

Because many students have played traditional Pictionary, they usually already know the rules, which makes the introduction short and sweet. From personal experience, this activity can get a lazy or sleepy class up and moving and ready to learn.

15. Cultural Cuisine Presentations

This is a small research project that can be done in groups or as a solo project. Assign each student with a country or region (France, North Africa, Thailand or Greenland, for example) and ask them to research and cuisine and food culture of their country or region.

Ask them to make some sort of artistic visual component and then ask them to do 5-10 minute presentations in front of the class on their findings.

This is great both for students who like to research and for those who like public speaking, and the duties can be shared based on what kind of things each student likes to do.

16. Food Debate

Choose controversial food topics such as vegetarianism, organic versus conventional farming, or the impact of fast food. I've found these subjects can inspire really great discussions that go much deeper than just food and eating.

Divide the class into two groups and have them debate the pros and cons of each topic, using arguments and evidence to support their positions.

If you'd like, you can also introduce a debate structure here:

Introduction (1 minute)

Main argument (2 minutes)

Rebuttal (1 minute)

Conclusion (1 minute)

Then the non-debating students can vote whose argument was stronger by a show of hands.

17. Food Idioms

There are a lot of food idioms in English. In fact, you, as a native speaker, probably haven't even heard them all.

Introduce common food-related idioms that you could use are:

Egg on your face

Sour grapes

Full of beans

A piece of the pie

In a nutshell

Spice things up

Sugarcoat something

Cry over spilled milk

Discuss the idioms' meanings and usages.

Then, have students create short dialogues or skits incorporating these idioms to practice their understanding and application.

You could also just read out an idiom and then ask students to conjecture what they mean. This can lead to a lot of laughter.

18. Food Taboo

Taboo is a classic game because you eliminate the key words that students usually go to for description. When they're limited like this, it's not only fun, it helps them come up with other creative solutions. Because of that, I go to this activity at least once a semester. The students also seem to have a lot of fun with it.

For the prep, you have to come up with a set of food-related vocabulary cards with several key words that they can't use.

For example:

Banana. Taboo words: fruit, yellow and banana.

Spaghetti and Meatballs. Taboo words: Italian, pasta and spaghetti and meatballs.

You can do this as a class or in small groups.

19. Food Magazine Collage

Everyone's got some old food magazines sitting around. If you don't, ask at your local library or bookshop. They'll often be willing to give you old issues for free.

Come up with several food related themes like "healthy," "comfort foods" or "exotic foods" and have students create collages based on their chosen theme.

Afterward, they can explain their choices and discuss their collages with the class, practicing vocabulary and expressing their preferences.

I've found that students really enjoy some quiet time in a language learning classroom to give their brains a break from all that processing.

20. Food Charades

Charades is always fun in the classroom, so gearing this classic activity toward food is a no-brainer. Students of all ages love it and you, as the teacher, will have fun as well.

Write about 25-40 food-related words or phrases on slips of paper and place them in a bowl. Alternatively, and even easier, would be to ask the students to do this part, which will get them thinking about food before you start the game.

Then you can do a whole class activity or divide students into small groups. One person acts out the phrase as their teammates (or the whole class) guesses.

So there you have it: 20 awesome ideas for teaching ESL with food.

Remember, food activities don't have to be restricted to lessons on adjectives or food-related words.

They can also lend themselves to the teaching of grammar items, verbs, nouns, word collocations, etc. The only limit is your imagination and creativity.

You can do so much with food-themed activities to engage your students.

So, bring in some food!

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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20 ESL Food Activities to Liven Up Your Next English Class | FluentU English Educator Blog

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Looking to make English more appetizing for your ESL students? Look no further than these 20 activities involving everyone's favorite subject: food! Read this post to get some great ideas involving food that students will love, including Tutti Fruti, Potluck, Food Magazine Collage and Food Idioms.

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This free ESL lesson plan on food has been designed for adults and young adults at an intermediate (B1/B2) to advanced (C1/C2) level and should last around 45 to 60 minutes for one student.

Everyone loves food, and, luckily for this topic, everyone loves talking about food. In the past (and unfortunately for many in the present still), food would have been nothing more than a necessity for survival. Over time, food developed into one of life's greatest pleasures which can bring together friends, family, and lovers alike. The preparation of food is often likened to art, with the best chefs as the most talented artists. In this ESL lesson plan on food, students will have the opportunity to discuss and express their opinions on issues such as the food they like and dislike, international cuisine, and the traditional food of their own country.

This lesson plan could also be used with your students to debate these issues for World Food Day, which takes place in October. For more lesson plans on international days and important holidays, see the calendar of world days to plan your classes for these special occasions.

For advice on how to use this English lesson plan and other lesson plans on this site, see the guide for ESL teachers.

PRE-CLASS ACTIVITIES

Reading activity
Before the English class, send the following article to the students and ask them to read it while making a list of any new vocabulary or phrases they find (explain any the students don't understand in the class):
The Atlantic | "The Importance of Eating Together"
The article lists a number of benefits that families get when they eat together including less problems with obesity and lower truancy rates for their children at school. At the start of the class, hold a brief discussion about what the students thought about the article. What do they think about the issues raised in the article? Do they agree with what was written? Do they eat together with their family?

Video activity
To save time in class for the conversation activities, the English teacher can ask the students to watch the video below and answer the listening questions in Section 3 of the lesson plan at home. There are intermediate listening questions and advanced listening questions so teachers can decide which would be more appropriate for their students. Check the answers in the class.

The video for this class is called "How sugar affects the brain" by TED Ed which explains the chemical reactions that occur in our brains when we eat sugar, and the possible consequences of eating too much sugar.

IN-CLASS ACTIVITIES

The focus in the class is on conversation in order to help improve students' fluency and confidence when speaking in English as well as boosting their vocabulary.

This lesson opens with a short discussion about the article the students read before the class. Next, the students can give their opinion on the quote at the beginning of the lesson plan - what they think the quote means and if they agree with it. This is followed by an initial discussion on the topic including their personal tastes, countries with the best and worse food, and traditional meals for holidays.

After this, students will learn some vocabulary connected with food such as sweet tooth, mouth-watering and stuffed. The vocabulary is accompanied by a cloze activity and a speaking activity to test the students' comprehension of these words.

If the students didn't watch the video before the class, they can watch it after the vocabulary section and answer the listening questions. Before checking the answers, ask the students to give a brief summary of the video and what they thought about the content.

Finally, there is a more in-depth conversation about food. In this speaking activity, students will talk about issues such as food that makes them feel nostalgic about their childhood, whether the students like to cook and why the best food is also the unhealthiest food.

HOMEWORK

After the class, students will write about the traditional food of their countries. This could be a short paragraph or a longer piece of writing depending on what level the student is at. The writing activity is designed to allow students to practise and improve their grammar with the feedback from their teacher. For students who intend to take an international English exam such as IELTS or TOEFL, there is an alternative essay question to practise their essay-writing skills.

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Your English Pal | ESL Lesson Plan | Food

# data[].attributes.attachment_link.description
This free ESL lesson plan on food has been designed for adults and young adults at an intermediate (B1/B2) to advanced (C1/C2) level and should last around 45 to 60 minutes for one student. Everyone loves food, and, luckily for this topic, everyone loves talking about food.

# data[].attributes.attachment_link.readable_text
This free ESL lesson plan on food has been designed for adults and young adults at an intermediate (B1/B2) to advanced (C1/C2) level and should last around 45 to 60 minutes for one student.

Everyone loves food, and, luckily for this topic, everyone loves talking about food. In the past (and unfortunately for many in the present still), food would have been nothing more than a necessity for survival. Over time, food developed into one of life's greatest pleasures which can bring together friends, family, and lovers alike. The preparation of food is often likened to art, with the best chefs as the most talented artists. In this ESL lesson plan on food, students will have the opportunity to discuss and express their opinions on issues such as the food they like and dislike, international cuisine, and the traditional food of their own country.

This lesson plan could also be used with your students to debate these issues for World Food Day, which takes place in October. For more lesson plans on international days and important holidays, see the calendar of world days to plan your classes for these special occasions.

For advice on how to use this English lesson plan and other lesson plans on this site, see the guide for ESL teachers.

PRE-CLASS ACTIVITIES

Reading activity
Before the English class, send the following article to the students and ask them to read it while making a list of any new vocabulary or phrases they find (explain any the students don't understand in the class):
The Atlantic | "The Importance of Eating Together"
The article lists a number of benefits that families get when they eat together including less problems with obesity and lower truancy rates for their children at school. At the start of the class, hold a brief discussion about what the students thought about the article. What do they think about the issues raised in the article? Do they agree with what was written? Do they eat together with their family?

Video activity
To save time in class for the conversation activities, the English teacher can ask the students to watch the video below and answer the listening questions in Section 3 of the lesson plan at home. There are intermediate listening questions and advanced listening questions so teachers can decide which would be more appropriate for their students. Check the answers in the class.

The video for this class is called "How sugar affects the brain" by TED Ed which explains the chemical reactions that occur in our brains when we eat sugar, and the possible consequences of eating too much sugar.

IN-CLASS ACTIVITIES

The focus in the class is on conversation in order to help improve students' fluency and confidence when speaking in English as well as boosting their vocabulary.

This lesson opens with a short discussion about the article the students read before the class. Next, the students can give their opinion on the quote at the beginning of the lesson plan - what they think the quote means and if they agree with it. This is followed by an initial discussion on the topic including their personal tastes, countries with the best and worse food, and traditional meals for holidays.

After this, students will learn some vocabulary connected with food such as sweet tooth, mouth-watering and stuffed. The vocabulary is accompanied by a cloze activity and a speaking activity to test the students' comprehension of these words.

If the students didn't watch the video before the class, they can watch it after the vocabulary section and answer the listening questions. Before checking the answers, ask the students to give a brief summary of the video and what they thought about the content.

Finally, there is a more in-depth conversation about food. In this speaking activity, students will talk about issues such as food that makes them feel nostalgic about their childhood, whether the students like to cook and why the best food is also the unhealthiest food.

HOMEWORK

After the class, students will write about the traditional food of their countries. This could be a short paragraph or a longer piece of writing depending on what level the student is at. The writing activity is designed to allow students to practise and improve their grammar with the feedback from their teacher. For students who intend to take an international English exam such as IELTS or TOEFL, there is an alternative essay question to practise their essay-writing skills.

# data[].attributes.attachment_link.title
Your English Pal | ESL Lesson Plan | Food

# data[].attributes.attachment_link.description
This free ESL lesson plan on food has been designed for adults and young adults at an intermediate (B1/B2) to advanced (C1/C2) level and should last around 45 to 60 minutes for one student. Everyone loves food, and, luckily for this topic, everyone loves talking about food.

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Dopamine has a dark side. Substances that give us great pleasure, from coffee to cocaine, can raise dopamine levels too high. We explain how to get healthier dopamine highs.

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B1 A generation of couch potatoes -Worksheets

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B1 A generation of couch potatoes -Worksheets

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A generation of Couch potatoes (B1) LESSON PLAN

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A generation of Couch potatoes (B1) LESSON PLAN

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Every Mind Matters_Body_image in a digital world KS34

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Every Mind Matters Body image in a digital world Lesson plan KS34

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Why are people choosing to quit social media -Video (2)

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Why are people choosing to quit social media -Video (2)

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Why people are choosing to quit social media | BBC Ideas

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Living an Insta Lie

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Link: http://bit.ly/hackingcreativity24

Procedure:

• Show the students a simple household object (You can use the image

from the example materials), such as a spoon and ask them to look

carefully at it and try to see its qualities.

• Once they have had time to examine the spoon, put the students into

pairs or small groups and ask them to brainstorm 20 - 30 things

someone could do with a spoon. Tell the students to focus on quantity

rather than quality of ideas.

• Set a strict time limit of around ten minutes for this exercise so that

students are forced to think quickly and not examine or judge their

ideas.

• Once the groups have their ideas, ask them to separate their ideas

into three groups; ones that they think are ordinary ideas (e.g. add

sugar to tea.), ones that are not so ordinary (e.g. open a tin of paint)

and ones that are strange ideas (e.g. dig a hole for a swimming

pool.).

• Next ask the students to disregard the ordinary and the not so

ordinary ideas.

• Now working with only the strange ideas they should formulate a

sales pitch to try to persuade someone to buy the spoon.

• Once they have prepared their pitch, regroup the students with a new

partner and ask the pairs to try to sell each other their spoons.

• You can repeat this process with different objects. They could also do

their sales pitch as a class presentation.

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Procedure:

• Show the students the image that you created and tell them about

your relationship to the subject of the photograph and a little about

yourself at the time you created the image, how old you were, why

you took it, etc.

• Now show the students the first of the images you collected.

• Ask them to try to imagine the profile of the photographer and the

relationship of the photographer to the image.

• Get them to share their ideas with the class.

• Next put the students into pairs and give each student one image to

think about.

• Ask them to imagine they are the photographer.

• Ask the students to tell their partner about the image and themselves

at the time when they took it.

• Get the students who are listening to ask questions and try to find

more information.

• Repeat this process with a number of images.

• Ask students to bring their own image(s) along to the next class and

repeat the process using their own images.

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Hacking CreativityThe Story Behind The Image By Nik Peachey The High Place The BalloonTrip The Green Balloon The BeachPineapple The ThirstyDog The SkiingTrip The RoadTrip The Donut Picture The Car The Field The Boy in theHat The Holiday PeacheyPublications

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

# data[].attributes.attachment_link.description
Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!