Low Level

Topic: Food

Some preparation is required. See: Materials needed.

Target grammar: Count / No-count

Example phrases:

There is some milk. There are some apples.
Is there any milk? Are there any apples?
How much milk is there? How many apples are there?
It tastes (good). They taste (good).
There isnít any milk. There are no apples.
There is no milk. There arenít any apples.
Whatís in it?
How did you make it?

Additional vocabulary:

sweet salty
sour bitter
liter of refrigerator / fridge
kilogram of cup of
package of piece of
flour slice of

Materials needed:

You can even get pictures from a magazine or a supermarket flyer.

Flash cards with simple foods i.e. eggs, milk, oil, salt, sugar, butter, flour, chocolate chips, chocolate powder, baking powder, meat, potatoes, vinegar, soy sauce, water, carrots, daikon, chicken, spaghetti, tomatoes, coffee, tea, orange juice, wine, beer, the more the better.

Flash cards with complex foods i.e.: pizza, gratin, spaghetti with sauce, yaki-niku, chicken soup, barbecue chicken, stew, cake, cookies, salad, bread, hamburgers, sandwiches, lasagna, curry rice, gyoza, ramen, mochi, pie, various desserts, the more the better.

Recipe Cards: Various dishes

Cards with big pictures of a refrigerator

Lesson plan:

1. Introduce vocabulary using both sets of flash cards. Try to illicit answers from the students.

2. Next introduce count / no count by one or more of the following.

Separate the flash cards into two groups.

Make a list on the white board.

Using a handout

Use phrases like: There is some milk. There are some apples.

3. Get progressively more difficult. Start using phrases like:

How much milk is there?

How many apples are there?

How many slices of pizza are there?

How many liters of water are there?

4. Pair off students and give them one refrigerator card and several food flash cards. Place a few food cards on the refrigerator card and tell the students i.e. "There is some milk in the refrigerator, but there is no beer.", And have the students ask each other questions using the phrases introduced earlier about the food in the refrigerator as well.

5. Break (questions and answers)

6. New pairs. Now use the recipe cards. Talk about the different recipes and make sure everyone knows what they are.

7. Play a guessing game where the students have to ask about the ingredients to guess the dish.

  • Student 1 holds a recipe card up and keeps it secret. Student 2 tries to guess the dish by asking "Are there any carrots in the recipe?" etc. This game can also be done in teams.
  • 8. Practice dialogue 1: (example) These can be written on the board or made into a student handout for practice in pairs.

  • John: This pie is wonderful! Whatís in it?
  • Mary: There is some butter, and some milk. There are some apples, and raisins.
  • John: How much milk is there?
  • Mary: There are two cups of milk.
  • 9. Practice dialogue 2:

  • John: Iím going to the store. Do we need anything?
  • Mary: Yes, we need some apples.
  • John: How many apples do we need?
  • Mary: We need 7 apples because some friends are going to come for dinner.
  • 10. Practice dialogue 3:

  • John: Letís make a sweet potato pie for desert tonight!
  • Mary: We canít. There arenít any sweet potatoes.
  • 11. Another activity is to have the students each stand up in front of the class and think about his or her favorite dish. The other students have to guess the first studentís favorite dish. The student in the front of the class can only answer yes or no. Rotate.


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