Healthy Food, Healthy Bodies

Objectives:

• The learner will define lesson vocabulary.

• The learner will write and say a dialogue about returning an item to a supermarket.

• The learner will review the correct use of "do" with auxiliary verb when asking questions.

Duration:

    4 hours

Materials:

• Food Health worksheet

• Items from supermarket: package, empty milk carton with sell-by date, container, loaf of bread, bag, receipt

• "I Want to Return This" Dialogue assignment sheet

• White board and markers

• Workplace Plus 3, Joan Saslow, Pearson Education, Inc., 2002, pgs.99-100

Activities:

1. Teacher distributes one copy each of the illustration on p. 99, Workplace Plus 3, to the class. Teacher models the correct use of "did" in a question by asking the class, "What did the customer buy?" Teacher asks for the answer in a complete sentence ("The customer bought a package of chicken."). Teacher emphasizes "bought" and "package," then writes the question and the answer on the white board. Teacher reviews the question and answer formats with "do" in the past and present tenses. Teacher next asks "When did the customer buy the package of chicken?" and repeats the process. Teacher then asks, "Is there a problem in this picture?" Class discusses the problem and teacher explains the term "sell-by date." Teacher asks class if anyone has had to return an item to a store that was no good; if so, what was the item and what happened?

2. Learners practice pronouncing lesson vocabulary words as the teacher says, shows, then writes each word on the board: package, carton, container, loaf, bag and receipt. Teacher explains the meanings of remaining words: expired, refund, exchange, replace, replacement, fresh, spoiled and sell-by date. 

3. Teacher distributes p.100, Workplace Plus 3. Learners listen as teacher reads dialogue in Part A. Teacher assigns pairs and learners role play the dialogue. Teacher asks two pairs to model the role play for the class.

4. Teacher conducts transformation drill by asking individual learners, "What does the customer want?" "What does the cashier ask for?" and "What does the customer get from the cashier?" Learners answer in complete sentences until everyone has had a chance to respond; learners may prompt each other if necessary, but only after appropriate wait time.

5. Teacher models pronunciation of phrases in Part B, p. 100; learners read and repeat. Teacher and learners follow same procedure for vocabulary in Part C.

6. Teacher distributes Food Health worksheet; learners complete and turn in to teacher. 

7. Teacher assigns a "I Want to Return This" Dialogue assignments to learner pairs. Teacher evaluates and records Food Health worksheets while learners complete dialogues.

8. Learner pairs take turns reading dialogues in front of class. 

9. Teacher returns Food Health worksheets, asks learners for correct answers, and class discusses answers as needed.

Assessment:

Teacher monitors and evaluates the verbal and written components of the dialogue activities, evaluates and records Food Health worksheet scores.