Today’s Theme for speaking 4
Welcome to the Today’s Theme page for Eating. Here you will find 3 different topic questions related to the theme, vocabulary that can be used in the discussions, and optional grammar structures that can also be included. The three questions provided below are independent from each other. Choose one topic for one class and if you like, choose another to follow up further on this theme in the next class.
After the suggestions on how to use the themes & cards you will find for each topic:
● An opening question to introduce the theme and generate some focused interest
● The cards to be handed out to the students
● A few examples of the optional structures which reflect the current theme
● A final question to put to the class (ending the discussion in groups)
The suggested lesson plan basically follows this approach:
PRE-DISCUSSION
● Ask the class an open question to stimulate some interest and bring the students’ attention to the area of focus
● Hand out the cards and go over the vocabulary
● If you decide to include the grammar option, elicit or provide an example or two to make sure the students have an idea of what to include in their speaking
● Students read the passage and remind them to include the target language
DISCUSSION
● Students speak in groups of 2, 3 or 4 for about 5 to 10 minutes
● Monitor, note difficulties, steer them in the right direction if needed
POST DISCUSSION
● Elicit from the class what came up while discussing the question
● Give them feedback about how well they completed the task
SUGGESTED APPROACH to using
TODAY’S THEME speaking cards in class
Click here if you’d like to see a suggested step-by-step plan
on how to use the cards in class
This is a general guide for a lesson plan, one which you can refer to when you use any of the Today’s Theme speaking cards.
If you want to print a copy, click here or on the icon at the bottom of the page
TEACHER’S GUIDES
For every new Today’s Theme speaking card, there is a different
Teacher’s Guide to accompany it.
The guides are at the bottom of this page and you can select the one
appropriate to the card you wish to use.
The information is the same as shown on this page, but in printable form.
Each guide contains
● possible lead-in questions to introduce the topic
● an example of the card
● examples of the optional grammar structures
● a post discussion follow-up question
DISCUSSION TOPIC 1: Nothing like a home-cooked meal
Possible opening questions to get the ball rolling
| 1 | Are you a good cook? |
| 2 | Do you like cooking? |
| 3 | Is eating an individual event or a social event? |
TT 4-1 Nothing like a home-cooked meal
Speaking theme card for students
(sb = somebody st = something)
Examples of optional grammar structures to be included in the speaking
Expressions of quantity |
|
| Big quantity: a lot / quite a lot / a fair amount / a great deal (after a verb but if describing a noun, then before it and ‘of’ must follow the adverbial expression) |
|
| ● We ate a fair amount. vs We ate a fair amount of pasta. | |
| ● He cooks a lot. vs He cooks a lot of Indian food. | |
| Small quantity (almost not at all): barely / hardly (typically before a verb) |
|
| ● She barely touched her food. | |
| ● They hardly ate anything at all. | |
NOTE: These expressions are not complicated but only some students attempt to use them. Encourage the students to use them and be on the lookout for some occasional minor mistakes.
Possible question to end the groups speaking and bring the focus back to the class (and you)
| Do you think family dinners are slowly disappearing? |
Prompt the students with more questions, to share with the class what they have discussed in their groups, to explore the theme a little further and perhaps get a variety of perspectives. Also encourage them to use the vocabulary (and structures) in their speaking with you.
DISCUSSION TOPIC 2: Going out or eating at home
Possible opening questions to get the ball rolling
| 1 | Can you recommend a good restaurant in the area? Why do you like it? |
| 2 | Do you have a favourite restaurant? What’s so special about it? How often do you go? |
TT 4-2 Going out or eating at home
Speaking theme card for students
(sb = somebody st = something)
Examples of optional grammar structures to be included in the speaking
ComparativesTwo different sets of structures can be looked at, or if you prefer, select one only |
|
| As | |
| ● It’s not quite as / not nearly as spicy as some Mexican food I’ve tried. | |
| ● It’s almost / nearly as good as what we had last night in the restaurant. | |
| Than | |
| ● Grandma uses much more / a little more salt. | |
| ● The food tastes much / a little better here than what you make at home. | |
NOTE: Try to encourage the students not only to include the comparatives in their speaking, but especially the adverbs which emphasize the amount of difference. Here is a little table you could copy onto the board for the students to use as a reference:
Possible questions to end the groups speaking and bring the focus back to the class (and you)
| 1 | So what do you think? Which is better, eating at home, or out? |
| 2 | Imagine you won an all-expenses paid meal at any restaurant of your choice. What would you order? |
Prompt the students with more questions, to share with the class what they have discussed in their groups, to explore the theme a little further and perhaps get a variety of perspectives. Also encourage them to use the vocabulary (and structures) in their speaking with you.
DISCUSSION TOPIC 3: Bad eating habits
Possible opening questions to get the ball rolling
| 1 | What does it mean to eat healthily? Are there times when you don’t? (When?) |
| 2 | What is an eating disorder? What kinds are there? |
NOTE: If you’re teaching a class and somebody is obviously extremely overweight or underweight, it might be a good idea to choose one of the other options (TT 4-1 or TT 4-2). If you do pursue the theme, do so carefully and diplomatically.
TT 4-3 Bad eating habits
Speaking theme card for students
(sb = somebody st = something)
Examples of optional grammar structures to be included in the speaking
Conditionals |
|
| Real Situations for a situation that is realistic to think it will, could or does happen | |
| In general Situation clause = real so verb tense is present Consequence clause uses normal verb tense (present) |
|
| ● If I’m hungry, I usually look for a snack of some kind. | |
| Future Situation clause = real so verb tense is present Consequence clause uses normal verb tense (future) |
|
| ● If there isn’t enough food tonight, I might make myself a sandwich when we come home. | |
| ● If the government supports the various agencies in their campaigns, there will likely be a drop in the number of people having eating disorders. | |
| Unreal Situations for a situation that is either very unlikely or completely impossible to happen | |
| In present or future Situation clause = not real so verb tense is one step more in the past (present/future ⇒ past) Consequence clause uses modal verb (ex: would, might, could = would be able to) |
|
| ● If we went to that really expensive restaurant, we would probably meet Ethel and I don’t want to see her. | |
| ● If I had a serious eating disorder, I would definitely seek professional help. | |
| Past Situation clause = not real so verb tense is one step more in the past (past ⇒ past participle) Consequence clause uses modal verb (ex: would, might, could, should) + have + past participle |
|
| ● If we had stayed home yesterday, we would never have met Mike. Aren’t you glad we went? | |
| ● If we hadn’t helped our son with his disorder, his problems would have been much worse. | |
NOTE: Encourage the students to use both types of conditionals, those for real and those for unreal situations. They probably need practice using different verb tenses appropriately while discussing a theme.
Possible question to end the groups speaking and bring the focus back to the class (and you)
| What would you do if a good friend or somebody in your immediate family had a bad eating disorder? |
Prompt the students with more questions, to share with the class what they have discussed in their groups, to explore the theme a little further and perhaps get a variety of perspectives. Also encourage them to use the vocabulary (and structures) in their speaking with you.
