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The Veg Lesson

This document provides guidance for teaching students basic vegetable vocabulary in English. It recommends introducing 11 common vegetables and having students repeat the names. The teacher should introduce words in sets of 3, reviewing previously taught words, and asking students to identify vegetables by name. Several activities are described to reinforce learning, including students raising their hands to say their favorite vegetable, playing a mingle game to form groups based on shared favorites, and having groups answer what vegetable they like. The goal is to help students build an initial foundation of vegetable vocabulary to expand on in later lessons.

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Deeutza Ramona
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49 views2 pages

The Veg Lesson

This document provides guidance for teaching students basic vegetable vocabulary in English. It recommends introducing 11 common vegetables and having students repeat the names. The teacher should introduce words in sets of 3, reviewing previously taught words, and asking students to identify vegetables by name. Several activities are described to reinforce learning, including students raising their hands to say their favorite vegetable, playing a mingle game to form groups based on shared favorites, and having groups answer what vegetable they like. The goal is to help students build an initial foundation of vegetable vocabulary to expand on in later lessons.

Uploaded by

Deeutza Ramona
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Teach the words broccoli, carrot, corn, cucumber, cabbage, lettuce, pumpkin, green pepper,

onion, tomato, and potato, though depending on the students' native (food) culture, this set
can easily be amended.
As a class, students should repeat after the teacher, mimicking native pronunciation.
A good way to introduce the vegetables is in sets of 3, holding up the cards onebyone
for the students to see, and afterward placing them on the board.
After every 3 words, the teacher should review each previously introduced word,
grabbing one at random and asking the class (in !nglish) "#hat is this$" at least once
for each word.
Asking the class to answer together, immediately following the teacher's vocal
cue%"&eady, 'o," for e(ample % will keep the class orderly.
The teacher teaches 3, reviews 3, teaches 3, reviews ), teaches 3, reviews *, teaches +,
and reviews ,, to end the vocabulary introduction.
Conversation Practice
&esponding to the teacher's -uestion "#hat vegetable do you like$" students raise
their hands to announce their favorite vegetables.
A chosen student should stand, and the whole class should ask, "#hat vegetable do
you like$"
.f the student answers, for e(ample, ". like corn," then the whole class should mimic
the student's pronunciation.
As a reward, the student volunteer gets to hold the /orn card.
The process continues once the teacher returns to the chalkboard, gestures toward the
remaining vegetables, and asks, "#hat vegetable do you like$"
The remaining vegetables should be distributed to other volunteers0 students practice
the -uestion and answer patterns in a "reallife" scenario.
.deally, the students should say "Thank you," upon receiving cards.
1nce all the cards have been given out, the students holding the cards should give
them to students who have not had the chance to speak.
A time limit to give away the cards, such as 32 seconds, can keep kids e(cited and
interested, while making the most of class time.
The class then asks the individual card holders, "#hat vegetable do you like$" The
kids hold up their cards, onebyone, and announce ". like (a vegetable)," until all the
children have had the chance to speak.
Mingle Game
The class is rewarded for participation and concentration with the announcement of a
game.
3tudents push desks and chairs to the back of the room0 everyone stands in the space
at the front.
The ob4ect of the game is to use only !nglish to form groups in which everyone5s
(most) favorite vegetable is the same.
6or e(ample, the teacher prompts the students to ask him, "#hat vegetable do you
like."
The teacher then responds, 7. like carrot(s),8 and all students who like carrots should
4oin up with him, until there is only one group of carrotlovers.
The full e(planation is best done in the students' native language, after the first all
!nglish e(ample. !ach student needs to decide on one favorite vegetable.
The teacher then gives the students + minutes or so to make their groups, encouraging
the hesitant students by walking around the room asking them, 7#hat vegetable do
you like$8 and helping them with pronunciation. At the same time, the teacher should
be telling fullyformed groups to sit, after checking to see if there are any other people
who should 4oin that vegetable5s group.
1nce all groups are formed and seated, the teacher then picks one group to answer the
whole class's -uestion, 7#hat vegetable do you like$8
The selected group answers together and loudly, ". like broccoli," for e(ample.
The process continues through the rest of the groups, until the end of class.
.f time remains, however, after all the groups have spoken the same game can be repeated
with a different (previously studied) category -uestion, such as, 7#hat color do you like$8
/lass ends with the teacher telling the students goodbye, and having the class return the
goodbye.
The teacher should then be able to leave the classroom with the satisfaction of thoroughly
teaching the students ,, very useful words using simple games that can be fun for both
elementary school students and teachers alike. The vegetable vocabulary is an e(cellent base
to build from, to be used and e(panded upon in subse-uent lessons.
3ursa9 http9::www.suite,2,.com:content:eslbasicvegetableslessona;,<<=
'old9 http9::preschoolisfun.blogspot.com:search:label:6ruits>+6?egetables

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