READY Teacher's Guide - Book - Page 118
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Read the text together with the pupils.
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After reading, apply the sequence in the text to specific foods, for example ice cream, jam, etc. Ask
pupils where the food starts and what happens to it before they buy/eat it.
Course Book page 75, task 10
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Have pupils choose the correct answer to each question according to the text.
Course Book page 75, task 11
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Have pupils number the sentences in the correct order according to the text.
Course Book page 75, task 12
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Read the question with the pupils.
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Have pupils answer the question by making a list.
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Have pupils complete the peer assessment checklist found in the workbook on page 280.
Workbook pages 90-93
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Have pupils complete the tasks. Review the instructions for each task before allowing pupils to work on
their own or with a partner/small group.
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When pupils are finished, check answers.
Look Online (ICT)
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Have pupils watch the video "The journey food takes to get to you!" by CHOM Tuscaloosa:
https://www.youtube.com/watch?v=lEeBWhfmy5c
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Have pupils watch for food vocabulary they know. Elicit the vocabulary at the end of the video, or have
pupils write the words down in their notebooks: farm, field, factory, etc.
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Ask pupils how they think the video fits the topics they have been learning about, e.g., farms, where
food comes from, etc.
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Optional enrichment project: Have pupils work in pairs or groups to create their own farm to table video
about either a specific food or about farm to table in general.
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Have pupils video themselves explaining where the food comes from, and what happens to it between
the farm and your plate.
Wrapping Up
Reflection
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Remind the pupils of the different topics and words that were covered by showing them the word cards.
Elicit the words: butter, countryside, cream, enough, factory, farm, farmer, field, machine, pick, type,
yogurt.
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Ask volunteer pupils to say a sentence using each word/several words.
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Ask pupils: Do you want to work on a farm? Why or why not?
UNIT 2 / PART 1
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