Nabin Duthraj Living to Eat, or Eating to Live 90 Minutes

Grade Seven, G

Lesson: Recipes and Regional Foods

Unit Overview
Main Idea (Claim) Summative Assessment
 Recipes and Regional Foods 

Guiding Questions (based on the Objectives (know/understand/do/value)

1. Can you name some foreign foods and
the countries they come from?
2. Which foreign dishes have you tasted?
3. What is your favorite?
Time Instructional Procedures and Strategies
The student will be able to…
 Identify/describe new vocabulary.
 Choose and connect native foods to their
locations.
 Illustrate/demonstrate polite refusals of
food.

15’ Sustain Silent Reading (SSR)

Beginning the Lesson

2’  Greet the students!
 Tell the objective –

5’ Quick Review of previous lesson

Opening Activity
10’ Prelistening Question – page.58, Activity 5.
 Read the directions to the students.
 Have students read the question number 2.
 Have them ask questions about anything that they don’t understand.
 Put the students in pairs and tell them to discuss the question.
 When the students have finished their discussions, call on students to share their
answer.

Developing the Lesson

20’ Regional Foods – Page 59, Activity 6.
 Read the directions or have student read the directions (repeat if necessary).
 Have students look at the map of America.
 Play the recording.
 Have them write the answer at the place names with the blanks.
 Pick on the students to share their answer to the class.
Nabin Duthraj Living to Eat, or Eating to Live 90 Minutes
Grade Seven, G

 Go over the answer.

 In the part 2, have students discuss the two questions about cities and states with
the partner.
 Go over the answer as a class.

15-20’ Refusing Food Politely – Page 60, Activity 7.

 Have students read Soo Yun’s situation. Tell the students to look at the three
illustrations for this activity.
 Tell students to explain it to the class for their understanding of the situation.
 Put students in pairs. Have them answer the discussion questions.
 Pick on student to share their answer to the class.
 In the part 2, go over the expressions for refusing food politely in the chart.
 Say the expressions for offering food to someone with food items in the blank.
 Have students practice refusing food politely with their partner.
 Call on students (pairs) to demonstrate refusing food politely.
 After the skit, have the other students say whether the refusal was polite or not.

Closing the Lesson

5-10’  Call on students to share what they understand today.

 Tell what does the Bible say our body…
 1-corinthians 3:16-17 “16 Don’t you know that you yourselves are God’s temple
and that God’s Spirit dwells in your midst? 17 If anyone destroys God’s temple,
God will destroy that person; for God’s temple is sacred, and you together are that
temple”.
 Tell students to take care of their body and eat healthy food.

Formative Assessment Differentiation

 Check for instructions and  Go around students and make sure they
understanding. (Call on student to tell are practicing correctly.
what is going in the class or what to do
now?)
Resources
Interaction 1, Chapter 3, “Living to Eat or Eating to Live”
Teacher’s Manuel
PowerPoint
The Bible