What grammar do they need to learn to be able to talk about this topic?

• Nouns
  • count/non-count – Count nouns are those you can use a number in front of to count, like one banana. Non-count nouns can’t take a number in front of the noun, like flour (one flour doesn’t make sense).
  • singular/plural
• Adjectives
  • description (appearance, taste, smell)
  • comparison
• Verbs
  • present continuous tense: I am eating my supper.
  • simple present/daily routines: I eat breakfast at 6:00.
  • simple past tense: I ate my lunch.
• Adverbs
  • frequency
  • qualifiers: too, very, enough
• Questions
  • Do you like ?
  • What is your favourite fruit, vegetable, food, meal?
  • Do you have any ?
  • How much is the ?

What resources do I have and does any of their content relate to this topic?

• pictures of food, plastic food, real fruit/vegetables
• flyers
• menus
• dialogue books
• grammar books
• cookbooks
• magazine articles
• food labels

After brainstorming, the next step is to create a time schedule for the unit that outlines how the lessons within the unit could flow. Think about how the instruction will progress from basic to more complex information and skills. For examp1e, at a lower level, learners may start with naming foods, matching pictures with the name, and asking each other questions about what they like and dislike. The next lesson might include a shopping role play. Higher levels may discuss nutrition and how poor nutrition affects us. The lessons may go on to reading labels, recipes, and articles related to the topic.