Lesson Plan | Socioemotional Learning | Vocabulary: Food: Food and Drink

Objectives

Duration: 10 to 15 minutes

The aim of this stage is to introduce students to the specific vocabulary of food and drinks in English, while also working on developing socioemotional competencies. Through recognizing and naming foods, students will connect their personal emotions with the learned words, promoting a deeper and more meaningful understanding of the content.

Main Goals

1. Enhance students' vocabulary by correctly recognizing and naming food and drinks in English.

2. Develop socioemotional skills such as self-awareness and self-control through the recognition and expression of emotions related to food.

Introduction

Duration: 15 to 20 minutes

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

The chosen activity is Guided Meditation. Guided Meditation is a practice that helps promote focus, presence, and concentration among students. Through a series of verbal instructions, students are directed to relax and pay full attention to the present moment, which can improve their ability to learn and retain new information.

1. Ask students to sit comfortably in their chairs or on the floor, keeping their backs straight.

2. Instruct students to gently close their eyes and place their hands on their knees or in their laps.

3. Start by asking students to take deep breaths, inhaling through their noses and exhaling through their mouths in a slow and controlled manner.

4. Guide students through a series of verbal instructions, starting from their heads and going down to their feet, asking them to relax each part of the body.

5. Ask students to pay attention to their breathing, observing how the air enters and exits their lungs.

6. Suggest that students imagine a calm and safe place, like a beach or a field of flowers, and ask them to focus on the details of that place.

7. After approximately 5 minutes, ask students to start bringing their attention back to the present by gently moving their fingers and toes.

8. Conclude the meditation by asking students to slowly open their eyes and take a few deep breaths before resuming the class.

Content Contextualization

Food is a relevant theme present in all our daily lives. Understanding the vocabulary related to food and drinks in English not only enriches students' linguistic knowledge but also their ability to interact in a globalized world. Moreover, our relationship with food often involves significant emotions and memories. Through studying this theme, students can explore how different foods make them feel and share their own experiences and food preferences, fostering social awareness and respect for cultural and individual diversities.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. Food and Drink Vocabulary in English

2. Explain that today's lesson will focus on learning the names of food and drinks in English, an essential vocabulary for various everyday situations.

3. Fruits: apple, banana, orange, grape, strawberry, etc.

4. Vegetables: carrot, lettuce, tomato, broccoli, potato, etc.

5. Meats: chicken, beef, pork, fish, etc.

6. Drinks: water, juice, soda, milk, coffee, tea, etc.

7. Other Foods: bread, rice, pasta, cheese, butter, etc.

8. Provide examples of sentences that use this vocabulary, such as:

9. "I like to eat an apple for breakfast."

10. "Can I have a glass of water, please?"

11. Use images or flashcards to help associate names with food and drinks.

12. Ask students about their favorite foods and how they feel about them, promoting an emotional connection to the vocabulary.

Socioemotional Feedback Activity

Duration: 30 to 35 minutes

Food and Drink Vocabulary Challenge

Students will participate in an interactive activity where they must identify and name food and drinks in English, as well as express their emotions and preferences related to each item.

1. Divide the class into small groups of 3 to 4 students.

2. Distribute cards with images of different foods and drinks to each group.

3. Each group should identify and write down the name in English of the food or drink presented on the card.

4. After identifying the items, each group member must choose a food or drink and share with the rest how they feel about it (for example, whether they like it or not and why).

5. Groups should create a small presentation where each member will share their preferences and feelings about the chosen foods and drinks.

6. Encourage students to use sentences in English during the presentations, such as: "I feel happy when I drink orange juice because it is refreshing."

Group Discussion

After the group presentations, conduct a group discussion using the RULER method.

Recognize and Understand: Ask students how they feel discussing their favorite foods and drinks and how these preferences might influence their daily choices.

Name: Encourage students to name the emotions that arose during the activity, such as joy, nostalgia, or aversion.

Express: Discuss how to express these emotions appropriately in different situations, such as during conversations with friends or family meals.

Regulate: Talk about the importance of regulating emotions, especially during eating situations, and how this can affect their food choices and overall well-being.

Conclude the discussion by asking students to share strategies they use to regulate their emotions regarding food and how they can apply these strategies in the future.

Conclusion

Duration: 15 to 20 minutes

Emotional Reflection and Regulation

Suggest that students write a short paragraph reflecting on the challenges they faced while learning and presenting the new vocabulary of food and drinks in English. Encourage them to consider how they felt during the different stages of the lesson, including the meditation, identifying food, and group presentations. Alternatively, promote an open discussion where students can share their reflections and strategies for dealing with these emotions.

Objective: The aim of this activity is to encourage students to practice self-assessment and emotional regulation. By reflecting on the challenges faced during the lesson and how they managed their emotions, students will be able to identify effective strategies for dealing with challenging situations in the future, both in academic contexts and personal life.

Closure and A Look Into The Future

To conclude the lesson, lead a brief discussion about the personal and academic goals that students can set based on the content learned. Ask students how they can apply the new vocabulary of food and drinks in their daily lives and in future contexts, such as international travel or interactions with English speakers.

Possible Goal Ideas:

1. Improve the ability to recognize and name food and drinks in English.

2. Use the vocabulary learned when shopping, in restaurants, or when traveling.

3. Practice expressing emotions related to food in English.

4. Develop emotional regulation strategies to deal with challenging learning situations. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning. By setting personal and academic goals related to the lesson content, students are encouraged to continue developing their linguistic and socioemotional skills, promoting continuity in their academic and personal growth.