| LESSON OVERVIEW
The main objectives of this lesson are to:
- talk about food quality and choices;
- practise advanced vocabulary for discussing food;
- watch a video report on lab-grown meat.
With this lesson, students discuss what influences their food choices, explore food-related vocabulary (e.g. preservative-free, mouthwatering, locally grown) and talk about their preferences and opinions on food. They also discuss food quality, watch a video about lab-grown meat and discuss its impact.
C2 / Proficiency60 minStandard LessonPremium Plan
WARM-UP AND VOCABULARY
This lesson begins with a warm-up. Students choose two factors that influence their food choices (e.g. brand, convenience, habits) and give details. Afterwards, they read sentences starting with āWould you ratherā¦ā and explore advanced vocabulary for discussing food. Students complete adjectives and phrases about food (e.g. artificially enhanced, high-end, ultra-processed). Then, they choose the sentence options that resonate most with them. Students give details. Following that, they say which adjectives or phrases can best replace parts of statements about opinions on food quality and choices. Students then read the statements again and choose two they strongly agree or disagree with. They explain why. After that, students discuss more statements after choosing one option to complete them (e.g. There are more/less misconceptions about eating healthily these days.). They explain their reasoning.Ā
VIDEO AND DISCUSSION
At this point in the lesson, students decide if sentences about cultured meat are true or false (e.g. Animals are not involved in lab-grown meat.). Then, they watch a video about lab-grown meat and check their answers. Following that, students read statements on debates about lab-grown meat (e.g. Itās still unclear whether current additives offer the same dietary content as real meat in the long term.). They watch the rest of the video and practise more advanced vocabulary for discussing food. Students identify phrases that mean the same as the phrases in the statements (e.g. dietary content ā nutritional value). Finally, they discuss questions about lab-grown meat and its impact.
HOMEWORK/REVISION
This lesson plan also includes an additional task that you can use as homework or revision. In the task, students complete sentences with the target vocabulary from the lesson. The task is available in the teacherās version of the worksheet. You can print it and hand it out to your students. Itās also included in the e-lesson plan.
WORKSHEETS
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I’m looking forward to using this lesson with my agri-food people! Thanks!
Hope they enjoy the lesson! š
Looks good – hot topic in Europe at the moment. Objectives are clearly shown.
Thank you! Hope you get to use it in class and enjoy it!
Dear Abi,
great lesson however you have made a mistake on slide 25!
On the answers you have selected the correct answer to the third statement
“Animals are not involved in lab-grown meat. ”
to be:
“False. The stem cells are taken from animalsā tissue so animals are involved in the process.”
This should be “True…”! in fact : )
Just a friendly note
Thank you so much for taking the time to comment! In this case, though, thereās actually no mistake. The statement āAnimals are not involved in lab-grown meatā is false, because, even though animals arenāt directly harmed, the stem cells used to grow the meat are taken from them. So animals are involved in the process.
I hope that clears things up a bit! Thanks again for your message. š
Hello, yes I agree, so the answer statement should read:
“TRUE, Animals are not involved in lab-grown meat”.
Last time I checked it still read “FALSE…”
š
Hi! Thanks for the comment. š Since the animals are involved in the process (the stem cells used to grow the meat are taken from them), the statement is actually false. Hope that helps!
Hi, I’m about to use this with individual students and looking forward to it. I’d like to comment about the first question. As I teach a lot of exam classes (CAE and FCE), it strikes me that this task would lend itself to being in the form of a discussion similar to a Part Three Speaking paper task.
You could expand the task into a mind map with a central question like “How important are these factors when choosing what food products to buy?” Then you could add the secondary question “Now decide which two are most important to you.” I think doing it this way forces the student do discuss all the options before deciding. Otherwise, they tend to just choose two and say why they have chosen them.
Thank you for your lovely lessons!
Definitely š You can tweak the lesson to better mirror the exam-style tasks your students need to practise – I’m sure it’ll spark some great conversations! Thanks for your comment!