- Show the children a clock or draw one on the board. Revise telling the time by stretching your arms and miming time. Stretch one arm straight up and half extend your other arm, pointing to different hours. Invite some children to come to the front to mime a time.
- Ask the children What day is it today? Go through the days of the week with the children.
Completing Food: A healthy diet Worksheet 2
- Show the children some pictures of food or write the words on the board. Ask them if the food comes from animals or plants, eg Milk, animals or plants? Animals! Bananas? Plants! Tomatoes? Plants! Meat? Animals! Show them milk again and ask What animal does milk come from? Cows! What animal do eggs come from? Chickens! Where do apples come from? Apple trees! Continue with some other fruit, eg Pears? Pear trees! Plums? Plum trees!
- Ask the children to do Activity 1. They match the pictures with the food that comes from each source and write the foods.
Answers: eggs; bread; tomatoes; apples; milk
The children test each other, eg Child 1: Apples? Child 2: Apple tree! Milk? Child 1: Cows! etc.
- Write some times on the board (eg 8.00, 9.00, 11.00, 5.00). Point to the different times and ask the children What time is it?
- Write breakfast on the board and 8.00, and say I have breakfast at eight o’clock. If you have pictures of cereal and fruit, show them to the class and say breakfast. If you haven’t, write the words on the board. Next to 8.00write at home and say I have breakfast at eight o’clock at home. Get the children to repeat. Explain what at home means. Encourage the children to talk about their breakfast.
- Continue with the rest of the meals using I have (lunch) at (two o’clock) at (school).
- Ask the children to do Activity 2. For each meal, they write the time and tick either At home or At school. Obviously, different children will have slightly different answers.
Say a time and encourage the children to guess the meal, eg Teacher:Eleven o’clock. Class: Snack! Teacher: Yes. Nine o’clock! Class: Breakfast!Teacher: No, sorry! Class: Dinner! Teacher: Yes! The children continue in small groups.
- Show the children a picture of a boy and put it up on the board. Elicit some information from the children about the picture by asking What’s his name?(pause) His name begins with D. Give the children more letters until they find out. How old is he? (pause) He’s nine. What does he eat for breakfast? Milk? Coffee? Pizza? Ask the children more questions about David’s meals. The children guess what David eats.
- Ask the children to look at the diary in Activity 3. Look at what David eats for breakfast on different days of the week. Then continue with the other meals and different days, explaining with pictures any kinds of food that the children don’t know.
- Ask the children What does David eat for breakfast on Monday? Cereal, milk and fruit. And on Tuesday? We don’t know. Read the sentences with the class and encourage them to find the answers. Continue with the other meals orally.
- Ask the children to complete David’s diet on the worksheet.
- Encourage them to decide if David has a good (healthy) diet. Ask them questions like Fruit! How many days does David eat fruit? Every day. Decide if that is good or not. Continue with other kinds of food using How many days does David eat (cake)?
Answer: David has a balanced, healthy diet (see below)
The children design a healthy diet in their notebooks following the model in Activity 3