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Food and Drink
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This is the ideal starting point for learning to describe! This activity sheet, specially designed for absolute beginners (A1), introduces the most fundamental adjectives through the simple concept of opposites. With its visual approach and basic vocabulary, this matching game allows younger learners to acquire their first tools to talk about the world around them. A perfect resource for a first lesson on description.
Sua folha de exercícios
Avalie o conhecimento dos seus alunos com esta folha de exercícios pronta para usar, projetada para reforçar pontos gramaticais e de vocabulário.
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Guia Pedagógico
Objective & Activity Overview
The main pedagogical objective is to strengthen the memorization and recognition of A1-level vocabulary related to food and drinks (fruits, vegetables, dishes) by developing the ability to categorize and identify a word belonging to a different lexical field. The resource consists of several lines of four words. In each line, three words belong to the lexical field of food and/or drinks, while one word is an intruder (e.g.: car, shirt, shoe, bed, hat) from other basic themes (transport, clothing, home). The student must circle this intruder word.
Suggested Procedure
Before the activity (~5 min): ACTIVATE VOCABULARY ORALLY
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Getting started: The teacher distributes the worksheet and writes the title 'Food & Drink' on the board. Ask students to orally list as many words as they already know on this theme.
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Concept introduction: Explain the 'Odd One Out' instruction by giving a quick and simple example, using familiar words (e.g.: blue, red, big, green – big is the odd one out because it is an adjective of size and not a color).
During the activity (~15-20 min): INVESTIGATE THE WORDS
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Step 1: Individual reading and circling (10 min). Students work individually. They read each line, mentally translate the words, and circle the odd one out. Encourage them not to use a dictionary to assess lexical knowledge.
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Step 2: Peer verification and justification (5 min). Students compare their answers with a partner and must orally justify their choice: « Car is the odd one out because apple, banana and orange are fruits. Car is a vehicle. » (Emphasize the complete sentence for oral production).
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Step 3: Collective correction. Correction on the board, noting the lexical fields for each line (Food, Clothes, Furniture, etc.). Emphasize correct pronunciation of the words.
After the activity (~10-15 min): CREATE YOUR OWN PUZZLE
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Reinvestment: Ask students, individually or in small groups, to create their own 'Odd One Out' line (four words, one intruder) using a different theme (e.g.: animals, school supplies, sports).
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Exchange game: Students exchange their puzzles with another group or student so that they find and justify the odd one out. This transforms reception work into production and verifies the good acquisition of the categorization concept.
Adaptations
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To simplify: First offer students a word bank in French for the intruder words (e.g.: voiture, lit, chaussure, chemise) to ensure they understand the nature of the intruder without getting stuck on the vocabulary.
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To extend: Use the activity as a starting point for a 'Creative Menu': ask students to choose three of the foods from the list and imagine a breakfast/lunch/dinner, briefly describing their meal orally or in writing (e.g.: « For lunch, I eat rice, chicken and a tomato. »).
