by Wakae Fukuzawa
Grade and Skill Level: HS/Eikaiwa, low/mid
Target: Thinking about food loss, critically and what we should do to reduce it at home and at school.
Parts of Learning: Speaking / Writing / Reading / Listening / relate to SDGs / analyze and compare data critically
Time: 50 min
Class Size: Medium (28 students)
Outline: (1) Think about the meaning of “food miles” and make sure the meaning after reading the text. (2) See the table and collect obvious facts from it. (3) Get students thinking about the problems which might affect our daily lives and our society.
Materials:
- Equipment at school: PC / electronic blackboard
- JTE brings: PC / PowerPoint materials / handout
- Students bring: dictionary
Preparation before class:
- Check the access electronic blackboard
- Make the PowerPoint and the handout
Detailed Instructions:
| Time | Activity & Explanation | JTE Tasks | Inter |
| 2min | Go over today’s plan and get the students interested. | T-S | |
| 5min | Warm Up 1 Think about the meaning of “food miles” and write down what they think | Walk around and help them with vocabulary | S |
| 2min | Warm Up 2 Share ideas with a partner A: What do you think? / What is your opinion? B: I think…. | Walk around and help them with vocabulary | S-S |
| 2min | Give their ideas to the class. | Ask a few students about what they think about “food miles.” | T-S |
| 5min | Students check the meaning of new words each other. | Walk around and help them with vocabulary. | S-S |
| 5min | Read the passage roughly and fill in the blanks on the handout. | Use electronic textbook and get students to listen and fill in the blanks. | T-S |
| 5min | Check the answers and make sure the key words of “food miles.” | Give the answers and get students to be aware of “food miles” using the PowerPoint slides | T-S |
| 5min | See the table and find the answers with a partner. A: Which food comes from Norway? B: Salmon. A: How many countries are there except Japan on the table? B: 10. A: Which food in miles travels the furthest? B: Chicken. A: How far does chicken travel? B: 10,980. | Walk around and help them with vocabulary. | S-S |
| 7min | Thinking Time: A: Why / What / Do you think the problem occurs or affects our daily lives and our society? B: Cost money, use energy, decline the number of farmers in Japan. | Give hints from the view of SDGs. | S-S |
| 7min | Give ideas in a group of 4 or 5 students. Choose the most interesting idea from each group. | Walk around and help them. | S-S |
| 4min | Give their ideas to the class. | S-S T | |
| 1min | Explain the next class activity. | T |
Tips, Cautions and Suggestions
- Give some explanation about the table on handout
Additional Documents
- Handout (answers are on the second page)
The Lesson Repository 