Teach the words broccoli, carrot, corn, cucumber, cabbage, lettuce, pumpkin, green pepper,
onion, tomato, and potato, though depending on the students' native (food) culture, this set
can easily be amended.
As a class, students should repeat after the teacher, mimicking native pronunciation.
A good way to introduce the vegetables is in sets of 3, holding up the cards one-by-
one for the students to see, and afterward placing them on the board.
After every 3 words, the teacher should review each previously introduced word,
grabbing one at random and asking the class (in English) "What is this?" at least once
for each word.
Asking the class to answer together, immediately following the teacher's vocal cue–
"Ready, Go," for example – will keep the class orderly.
The teacher teaches 3, reviews 3, teaches 3, reviews 6, teaches 3, reviews 9, teaches 2,
and reviews 11 to end the vocabulary introduction.
Responding to the teacher's question "What vegetable do you like?" students raise
their hands to announce their favorite vegetables.
A chosen student should stand, and the whole class should ask, "What vegetable do
If the student answers, for example, "I like corn," then the whole class should mimic
the student's pronunciation.
As a reward, the student volunteer gets to hold the Corn card.
The process continues once the teacher returns to the chalkboard, gestures toward the
remaining vegetables, and asks, "What vegetable do you like?"
The remaining vegetables should be distributed to other volunteers; students practice
the question and answer patterns in a "real-life" scenario.
Ideally, the students should say "Thank you," upon receiving cards.
Once all the cards have been given out, the students holding the cards should give
them to students who have not had the chance to speak.
A time limit to give away the cards, such as 30 seconds, can keep kids excited and
interested, while making the most of class time.
The class then asks the individual card holders, "What vegetable do you like?" The
kids hold up their cards, one-by-one, and announce "I like (a vegetable)," until all the
children have had the chance to speak.
The class is rewarded for participation and concentration with the announcement of a
Students push desks and chairs to the back of the room; everyone stands in the space
at the front.
The object of the game is to use only English to form groups in which everyone’s
(most) favorite vegetable is the same.
For example, the teacher prompts the students to ask him, "What vegetable do you
The teacher then responds, “I like carrot(s),” and all students who like carrots should
join up with him, until there is only one group of carrot-lovers.
The full explanation is best done in the students' native language, after the first all-
English example. Each student needs to decide on one favorite vegetable.
The teacher then gives the students 2 minutes or so to make their groups, encouraging
the hesitant students by walking around the room asking them, “What vegetable do
you like?” and helping them with pronunciation. At the same time, the teacher should
be telling fully-formed groups to sit, after checking to see if there are any other people
who should join that vegetable’s group.
Once all groups are formed and seated, the teacher then picks one group to answer the
whole class's question, “What vegetable do you like?”
The selected group answers together and loudly, "I like broccoli," for example.
The process continues through the rest of the groups, until the end of class.
If time remains, however, after all the groups have spoken the same game can be repeated
with a different (previously studied) category question, such as, “What color do you like?”
Class ends with the teacher telling the students goodbye, and having the class return the
The teacher should then be able to leave the classroom with the satisfaction of thoroughly
teaching the students 11 very useful words using simple games that can be fun for both
elementary school students and teachers alike. The vegetable vocabulary is an excellent base
to build from, to be used and expanded upon in subsequent lessons.