Order these snacks by how often you eat them.

all the time













ice cream


There are two categories of snacks:



Identify these snacks.

#1, #2 and #3

#4 & #5

0:00-1:06          3:45-4:50













ice cream



– – – for the teacher – – –

Main Focus: it is, they are, snacks, salty, sweet, American, Canadian, Australian and recognize some types of snacks (fruits, cookies, yogurt, nuts, etc) Note: They do not need to recognize ALL of them since the unit will repeat them.


  • Download/Print a “snack chart” for each student. On the 2nd page, there’s a version without numbers if you want to extend the chart.
  • Download/Print the “circle game” for pairs. Also need 2 different colored crayons.
  • Download/Print an extra “circle game” for each student for their check for learning.
  • Optional: Buy some snacks or have props to show.

Daily Objective

Introduce the daily objective. You can use props, acting, and simplified language to explain it.

We’re going to focus on introducing snacks from English-speaking countries in this lesson. Chips and candies have their own lessons later in the unit.


Show the labeled images and let them put them in order based on how often they eat these snacks. Discuss what they chose. You could put an arrow on the wall/florr and let them “vote with their feet.”

“I eat chips all the time. Especially Cheetos. Do you eat chips? How often?

Note: These are some of the main TYPES of snacks https://en.wikipedia.org/wiki/Snack Of course you can add other ones as they ask (let them look up the word).

Now introduce that there are two main classifications for snacks: sweet/salty. Which one do they prefer more? Sweet or salty? Have them give an example.

Vocab Note: Chips (American and Australian English) Crisps (British English) There’s a map on the chips lesson about this.

Identify Snacks

Now you will introduce some common snacks in English-speaking countries and they will fill out the graphic organizer. You can click on any of the authentic resources to show them. The main point is to show them the snacks and the culture. You can even turn off the volume and talk over it.

Chips, Cookies, Candy Bars (video)

The American vs Canadian snacks video: Use the first three parts: Chips, Cookies, Candy Bars. Stop the video after the candy bars. Give them lots of input and Q&A here at their proficiency level to connect back to their lives and opinions!

Example: These are chips. Yummy! Are they sweet or salty? Yes, they are salty. Would you eat Funyons? Do you like chips? What are your favorite chips? How often do you eat chips?

Show the image of the blank chart below the video. Fill it out with them.

1st Column: They will write down the type of snack.

2nd Column: They will write down if it’s salty or sweet.

3rd Column: They can include pictures, types, brands, countries, or any other information.

HOVER over the chart to show what they chart could look like filled out for the chips.

Possible Answers (click to enlarge)

#4 Crackers and #5 Candy

Crackers: Show the first part of the video about the Ritz and Shapes. Stop at 1:06. Complete the chart.

Candy: Skip the video to 3:45 and stop at 4:50. Complete the chart for Twizzlers and Frogs Alive.

There are more in this video, but there are some inappropriate comments and content.



Use another chart (white-out the numbers if you want). Let them pick one type of snack to research – What are 2 popular brands from an English-speaking country. Then they teach each other about the ones they researched. They write down what they learned about four other snacks. Recommended Tech: Padlet or Flipgrid to gather information.

For example: I love granola bars, so I looked for granola bars in another cultures. I show that video/website/picture to my classmates and tell them if it’s sweet or salty.

Example of a Student Sample: This is a granola bar.(show image) It is salty and sweet. An example… (show video, picture or website) Nice Bar is from America. Chunchola is from South Africa.


Flyswatter Game: Show the salty/sweet words. You say a snack, they swatch which one it is. If Distance Learning, they can write the words on notecards/pieces of paper and show you.

Got It Game: Cut the pictures apart to play “Got it” game. This does not have popcorn or vegetables on it. Add any other snacks images if you want.

You’ll need the download above and crayons. This is another fun one to work on listening!

Check for Learning 

Refer back to the daily objective. Can they identify snacks?

Give them a new circle sheet. Show the words and have them write the name of each one. To meet their goal, set some expectations (ex: Meets Expectations: Can label 4 or more.)

One-to-One Option: You say the word and they touch the image. If they can do X amount, stamp their Objective Sheet.

Mark their “Objective Sheets” if they can do it at their proficiency target.

Remind them to be working on their “Experiences,” especially if one relates to this objective.

If they are using the “Unit Vocabulary Sheet,” give them time to write down what they learned today.

Extension Ideas

    • Encourage them to complete the “Experiences.”
    • Puzzles: Let them make their own puzzle or you make one. 


    Skip the first 13 seconds… it is too weird to show in class. Note: One teacher talks about wine.

    Share your resources and ideas with the community below!


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