В.Д.Грабовська

У Василя Сухомлинського є слова: «Однією з найсерйозніших хиб нашої шкільної практики є те, що навчаючи дітей, працює переважно вчитель». Праця учня, який роками сидить мовчки за партою, слухає вчителя і намагається запам'ятати те, що йому говорять, - не може забезпечити ні результату в навчанні, ні повноцінного формування особистості, ні радості від успіхів у праці.. Вимоги до творчих можливостей людини відхиляють авторитарний стиль у навчанні. Учень не об'єкт, а. насамперед творець свого власного «Я». Саме тому вчитель, повинен зменшувати свою виконавську діяльність на уроці і збільшувати організаційну. Навчально-виховний процес - явище складне і коли йдеться про взаємодію функцій вчителя і учня - можливі різні підходи, однак в їх використанні вчитель повинен виступати організатором, «режисером» навчального процесу, співучасником навчальної діяльності , виконувати свої обов'язки в плані співробітництва з учнем. Вчитель поставлений не для того , щоб учити учнів, а для того , щоб допомогти їм навчатися.
Відвідуючи уроки Валентини Дмитрівни Грабовської, завжди захоплююсь яскравим педагогічним дійством, в якому велику роль грають стосунки між учителем і кожним учнем - вони доброзичливі, довірливі, передбачають взаємодопомогу, позитивне ставлення вчителя до учня , учня до вчителя. В практиці проведення уроку вчителька використовує різні форми роботи серед яких: індивідуальна, індивідуально-групова, робота в парах, гра. Активні форми роботи підвищують ефективність вивчення іноземної мови, ведуть до удосконалення вмінь і навичок, розширюють словниковий запас школярів, допомагають збільшити час мовного спілкування на уроці., Крім того, виховується почуття колективізму, розвивається логічне мислення, вміння орієнтуватися в ситуації, яка склалася. Різноманітними є і методи, які застосовуються на уроках. «Всі методи активні, якщо їх активно застосовувати», - стверджує Валентина Дмитрівна, намагаючись організувати роботу у такий спосіб, щоб протягом уроку усі учні працювали одночасно і в умовах певної самостійності, щоб процес активізації проходив не за рахунок активності вчителя, а шляхом впровадження активних форм роботи учнів. Коли учень активний, зацікавлений матеріалом уроку , коли він наполегливо піднімає руку, підводиться від нетерпіння висловитись, відчуває задоволення, а іноді і розчарування собою -то це і є виявом активності, його захоплення предметом, своїм педагогом.
«Ефективний урок - успіх учителя, якого чекають учні» - педагогічне кредо старшого вчителя, переможця районного, призера обласного етапу Всеукраїнського конкурсу «Учитель року-2009» Грабовської Валентини Дмитрівни, саме воно визначило назву методичного посібника в якому автор розкриває суть напрацьованого досвіду, ділиться педагогічними та творчими здобутками. Посібник заслуговує на увагу і рекомендується для використання вчителями,які працюють в напрямку впровадження у своїй роботі інноваційних технологій.
Віталій Сич, завідувач методичного кабінету відділу освіти
Гайсинської райдержадміністрації.
Цикл уроків з теми
Lesson 1
Theme: “Health Foods”
Objectives:
Practical:
to develop pupils' reading, speaking listening and writing skills on the topic.
to practice communication structures on the topic.
Educative:
to teach students to work in groups.
to develop students' creative thinking.
to develop skills in exchanging personal information
Social:
to develop socio-cultural competence.
to develop in students good table manners, how not to behave badly while eating.
to develop interest to English study.
Equipment: handouts, cards, pictures, tape, quotations about English food. English textbook A. Nesvit, 7th from.
I. Organization moment (Greetings).
T:
Good morning children
Glad to see you again
The sun is shining
You are smiling
This day's the best
For work and rest.
I'm happy to greet you at our English lesson. I was looking forward to meet you today and what about you? Suppose you are in a good mood today, aren't you.
Choose the pictures corresponding to your mood. Speak about it in class.
(children choose the pictures with smiling, indifferent and
sorrowful faces and describe their mood showing
the pictures to the class).
T: (showing her card)
And I am in a good mood because I have such brilliant students and it's always a pleasure to work with you. I suppose that to the end of the lesson I'll see more smiling faces. So, we are beginning.
T: Don't you know, pupils, what our mood depends on?
PI: on our school marks.
P2: on our parents.
P3: on weather.
P4: on our friends.
P5: on our meals.
T: Of course you are right. Our mood depends on what we eat very much. Dear pupils! Look at these English quotations, read them and try to guess the theme of our today's lesson. Let's arrange the letters in the right order and you 'II get the topic of our lesson
Cl: "Food"
T: You are right. Today we are going to speak about food I'll add another word and you 'II see that out topic is "Healthy Food" and the motto is "Eat well, Stay Healthy" By the end of the lesson you should be able to:
extend your active vocabulary and talk about health foods.
speak about your friend's eating habits.
explain what a balanced diet consists of .
learn to use countable and uncountable nouns.
learn some of names of different packages for food.
II. Warm-up.
T: First to achieve good pronunciation and increase the ability to speak fluent English, I'd like to suggest you to read the poem about meals. I usually have breakfast at 7 о 'clock in the morning. I like tea with milk and sugar and a sandwich for breakfast.
(the teacher gives pupils cards with names Lee, Kate, Pete, Sam)
Poem
С1: What do you like for breakfast, Lee? (one pupil who has a card "Lee" answers)
Pl: I like two eggs, some milk and tea.
C1: What do you like for lunch, Kate?
P2: I like a plate of soup, some fish and cake.
C1: What do you like for dinner Pete?
P3: I like potatoes, soup and meat.
Cl: What do you like for supper, Sam?
P4: I like some cheese, some bread and ham.
III. Pre-reading.
T: Oh, how tasty it is, isn't it? Of course our Ukrainian people like tasty food and your mothers can cook very tasty things. But are all kinds of food useful and healthy.
Let's look at these pictures and choose healthy and unhealthy foods and speak about them. Use the questions of Ex. 1 p. 63 answer them and fill in the table.
(Pupils work in 3 groups discussing pictures and questions.)
Healthy Food Unhealthy Food
rice
eggs
butter
milk
sweets
cakes
nuts
cheese
noodles
ice-cream
beans
vegetables
jam
chokolate
fruit
T: You’ve spoken about healthy and unhealthy food and it’s time to speak about a balanced diet. Look at the blackboard and let us translate the words connected with a balanced diet.
IV. While reading. "We are what we eat”
You are going to read the text of Ex. 3 p. 64 "We are what we eat" and while reading you will have two tasks.
First — to name main food groups and food that belongs to them these pictures will help you. (the teacher gives the students pictures with different foods)
Second — to complete the sentences from Ex. 4 p. 64
You will work in groups
V. Post reading (Listening) "Healthy Eating—Food for Life"
We all need food but we need a balanced diet. Otherwise, we don't get all the nutrients we need.
I would like to read you a text "Healthy Eating—Food for Life!" Your groups will work with different tasks. While listening, discuss and write the answers.
Healthy Eating - Food for Life!
It is very important to eat the right food, and to get the right balance of vitamins in our diet. For example, vitamin A, which we get from eggs, milk, fruit and green vegetables, is necessary for our growth, and for health skin and eyes. Another good example is vitamin C. We get vitamin С from green vegetables, fruit, and potatoes. We need vitamin С for healthy skin, bones and muscles. Food and drink also provide us with lots of important minerals—calcium and iron, for example. We get calcium from milk and cheese. Calcium is important for building healthy teeth and bones. As for iron, we get that from liver, meat, fish, cereal, and green vegetables. Iron helps to give us healthy blood.
The 1st group. Complete the sentences.
It is very important to eat____________.
a) junk food.
b) vegetables.
c) right food.
d) healthy food.
We get vitamin A from _____________.
a) meat, fish and eggs.
b) eggs, milk, fruit and green vegetables.
c) porridge, cheese and ice-cream.
We get vitamin С from _____________.
a) diary products.
b) sweets and cakes.
c) Green vegetables, fruit and potatoes.
We need vitamin С for_____________.
a) healthy skin, bones and muscles.
b) healthy hair and nails.
c) healthy eyesight and scent.
The 2nd group
Fill in the words from the list.
right, vitamins, skin, minerals, vegetables,
example, healthy, important
1. ___________________food 2. a good ____________
3. balance of _____________ 4. important__________
5. green _________________ 6. healthy ____________
7. __________________blood 8. very ______________
The 3d group
White down foods that have.
a) vitamin A_______________.
b) vitamin С_______________.
c) calcium_________________.
d) iron____________________.
VI. Speaking. Interaction.
Make up dialogues about your eating habits using the tables you have and some of these questions.
Do you eat at regular hours?
Do you take sugar in hot drinks?
Do you put your elbows (лікті) on the table while eating?
How many sweets do you eat pet week?
How often do you drink fizzy drinks, like Cola, Fanta or Sprite?
How often do you eat fresh fruit?
What do you eat during the breaks?
Is most of the fresh food you eat steamed (приготовлена на пару), boiled or fried?
Do you eat fatty, spicy and salty food?
Do you leave spoon in your cup, when drinking tea or coffee.
What have you to say to the hostess when you finished eating.
VIl. Grammar
T: You know that some nouns are uncountable. They, have no plural. What are they? Name the nouns that mean food.
(pupils name uncountable nouns the teacher writes
them on the blackboard)
fruit, butter, chocolate, meat, cheese, water, bread, tea, coffee, milk, lemonade, salt, pepper, fish, sugar etc
T: But some uncountable nouns can be made countable by using these words:
a bottle, a glass, a jug, a cup, a packet, a jar, a loaf, a slice,
a carton, a can, a tin, a bowl, a kilo, a bar, a piece, a dozen.
Use these tables and match the words to make up word combination
Match the words to make up world-combinations.
Write them down
a bottle of honey
a glass of meat
a slice of water
a loaf of tea
a cup of bread
a carton of milk
a jar of sugar
a kilo of chocolate
a jug of coke
a bar of cheese
a packet of eggs
a piece of fruit
a bowl of peanuts
a can of ham
a dozen
a tin
VIII. Homework. Ex. 9 p.66. Write about your eating habits.
IX. Summarizing.
T: Thank you very much children.
It was a great pleasure to work with you today. You were brilliant. Your work can be appreciated as good and excellent. Today we have spoken about balanced diet and your eating habits, we have discussed problems of healthy eating, learned some material about sources of nutrients, worked with many tables and cards.
I suppose that now your mood is much better because all of you have got good marks. Thank you for the lesson and be healthy. Good bye!
Lesson 2
Theme: “How is your lunch? - Delicious”
Objectives:
Practical:
to practice pupils in reading, speaking and listening on the topic “Food”.
Educative:
to develop creative thinking of the pupils;
to role-play a situation to foster students’ spoken habits.
Social:
to develop socio-cultural competence.
Equipment: English textbook A Nesvit 7-th form, pictures, handouts.
1. Organization moment: (Greetings) (See less.1)
II Warm-up. (See less.1)
T: At our previous lesson we spoke about health food. Lets review the material by working in pairs. Discuss the questions of Ex 1.p 67.
1. What is your favourite health food?
2. What is the most delicious thing you've ever eaten?
3. Do you eat anything that is unhealthy? What is it? Why do you eat it then?
4. Have you ever created new dishes? What ingredients did you
use?
5. What helps you decide on a food to eat: somebody's recommen¬dations or your own choice?
III. Checking the homework.
IV. Introducing the topic:
T: We are going to speak about lunches. Are they delicious or not?
By the end of the lesson you are supposed to enrich your vocabulary knowledge;
Discuss your and your friends eating habits;
Practice your listening and speaking skills;
V. Pre-listening:
Role-play: Don’t you think that its time to have a snack.
We are going to visit a cafe and have lunch .But will it be healthy. Let’s see. After deviding into two groups we’ll choose in each group a boy and a girl to go to a café. They will read the dialogue of Ex.2 p67 and the groups will have the tasks.
Ann: I think we should take chips and hot chocolate. I love them.
Dan: Don't you think that your choice is a bit unhealthy? Perhaps we should order a vegetable salad and fruit juice.
Ann: I suppose so, but that seems a bit boring. My mum treats me to vegetables and fruit every day. I'd like to eat something tastier. I mean something that I can't eat at home.
Dan: How about a "banana split"? You don't eat it every day, do you?
Ann : I suppose that's OK, as long as it has chocolate as well.
(A few minutes later.)
Dan: How is your lunch, Ann?
Ann: Delicious.
The task for the 1-st group: Tick the statements. True(T) or False(F).
1. Ann loves chips and hot chocolate.
2. Dan agrees to order chips and hot chocolate.
3. Children have decided to order something they can’t eat at home.
4. Dan and Ann have found a dish to suit their taste.
The task for the 2-end group:
Dan is a healthy eater, isn’t he?(prove it). The words on the blackboard will help you.
Perhaps-можливо
I mean-я мала на увазі
Split-солодка страва (з фруктів та морозива)
T: It was a real pleasure to listen to you.
Ann and Dan made a good choice while having lunch. Do you think it was tasty and healthy at the same time.
Imagine you are in a café as well.
You are looking through the menu discussing food. Work in pairs. Pictures and phrases of Ex.4 p.68 will help you.
I like ... it's delicious.
I really like ... it's healthy.
I don't like ...
I hate ... I don't think it's healthy./It looks greasy.
I can't stand ... it's too hot./It's too spicy.
VI. While-Listening:
T: It was interesting to listen to your discussion. And now I’d like you to listen to the children's talking about their eating habits and complete the table.
It’ll be an individual work
Who Oles Iryna Maksym Natalia
Has a well-balanced diet?
Is a vegetarian
Has decided to eat less meat?
Often goes to fast food restaurants?
Would like to loose weight?
Likes diary products
You’ll get marks for this task. (p 221 Unit 2 less 3-4 Ex 5 p. 68)
VII. Post-listening:
T: I suppose that you’ll have good results for this task. Would you like to speak about your friend’s eating habits.
Divide into three groups. Choose a “ speaker ” in each of them.
Listen to his eating habits and give your recommendations for him to be an attentive diner.
(Use Ex.6 p.69)
Do You Have Good Eating Habits?
Even when the most attentive diners1 know what their bodies need, they can still make mistakes while having their breakfast, dinner or supper. For the best results at mealtime, follow a few sim¬ple guidelines:
Take the right approach to food. Don't think about foods as
"bad" or "good". It's more important to eat a wide variety of food
and include plenty of fruits, vegetables, grains, and lean proteins into your daily menu. Avoid eating junk food.
Check your fluids. Sometimes you may think you're hungry when your body actually needs more liquid. Try to avoid fizzy drinks, instead - drink plenty of water.
Watch your portions. What is a serving size, and does it really matter? Absolutely. Pay attention to how much food you're eating and stop when you start to feel full.
Think about fitness, too. Do physical exercises for 30 minutes every day (like walking, jogging, swimming, or working out at the gym). Both exercises and health foods will help fuel both your body and your mind.
VIII. Summarasing:
Thank you children for the work. It was outstanding. Your marks are on your cards for individual work. Suppose you’ll like them.
Hometask: Ex.8 p 69(use recommendations from Ex.6 p.69).
Lesson 3
Theme: “What is in your packed lunch?”
Objectives:
Practical:
to develop communicative skills using the active vocabulary on topic,
to role-play a situation,
to practice writing short notes.
Educative:
to learn and practice some grammar material.
Social:
to foster the desire to participate in competitive activities, to develop culture of eating habits.
Equipment: English textbook A Nesnit 7th form, a blackboard, handouts, a packed lunch.
I. Organization moment:
T→P1 : Begin the lesson.
P1 : O. K. Speaking about the date I must say that today is…
The weather is fine though somewhat frosty (chilly, damp). I
suppose that everybody is in a good mood. Let’ see.
P2 (Supposed questions):
What is your mood today?
Does the weather influence on your mood greatly?
Express your feelings about today’s events.
What do you expect from the lesson?
T: You make me happy and there is one more reason for me to be in a good mood because I’ll not be hungry today. Look I’ve taken a Packed Lunch with me. Try to guess what there is in it. Speak in chain. The pupil who begins will make a conclusion about it.
P1 P2 P3 P4
(Supposed phrases): I think you have …
To my mind …
On my opinion …
As far as I can expect …
P1: Making a conclusion I’d like to suppose that you are a healthy
eater.
T: You’ll see it a little bit later.
II. Introducing the topic:
T: As far as you can see today we’ll speak about your Packed Lunch and kinds of food you have in it. Besides we’ll have some grammar time and speak about using of phrases:
to let somebody do something and to be allowed to do something and make a practical use of them with the help of exercises. But at the beginning let us listen to your notes about Good Eating Habits.
III. Warm-up.
- Checking the hometask.
(Three pupils write their notes on the blackboard; three groups are discussing their eating habits)
P1 P2 P3
IV. Listening and Speaking.
T: Good job! And now you are present at a poll on eating habits in our school. You’ll hear the questionary and the answers. Mark the boy’s answers Ex 1 p. 70 and speak about them in pairs.
(Supposed questions):
1. How often do you eat fresh fruit?
a) every day
b) two or three times a week
c) never 4. Do you take sugar in hot drinks?
a) always
b) sometimes
c) never
2. Is most of the fresh food you eat...
a) steamed?
b) boiled?
c) fried? 5. How often do you drink fizzy drinks (Cola, Fanta, Sprite, etc.)?
a) every day
b) two or more times a week
c) never
3. How many sweets do you eat per week?
a) more than five
b) one or two
c) none 6. What do you eat during the breaks (as a snack)?
a) a bar of chocolate
b) some biscuits
c) an apple or a banana
P1 P2 P3 P4 P5 P6
A: Hello! We are doing a poll on eating habits in our school. Will you answer the questionnaire?
B: Sure, why not?
A: So, the first question is: Do you take sugar in hot drinks?
B: Yes, I always take sugar in my tea. I like it sweet.
A: And how many sweets do you eat per week?
B: One or two. Not many.
A: The next question. How often do you drink fizzy drinks, like Cola, Fanta, or Sprite?
B: Never. I hate Cola and I can't stand the hiccup because of the bubbles.
A: Right. How often do you eat fresh fruit?
B: Let me think... Almost every day. I like fruit.
A: Is most of the fresh food you eat steamed, boiled, or fried?
B: Boiled, I guess.
A: Well, and the last question: What do you eat during the breaks?
B: As a snack? Bananas. Sometimes apples or oranges. My mum says they are good for my health. Besides, I like them.
A: OK, I've marked your answers. Thanks for the interview.
B: You are welcome.
T: Nice work!
V. Acting out.
T: Now I need your help. I’d like to be your mother and check your packed lunch. Will anybody be my daughter? We’ll read the dialogue of Ex 2 p 70 twice.
You will be divided into two teams. During the second listening go to the blackboard one by one from each team and write the first of unhealthy food you hear in the dialogue on it. We’ll have a jury of three persons. Choose them. They’ll tell what team is the winner. They will get some tasty things from my packed lunch with the words:
I’d like to have …etc.
T: I knew you could do it. Nice work.
VI. Grammar Lab:
T: Now try to calm yourselves. We are entering the country named “Grammar”.
Teacher explains pupils using of phrases to let somebody
do something and to be allowed to do something
and pupils do Ex 3 p 71.
VII. Writing
T: And now open your copy-books and show that you’ve got it. Those who will be the first to finish it, write a few sentences about what food you take/don’t take to school in your lunch boxes. Use countable and uncountable nouns and the phrases: to let smb. do smith, to be allowed to do something .You’ll have higher marks for the lesson.
VIII. Summarizing:
T: I’m proud of you. You’ve learned it right. You can see your marks on your cards. Thank you for your creative work.
IX. Hometask: Ex 5 p 72. Agree or disagree with the following statements. Choose the one and be ready to speak on it.
Lesson 4
Theme: “In the Kitchen”
Objectives:
Practical:
to practice listening for specific information,
to develop students speaking and writing skills.
Educative:
to present and practice new words related to food.
Social:
to develop pupils’ creative thinking on the topic.
Equipment: English textbook 7/th form, a picture of kitchen utensils, handouts.
I Organization moment: (Greetings)
T: Good morning, children ! Are we going to work hard today ?
CL: Certainly we are!
T: Perfect. I’m glad to hear it. You are my best pupils.
II Introduction.
T: Today we are going to speak about the best room in every house. It is the room where your families like to spend much time and have their meals. What room is it?
CL: Kitchen.
T: Exactly. Of course you are right. It’s a kitchen. We’ll learn some new words on the topic and act out dialogues and review the tenses of the verb in a written exercise. So, let’s begin.
III Warm– up.
T: You know, children, not long ago I’ve bought a new house.
I want to make it very beautiful. That’s why we are repairing it now. I’d like to have a splendid kitchen . How do you think , what I am supposed to have there.
(Pupils give their variants of things to be in the kitchen)
IV. Vocabulary
Presentation.
T: You see my kitchen is very poor. Maybe it’s because you don’t know many words. Let’s enter our Word- Bank (Teacher opens the blackboard with the list of the words from Ex. 1 p 73 )Look at these words, you can find them in your books as well. Let’s use the pictures in your books and a big picture in the blackboard.
I’ll read the words and you’ll give your variants of translation. (The teacher reads the words in English, the pupils translate them according to numerals in the pictures).
A dishwasher, a kitchen sink, a paper towel holder, a paper towel, a microwave oven, a kitchen counter (worktop), a cut¬ting board, a toaster, a freezer, a refrigerator (fridge), an oven, an ice maker, a kitchen table, a kitchen chair, a wastebin.
T: You are on top of it. But how can we use all these things. Take cards. Do the matching. (Pair-work)
a dishwasher to keep food in cool place
a kitchen sink to make toasts
a paper towel holder to freeze food
a paper towel to sit on it
a microwave oven to cut things on it
a kitchen counter to put and wash plates there
a cutting board to keep a paper towel in it
a toaster to wash dishes in it
a freezer to dry the hands with it
a refrigerator to put waster in it
an oven to lay it
an ice maker to prepare food at it
a kitchen table to bake in it
a kitchen chair to make food hot in it
a waste bin to make ice in it
T: Speak in class. What are kitchen utensils for? Work in chain. I’ll begin.
T: We use dishwasher to wash dishes in it…
T- P1- P2- P3- P4…
V. Pre-listening. Acting-out the dialogues.
T: Now you’ve got it. Great! You are ready to make up dialogues using these words. Ex 2 p 73 will help you. Work in pairs.
1.
A: May I help you?
B: Yes, please. Do you have ?
A: Yes. is right over there.
B: Thank you.
2.
A: Here is our kitchen.
В: It's really nice. Is there in it?
A: No, we haven't got one, but I think we'll buy it soon. We have bought a new ______ this month.
B: Oh, it's a very modern one. I think you have made a nice choice.
3.
A: Uh-oh! I have just spilled coffee on !
B: That's OK. Don't worry about that.
4.
A: Where can I find , Mum?
B: Have you looked on ?
A: Yes, I have.
B: I think you should .
A: Oh yes. Here it is. Thank you, Mum.
5.
A: Can I help you with the cooking?
B: Yes, please. I think the doesn't work.
A: In my opinion, we need a new .
B: To my mind, you are right.
T: Exceptional performance!
VI. Listening.
T: Do you help mothers with the kitchen work? Listen to the story “In the Kitchen”. Words on the blackboard will help you.
Mincing machine - м’ясорубка;
Scrap- чистити;
Clear the peeling off the table (explanation);
For goodness ( explanation);
T: You’ll be devided into three groups and every group will have different tasks.
1st:Fill in the table.
Card №1
Mother’s work Daughter’s work
2nd: Answer the questions.
Card№2
1)Who needs help?
2)What is mother doing in the kitchen?
3)How does her daughter help her?
4)Have they managed to cook everything they planned?
3 d: Tell the class how you help in the kitchen. The questions will help you.
Card№3
1)Do you like to watch you mother cooking?
2)How can you help her?
3)Are you glad to make your mother’s work easier?
4)What is the best dish your mother can cook?
Text for listening.
“In the Kitchen”
(A Mothers to her Daughter)
I need your help badly, Ann. There is much to do for tonight’s party – a salad , to be prepared , a goose to be roasted, and a lot of other things to be cooked.
Please, get the mincing machine down from the rack and mince this bit of meat while I am scraping and slicing the carrots. Will you peel these potatoes and onions?
I’ll make some potato chips and you set up the rest of potatoes to soil.
When they are soft, mash them with butter.
So, we’ll have mashed potatoes and vegetables with meat. Now, please clear the peeling off the table.
My! Isn’t there a smell of meat burning? I believe it’s the goose in the oven!
For goodness set it out quick!
What a relief! I’ve never yet had such a perfect roast, well- done all over, a beautiful golden brown.
Just look at it.
T: Outstanding performance.
VII. Writing.
T: Do you know children that. “Grammar is the art of putting the right words in the right place”. This is the very task for us at the moment.
Do you remember all the rules of using English verbs’ Tense Forms.
(The teacher reminds the rules to the pupils)
T: Do Ex 4 p 74 and while you are working I have time to check the hometasks of some of you…(The teacher checks several pupils’ hometasks )
VIII. Summarizing
We’ve done a lot of work today. You tried hard. It was a pleasure to work with you. Thanks for the lesson and your marks are on the cards.
IX Homework.
At home you’ll write about the modern conveniences you have in your kitchen. What you and your parents do in this part of your house (flat) Ex 3 p 74 will help you.
See you!
Lesson 5
Theme: Now … You’re Cooking!
Objectives:
Practical:
to practice pupils peaking, reading skills,
to develop practical skills in the dialogue and monologue speech.
Educational:
to get pupils involved in discussion of cooking habits,
Social:
to develop interest to cooking traditions.
Equipment: English textbook A Nesvit the 7th form, handouts, pictures.
I. Organization moment (Greeting).
T: The sun in shining (though the sun isn’t shining)
(Still) You are smiling
Is the day the best
For work and rest?
Pl: Of course it is. We are ready to work.
II. Introduction
At our today’s lesson well repeat the word’s that deal with the topic “Cooking equipment” , speak in class about food you like to cook, practice some reading skills.
III. Warm up.
Poem “The food I like”
On Sunday I like meat and chips,
On Monday bread and cheese.
On Tuesday coca-cola and pizza
Mmmm …Yes, please.
On Wednesday it’s spaghetti
And on Thursday egg and fish,
On Friday I like sandwiches
And ice-cream on a dish
But Saturday
Is my favorite day-
Oh, yes, it’s very nice.
On Saturday it’s chicken…
Mmmm…salad, bread and rice.
(The pupil listen, repeat and then 7 of them read the poem being the days of the week)
T: I’ve never heard anything better!
IV. Vocabulary presentation.
T: Now you are welcome to our kitchen. Look at the picture in your books and in the blackboard. Do you like it? Here is the list of some more cooking equipment. Let’s read it (Pupils repeat after the teacher, they understand the meaning with the help of numerals Ex.1 p.75)
Cooking Equipment
1. a cutting board 9. a vegetable peeler
2. a set of knives 10. a bottle opener
3. a (frying) pan 11. a can opener
4. a grill 12. a ladle
5. a pot 13. a hand mixer
6. a food processor 14. a measuring cup
7. a wooden spoon 15. a vegetable steamer
8. a grater 16. a wok
V. Acting out.
T: Now we’ll play the game “Missing meaning”. All of you will have pieces of paper with English words meaning cooking equipment on their Ukrainian equivalents. Your task is to go through the classroom looking for translation of your words. Those who’ll manage to do it stand in front of us ready to speak.
T: You’ are sensational.
VI. Checking the hometask.
T: Now speak about your kitchens. It was your home-task. And the class will ask you questions.
VII. Reading.
T: It’s time for you to show how you can use the words of our lesson while reading. Take the cards, complete the text with the worlds from Ex.1a p.75.
Exchange you cards listen and check your friends’ answers.
(The teacher reads the text on p. 221, the pupils check the works and put their marks).
Every country has its own c e . For example, Italian kitchens usually have a big p_________ for cooking pasta. Many Mexican kitchens have a special p________ to make tortillas. Asian kitchens often have a g for meat and a special v______________ s . Ukrainian kitchens have beautifully decorated wooden cooking utensils such as m_______________c__________________, s _______________ and c________________ b . Many kitchens around the world have a set of k_____________, a g__________ and a f_________________ p .
Every country has its own cooking equipment. For example, Italian kitchens usually have a big pot for cooking pasta. Many Mexican kitchens have a special pan to make tortillas. Asian kitchens often have a grill for meat and a special vegetable steamer. Ukrainian kitchens have beautifully decorated wooden cook¬ing utensils such as measuring cups, spoons and cutting boards. Many kitchens around the world have a set of knives, a grill and a food processor.
VIII. Matching (Group work).
T: Divide into three groups. Let’s compete. All of your groups will have the same task.
You have to match the verbs for preparing and cooking food (1-10) and the food words (a-j).
Verbs Food
1 Bake a Chicken
2 Boil b Turkey
3 Chop c Fish
4 Cut d Banana
5 Fry e Onion
6 Grill f Potato
7 Peel g Meat
8 Roast h Lemon
9 Slice i Carrot
10 Squeeze j Cake
T: Make sentences with the word combination you have made. Use different tense forms. Let’ see what group is the smartest.
IX. Role-playing.
T: Look at the picture and read the recipe. Say what Ann’s mum is cooking and what cooking equipment she uses. Ex 5 p 77. Make up dialogues using the phrases from Ex 6 p 77.
Roast Chicken with Potatoes Recipe
1. Season the chicken with garlic and chicken spices.
2. Roast at 175°C (30 minutes).
3. Baste frequently with pan juices.
4. Boil the potatoes.
1.
A: What are you looking for?
B: I'm looking for the . Do you know where it is?
A: Did you look in the drawers/cupboard?
B: Yes. I looked everywhere.
2.
A: What dish are you going to cook?
B: I am going to cook .
A: What cooking equipment do you need?
B: I think I'll need , and .
A: Can I help you?
B: Yes, please. You can and .
X. Guessing game.
T: It’s time to play, don’t you think?
Pl: Yes, of course.
T: There will be one speaker who chooses one of the dishes from the word bank and says what cooking equipment he(she) uses to cook it and describes the process of preparing and cooking it.
The class tries to guess what dish the speaker is talking about. The person who names the dish becomes the speaker and the game starts again.
I will start to help you with the beginning.
XI. Summarizing.
T: It was a pleasure to play with you. Thanks.
All of you will have good and excellent marks today. See them on your cards.
XII. Home task.
T: I’m sure that all your families have favourite Ukrainian dishes. Your home task is to write the recipe of it and describe how your mothers cook them and what cooking equipment she uses. Ex 8 p. 78.
Lesson 6
Theme: Recipes.
Objectives:
Practical:
to practice using new words related to food;
to practice reading for specific information;
Educative:
to provide opportunities for developing speaking skills;
Social:
to develop curiosity to national cooking traditions;
to develop good table manners.
Equipment: English textbook A. Nesvit 7th form, pictures, handouts, cards, a tape.
I. Organization moment (Greetings)
T: How do you do, children? (a song “How do you do?”)
How do you do?
How do you do?
I’m very pleased to meet you,
I’m very pleased to meet you,
How do you do?
How do you do?
II. Warm-up: Glad to see you, children again. Let’s train our tongues.
(TONGUE TWISTER)
Betty Botter made some butter.
“But”, she said, this “butter’s bitter”.
“So”, she said, “I’ll buy some butter
It will make the butter better!”
So, Betty Botter bought some butter
Just to make the butter better.
“Alas”, she signed. “This butter’s better –
But it’s still a little bitter”.
(Pupils read it from the blackboard. The quickest is the best)
III. Introduction:
I need your help badly. I have two variants of English proverb. Only one of them is right.
Help me to choose the proper one. Explain your choice.
“Live not to eat, but eat to live”.
“Eat not no live, but live to eat”.
(Pupils explain their choice and tell the class the reasons for it).
T: Of course you are right.
Today we are going to continue discussing the topic “Food”.
We will learn how to cook “Jolly Gingerbread” a popular Christmas decoration in Great Britain. We’ll practice reading and get to know the ingredients for cooking vegetable soup. We’ll learn some rules of table manners and of Place Setting.
IV Listening: (Class is divided intro 3 groups)
T: Do you know, children, what a gingerbread is? Take cards and read the Information .
Information: Gingerbread is a sweet that can take the form of a cake or a cookie in which the main flavour is ginger. It is a popular Christmas decoration in Great Britain.
T: You have cards with ingredients you need to cook “Jolly Gingerbread” and a procedure itself. But the procedure is somewhat disordered.
"Jolly Gingerbread"
You'll need:
• 1 1/2 cups bread flour
• 1/2 teaspoon salt
• 3/4 teaspoon baking soda
• 1/2 teaspoon ginger
• 1/2 teaspoon cinnamon2
• 1/2 cup butter or margarine, softened
• 1/2 cup brown sugar
• 1 egg, beaten
• 1/2 cup treacle3
• 1/2 cup boiling water
What to do:
Pour dough into a greased square cake pan.
Bake in a preheated 350-degree oven for 35 minutes.
Combine first five ingredients in a large bowl. Mix well.
Add egg and treacle to creamy mixture. Mix well.
Mix until smooth and creamy.
Pour creamy mixture and boiling water into flour mixture.
Mix well.
In a medium bowl, combine butter or margarine and brown sugar.
T: Listen to the girl talking about the way she cooks “Jolly Gingerbread” p. 222. Order the sentences which describe the process of cooking.
The words on the blackboard will help you (іn the blackboard):
pour – лити, виливати
bake – пекти
combine − з’єднати
add – додати
mix – змішати
"Jolly Gingerbread"
You'll need:
• 1 1/2 cups bread flour
• 1/2 teaspoon salt
• 3/4 teaspoon baking soda
• 1/2 teaspoon ginger
• 1/2 teaspoon cinnamon
• 1/2 cup butter or margarine, softened
• 1/2 cup brown sugar
• 1 egg, beaten
• 1/2 cup treacle
• 1/2 cup boiling water
What to do:
1. Combine first five ingredients in a large bowl. Mix well.
2. In a medium bowl, combine butter or margarine and brown sugar.
3. Mix until smooth and creamy.
4. Add egg and treacle to creamy mixture. Mix well.
5. Pour creamy mixture and boiling water into flour mixture. Mix well.
6. Pour dough into a greased square cake pan.
7. Bake in a preheated 350-degree oven for 35 minutes.
T: After you finish the work choose one speaker from a group. He (she) will speak in class and tell the friends how to cook “Jolly Gingerbread”.
V Pre-reading.
T: Look at the picture and say where the story takes place Ex.3 p.79
VI. While-reading.
T: Read the text and find out what ingredients Alex and his father used to cook the vegetable soup.
Work in pairs. Take turns to ask and answer the questions Ex.4 p.80.
VII Post-reading.
T: Speak in class. Retell the story using the verbs:
to cook
to get the food prepared
to clean
to peel
to chop to cut
to add
to boil
to pour
to enjoy the meal
VIII. Checking the home work.
T: Well done. And now I’d like to listen to your stories about your favorite Ukrainian dish.
IX. Matching. Acting out.
T: Do you always remember about good manners when you are going to sit at the table?
1. You have to sit up straight at the table.
2. You have to eat with a knife and a fork.
3. You must not eat with your fingers.
4. You mustn’t talk with your mouth full.
T: And do you know the rules of Place Setting? Look at the picture of the place setting Alex has made. Match the numbers in the picture with the words from the list Ex.6(a) p.80.: a salad plate, a bread-and-butter plate, a dinner plate, a soup bowl, a water glass, a cup, a saucer, a napkin; silverware: a salad fork, a dinner fork, a knife, a teaspoon, a soup spoon, a butter knife.
Example: Number 1 is a salad plate.
A Place Setting
T: Work in pairs. Look at the picture once more. Make up the dialogues of your own and act them out. Use the examples (Ex.6(b) p.81).
1.
A: Excuse me. Where does the knife go?
B: It goes to the right of the dinner plate.
2.
A: Excuse me. Where does go?
B: It goes to the left/between/on__________ (and_____________).
X Summarizing:
T: It was splendid. You’ve got it. I’m fully satisfied with your work and you’ll get good and excellent marks. You’ll find them on your cards.
XI Hometask:
T: Today we’ve spoken about some recipes and your hometask will be to read the recipe of Ex.7 p.81 and write a story about the way Ann cooked Curry Chicken Salad one day.
Curry Chicken Salad
You'll need:
• 2 cups cooked chicken, shredded
• 1 teaspoon curry powder
• 1 celery stalk, chopped
• 2 hard-boiled eggs, chopped
• V2 CUP mayonnaise
• V4 almonds, slivered
What to do:
1. Combine all ingredients in a large bowl. Mix well.
2. Refrigerate several hours before serving. Serve 4.
T: I wish you good luck
Lesson 7
Theme: “Marvellous Muffins”
Objectives:
Practical:
to practice reading for specific information;
develop speaking skills.
Educational:
to activate some key vocabulary.
Social:
to develop general culture and etiquette.
Equipment: English textbook A. Nesvit 7th form, pictures, handouts, cards, a tape.
I Organization moment (Greetings)
T: How do you do, children?
(a song “How do you do?”)
How do you do?
How do you do?
I’m very pleased to meet you,
I’m very pleased to meet you,
How do you do?
How do you do?
II Warm up (“Questions in the Kitchen”):
T: Work in pairs. Make and act out a dialogue “In the Kitchen”. Use the phrases from the table.
Questions in the Kitchen
Where can I find...?
Can I help with...?
Where does this... go?
Where do I keep...?
Where shall I put...?
III Checking the home work.
T: Now if you’ve appeared to be at the kitchen, tell the class about the way Ann cooked Curry Chicken Salad one day.
IV Pre-reading.
T: Good work. And now let’s make a cake with the help of music. We are going to sing a song. You’ll see the words on the cards.
a song “Make a cake”
Let’s make a cake
Let’s make a cake
Mix in all the things that we like best,
A little bit of this,
A little bit of that,
What shall we put in first?
And we shall mix in the eggs
Mix in the eggs
Stir and stir and
Stir and stir and
Let’s make a cake…
(In the last line sing next instead of first)
And we shall mix in the ice-cream
Mix in the ice-cream
Stir and stir and
Stir and stir and
Let’s make a cake…
V. Introducing.
T: Today I would like to control your reading skills on the topic “Food”.
Control Reading
Task 1: Read the text and write what surprise Kim prepared for her parents (Ex. 2 p.82).
Task 2: Look through the text again and make a list of the verbs that describe the process of cooking. (Ex. 3 p.83).
Task 3: Make a plan of the story.
(Students work independently, for each task they get 4 points.
The teacher collects the work at the end of the lesson).
VI Homework. (Project Work):
Make a poster “The best Recipe Ever!” You can unite in groups for this work. Ex.5 p.84.
At the next lesson you will put all your posters on the blackboard and you’ll share your ideas with your classmates.
I wish you good success!
Lesson 8
Theme: “Do you like potato?”
Objectives:
Practical:
to practice listening and reading skills
Educational:
learn how to use Present Indefinite Passive voice
Social:
to inrich knowledge on the history of cooking habits.
Equipment: English textbook A. Nesvit 7th form, handouts, a tape, cards, pictures.
I. Organization moment (Greeting)
Good morning children.
Suppose you are in a good mood today.
Of course you are, because you have a lot of reasons for it:
1. you are healthy;
2. you have many friends;
3. the weather is really charming;
4. your parents love you;
5. simply you are the best;
II. Warm up (checking the homework):
T: I know that you’ve prepared posters “The Best Recipe Ever”. I’m sure that everybody is waiting for the moment of presentation. So, go to the blackboard, stick your Project Works on it and share the idea with your classmates.
III Listening.
T: Today we are going to learn where potato came from. Listen to the story (p. 222). Take the cards and tick the sentences T(True) or F(False).
Work in pairs.
1. The archeologists have found potato remains in the ancient ruins of Peru and Chile.
2. The Incas worshipped potatoes but they didn’t eat them.
3. Ancient Inca potatoes had dark purplish skins and yellow flesh.
4. In the 17th century the people of many European countries such as Italy, England, Belgium, Germany, Austria, France saw potatoes for the first time.
5. Much time has passed since people started to like eating potatoes.
6. Today, the potato is so common and plentiful in the Western diet that it is taken for granted.
(one pupil of each pair reads the statement)
IV. Pre-Reading.
T: It was interesting to learn the history of potato introduction in many countries isn’t it?
Since that time a lot of traditional potato dishes appeared in Ukraine. What are they?
P1- boiled potatoes
P2- fried potatoes
P3- varenyky with potatoes
P4- dranyky
P5- lezhny
P6- baked potatoes
T: Of course you are right. Baked potatoes or Pechena Kartoplia is our well- known national potato dish.
V. While- reading.
T: There are some restaurants in Ukraine where they serve it. You’ll get to know about one of them when you read text of Ex. 2 p.85.
While reading get ready to say why “The Pechena Kartoplia” restaurant is popular with visitors.
(pupils work in 3 groups, one pupil from each group speaks)
VI. Post- reading.
T: Work in pairs. Take turns to ask and answer the questions. You see them on the cards.
1. Do you like potatoes?
2. What is your favourite “potato” dish?
3. Can you cook potato by yourself?
4. Have you ever been to the Pechena Kartoplya restaurant?
5. What food did you order there?
6. What do you think makes this restaurant so popular with visitors?
VII. Grammar Lab.
(the teacher explains how to use the Present Indefinite
Passive Voice)
VIII. Writing.
T: Put the verbs in brackets into the Present Indefinite Passive Voice (Ex.4 P.87)
(pupils write the exercise into their copybooks)
IX. Home work:
I suppose that you’ve got the grammar material and you’ll be able to do Ex.5 p.87. Thank you for the lesson. You’ll see your marks on the cards.
Lesson 9
Theme: “Eating out.”
Objectives:
Practical:
to develop student’s skills of listening and Jigsaw Reading;
to activate some key vocabulary;
Educational:
to develop speaking skills of students through methods of interactive activity (pair work);
Social:
to develop good table manners;
to develop socio- cultural competence.
Equipment: English Textbook A. Nesvit 7th form, pictures, handouts.
I Organization moment.
T: Good Morning, children! (a pause) Thought it’s not so good, I think.
P1: Why do you thing so?
T: Because I’m sick and tired of school and of the lessons. I don’t want to go to school. I would you like to have a rest and to go to a restaurant best.
II Warm-up.
T: There are a lot of places I would like to go to. Look at the blackboard! These are the places I’d like to visit.
T: What about you? Would you like to visit one of these places? Why? Discuss it in groups.
III. Introducing the topic.
T: Today we are going to speak about eating out places.
We’ll have so- called Jigsaw Reading of the texts “Mc Donald’s” and “The Domashnya Kukhnia”. You will read and exchange information. We’ll have control listening as well.
IV. Jigsaw Reading.
T: Work in groups. Read the texts then exchange information using the given questions. Ex. 3 p.88.
(two groups work with two different texts then they’ll exchange the information by asking each other questions. One pupil in each group will make a conclusion what fast food restaurant he would like to visit and explains his choice.)
V. Listening comprehension.
T: Listen to the text and do two tasks with the help of the cards on your tables.
A story
One day, some Americans were having dinner at a hotel in London. When fish was put on the table, one of them, a young man, said: “Let’s examine the fish carefully, perhaps we’ll find a diamond in it”. Everybody began to laugh, but an old man said quietly: “Yes, I’m sure we have all heard stories like that. Let me tell you what happened to me once”.
“When I was a young man”, he began, “I worked for a big company in New York; and I was sent to England to do some work there. I was in love with a beautiful girl, and before I left for England, we decided that we would get married when I returned home.
I stayed in England for two months. I sent letters and postcards to the girl almost every day, but after the first two weeks I didn’t receive any answers. But I didn’t think anything was the matter, and before I left for home, I bought a beautiful diamond ring for her.
On the ship one morning, a telegram was brought to me. It was from a friend in New York, who told me that the girl had changed her mind and was going to get married to another man.
I was so angry that I threw the diamond ring into the sea.
My friend came to the port to meet me, and he invited me to dinner. While we were sitting down at the table and I was eating fish, I suddenly felt something hard in my mouth. What do you think it was?”
“The diamond!” all the Americans cried.
“No”, the old man answered, “it was a fish bone”.
Task I. True or false statements.
Listen to the text. Put a tick (V) next to the true statements and cross (X) next to the false ones.
1. One day some Englishmen were having dinner at a hotel in London.
2. When fish was put on the table, one of them said: “Let’s find a diamond in it”.
3. One of the man recollected his youth.
4. The man bought a beautiful rose for his girl.
5. The man threw the diamond ring into the sea, because his girl had changed her mind and was going to get married to another man.
6. The man gave the diamond ring to another girl.
7. When one day he was eating fish, he felt the diamond in his mouth.
Task II. Multiple choice questions
Listen to the text again. Choose the one best answer A, B, C, D to each question.
1. One day some Americans were having dinner at a hotel in______
A) London C) New York
B) Paris D) Kyiv
2. Everybody began to laugh because a young man suggested to find a _______________ in it.
A) caviar C) bone
B) diamond D) egg
3. The story of the old man was about his _______________.
A) love C) demands
B) experience D) education
4. On the way home the man bought a _______________ for her.
A) bar of chocolate C) book
B) flowers D) a diamond ring
5. The girls was going to _______________.
A) enter a university C) travel
B) get married to another man D) write books
6. The man _________________.
A) bought a more expensive ring C) put the ring in the box
B) threw the diamond ring into the sea D) sold the ring
7. The man found a _________________ in the fish.
A) bone C) coin
B) diamond D) stone
VI Checking the hometask.
VII Summarising. Hometask.
T: You’ve done a lot of work today. You are the best. Your hometask will be to write a letter to a magazine giving your opinion on fast food Ex.5 p.90. Use the plan.
Good luck!
Lesson 10
Theme: “Eating habits, British ways.”
Objectives:
Practical:
to revise and enrich students’ vocabulary on the topic;
to develop listening;
to develop the practical skills in the dialogue and monologue speech.
Educational:
To foster students’ spoken habits;
To role-play a situation;
Social:
To develop culture of communication;
To broaden students’ knowledge of the topic;
Equipment: English text book A. Nesvit 7th form, handouts, a tape, cards, pictures.
I. Introduction (Greetings)
(the class is divided into three zones with several desks in every one).
Each zone has its name
The pupils are divided into three groups as well. Some of them prepared the information beforehand.
(the music from “Sherlock Holmes” film is heard.)
T: Good morning Ladies and Gentlemen! Glad to greet you in our English Club “Welcome to Britain”. Today we are going to speak about British eating habits.
II Warm up
There are a lot of proverbs and saying about them. Some of them you can see on the blackboard
Do you agree with them?
Let’s discuss it.
T: Remembering the times of King Arthur, Ladies and Gentlemen, let’s read the poem “King Arthur” filling in the words from the box into the gaps.
King Arthur
When good King Arthur ruled this land
He was a good King;
He stole three pecks of __ ___ ___ (barley-meal)
To ___ (make) a ____ (bag pudding)
A bag pudding the king did __ __ __ (make)
And __ __ (stuffed) it well with __ __ __(plums)
And in it put great lumps of __ __ (fat)
As big as my two thumbs.
The King and Queen did __ __ (eat) them off;
And noble men beside
And what they couldn’t eat that night,
The Queen next morning __ __ (fried).
III. Speaking
T: You are so smart dear Ladies and Gentlemen. The first page of our meeting is “Café Lunch”. Let’s listen to some information (informers from group one accompanied by music step ahead and give some facts)
P1: British cafes usually only serve soft (non-alcoholic) drinks.
P2: If you are having a meal in a cafe, you will be offered tea or coffee at the same time.
P3: You can expect the following on a typical menu: (opens the menu and reads, one of the group fixes the same menu on the blackboard).
Menu:
Soup – tomato, chicken
Cod and chips
Haddock and chips
Plaice and chips
Chicken and chips
Hamburger, beans and chips
Sausage, egg, and chips
Steak pie, peas, and chips
Sausage roll, beans, and chips
Pasty, beans, and chips
Salads-ham, chicken
Ice cream, apple tart
Cup of tea
Coffee
Soft drinks
Bread and butter
P4: If you have been served by a waiter or waitress and want to pay, ask:
Could I pay now, please.
Could I have the bill, please.
The bill, please.
T: Remember that please. It is very important.
IV. Role play “Ordering”.
T: Imagine you are having lunch at an English café (a pupil with a card “Ordering” goes through the class, accompanied by music. He gives the groups cards with the task to complete the dialogue using food you would like from the menu).
Waiter: Now, are you ready to order?
You: Yes, I think I’ll start with ______________________ soup.
And then I’ll have __________________________.
Waiter: And would you like something to drink?
You: What soft drinks have you got?
Waiter: Coke, orange juice, milk …
You: I’ll have ______________, please.
Waiter: Bread and butter?
You: _________________________ .
“Take aways”
(a pupil with a card “take aways” goes through the classroom accompanied by music. The informators from group 1 stand up and give their information)
P5: “A take-away” is a meal you buy to take home or eat outside.
P6: The most common kind of take-away meal is fish and chips. You can usually order:
Chips alone
Fish alone
Fish and chips together
P1: You will be asked whether you want ‘salt and vinegar’. Some fish and chip shops still wrap your meal in newspaper. Others use special bags to keep it warm. Some give you a plastic fork.
P2: Fish and chip shops also sell cooked pies and sausages.
P3: Other common of take-aways are Indian and Chinese.
T: If you like homeliness and if you are a stay-at home then have dinner at home as well. The second page of our meeting is “Dinner at home” (Informers of group-2, accompanied by music step ahead and give some facts)
Dinner at home
P1: It is difficult to give rules about the evening meal in a British home. It varies from family to family. One family will call it dinner and eat around 7 pm.
P2: Another may call it tea and eat around 6 p.m. Dinner may consist of a three-course meal. Tea may consist of a cooked main course or a salad, plus a dessert.
T: Let’s make some practice. Fill in the spaces in the following, dialogue at dinner with your host. In some of the spaces you have to say what you like or don’t like. Use the cards that’ll help you.
Practice
You: This meat is really lovely.
Host: Oh, thank you. I’m glad you like it. I thought we would have something special for your first meal with us.
You: ____ ___. That was very nice of you.
Host: Now, are there any things you don’t like?
You: Well, I’m not ____ ____ on __________.
Host: Oh, that’s all right. We don’t like it either. I was thinking of having fish or chicken tomorrow. Which would you prefer?
You; Well, I think I’d rather have ______, please.
Host: And later in the week I was thinking of making a curry. Do you like hot food?
You: Well, to be honest_________agree________.
Host: Oh, that’s a pity.
You: Please don’t mind me. You carry on and have curry and I’ll just _______have something light.
T: It’s always a pleasure to listen to you. Do you find the dinner tasty? (supposed answers)
P1: Yes of course.
P2: Not very much.
P3: So, so.
P4: I’m afraid not.
T: I think that all people in all countries like to receive invitations for dinner. Don’t you think so?
The next page of our meeting is “Invitation to Dinner”
The information first. (the informers of group 3 step ahead and tell the information)
Invitation to Dinner
Information
P1: If you are invited to ‘dinner’, expect a three-course meal.
P2: If you are invited for a ‘little super’, expect something lighter. “7 for 7.30”, means drinks at 7 and meal at 7.30.
(a pupil with a card “Arriving” goes through the classroom, accompanied by music; pupils’ role-play)
Arriving
- Hello. Nice to see you. Come on in.
- Hello. How are you? I’ve bought you a small present\a few flowers\some chocolates.
- That’s very kind of you. You shouldn’t have bothered.
T: It is not normal to reply to this last remark.
(a pupil with a card “Starting a meal” goes through the class with musical accompaniment)
Starting meal
P1: Would you like to come through\to the table now. I think everything’s ready.
P2: Thank you. Oh, this looks lovely.
P3: There is no phrase in English to translate Bone appetite!:Guten appetite!: Que aproveche! and so on.
P4: In fact, your British host may use your language – if he knows it!
(music)
During the meal
P1: It is polite to make a comment while you are eating.
P2: This is lovely \ very nice\ absolutely delicious. Thank you. I’m glad you like it. Would you like some more?
P3: Oh thank you. Just a little then, please.
P4: No, it really is lovely, but I don’t think I could manage any more, thank you.
After the meal
Thank
you. P1: That was very nice
P2: That was really lovely.
P3: That was lovely. I really enjoyed it.
Leaving
P1: It is very important at the end of an evening, that you do NOT just stand up and announce that you are leaving. If you do that, your British host will think that there is something wrong – perhaps (s)he has upset you.
P2: British people usually say at least twice that they are going to leave. There is usually at least ten minutes – or longer – between the two. You can say any of the following:
• Goodness, is that the time!
• I’ll have to be going.
• I must be going soon
• I really will have to go now.
• I really must go.
P3: Usually you use two different expressions – one the first time, one the second time. The ones with –ing are usually used first and the ones without –ing when you really are ready to go.
P4: Here are a couple of useful phrases you may need before you leave:
May I call a taxi, please?
May I just use the phone before I go?
Thanking
P1: At the door:
Well, thank you again. It’s been a lovely evening.
P2: A day or two later:
That was a very nice meal yesterday\ the other day.
T: These are the British ways. Let’s make a conclusion. We’ve gone through the topic “Food”. You have learned new vocabulary, practiced your reading, listening, speaking skills on the topic, role-played a lot. I think we can sum up our work as good and excellent.
There is a saying: “If you are really hungry, whatever you eat will taste delicious”.
So, thank you for the lesson. Good bye and Bon appetite!
Використана література:
1. А. Несвіт « We learn English» 7 клас.
2. Г.В.Рогова "Методика вивчення англійської мови"
3. О.І.Вишневський "Діяльність учнів на уроці іноземної мови"
4. С.Тулупова, Д.Берегова "Зробіть уроки яскравішими"
5. Періодичні видання, довідкова література.

Ефективний урок – успіх учителя, якого чекають діти
(інтерактивні технології навчання)
Методичний посібник для вчителів
м. ГайсинУ Василя Сухомлинського є слова: «Однією з найсерйозніших хиб нашої шкільної практики є те, що навчаючи дітей, працює переважно вчитель». Праця учня, який роками сидить мовчки за партою, слухає вчителя і намагається запам'ятати те, що йому говорять, - не може забезпечити ні результату в навчанні, ні повноцінного формування особистості, ні радості від успіхів у праці.. Вимоги до творчих можливостей людини відхиляють авторитарний стиль у навчанні. Учень не об'єкт, а. насамперед творець свого власного «Я». Саме тому вчитель, повинен зменшувати свою виконавську діяльність на уроці і збільшувати організаційну. Навчально-виховний процес - явище складне і коли йдеться про взаємодію функцій вчителя і учня - можливі різні підходи, однак в їх використанні вчитель повинен виступати організатором, «режисером» навчального процесу, співучасником навчальної діяльності , виконувати свої обов'язки в плані співробітництва з учнем. Вчитель поставлений не для того , щоб учити учнів, а для того , щоб допомогти їм навчатися.
Відвідуючи уроки Валентини Дмитрівни Грабовської, завжди захоплююсь яскравим педагогічним дійством, в якому велику роль грають стосунки між учителем і кожним учнем - вони доброзичливі, довірливі, передбачають взаємодопомогу, позитивне ставлення вчителя до учня , учня до вчителя. В практиці проведення уроку вчителька використовує різні форми роботи серед яких: індивідуальна, індивідуально-групова, робота в парах, гра. Активні форми роботи підвищують ефективність вивчення іноземної мови, ведуть до удосконалення вмінь і навичок, розширюють словниковий запас школярів, допомагають збільшити час мовного спілкування на уроці., Крім того, виховується почуття колективізму, розвивається логічне мислення, вміння орієнтуватися в ситуації, яка склалася. Різноманітними є і методи, які застосовуються на уроках. «Всі методи активні, якщо їх активно застосовувати», - стверджує Валентина Дмитрівна, намагаючись організувати роботу у такий спосіб, щоб протягом уроку усі учні працювали одночасно і в умовах певної самостійності, щоб процес активізації проходив не за рахунок активності вчителя, а шляхом впровадження активних форм роботи учнів. Коли учень активний, зацікавлений матеріалом уроку , коли він наполегливо піднімає руку, підводиться від нетерпіння висловитись, відчуває задоволення, а іноді і розчарування собою -то це і є виявом активності, його захоплення предметом, своїм педагогом.
«Ефективний урок - успіх учителя, якого чекають учні» - педагогічне кредо старшого вчителя, переможця районного, призера обласного етапу Всеукраїнського конкурсу «Учитель року-2009» Грабовської Валентини Дмитрівни, саме воно визначило назву методичного посібника в якому автор розкриває суть напрацьованого досвіду, ділиться педагогічними та творчими здобутками. Посібник заслуговує на увагу і рекомендується для використання вчителями,які працюють в напрямку впровадження у своїй роботі інноваційних технологій.
Віталій Сич, завідувач методичного кабінету відділу освіти
Гайсинської райдержадміністрації.
Цикл уроків з теми
“ Food” 7 клас
за підручником
А.Несвіт
Lesson 1
Theme: “Health Foods”
Objectives:
Practical:
to develop pupils' reading, speaking listening and writing skills on the topic.
to practice communication structures on the topic.
Educative:
to teach students to work in groups.
to develop students' creative thinking.
to develop skills in exchanging personal information
Social:
to develop socio-cultural competence.
to develop in students good table manners, how not to behave badly while eating.
to develop interest to English study.
Equipment: handouts, cards, pictures, tape, quotations about English food. English textbook A. Nesvit, 7th from.
I. Organization moment (Greetings).
T:
Good morning children
Glad to see you again
The sun is shining
You are smiling
This day's the best
For work and rest.
I'm happy to greet you at our English lesson. I was looking forward to meet you today and what about you? Suppose you are in a good mood today, aren't you.
Choose the pictures corresponding to your mood. Speak about it in class.
(children choose the pictures with smiling, indifferent and
sorrowful faces and describe their mood showing
the pictures to the class).
T: (showing her card)
And I am in a good mood because I have such brilliant students and it's always a pleasure to work with you. I suppose that to the end of the lesson I'll see more smiling faces. So, we are beginning.
T: Don't you know, pupils, what our mood depends on?
PI: on our school marks.
P2: on our parents.
P3: on weather.
P4: on our friends.
P5: on our meals.
T: Of course you are right. Our mood depends on what we eat very much. Dear pupils! Look at these English quotations, read them and try to guess the theme of our today's lesson. Let's arrange the letters in the right order and you 'II get the topic of our lesson
Cl: "Food"
T: You are right. Today we are going to speak about food I'll add another word and you 'II see that out topic is "Healthy Food" and the motto is "Eat well, Stay Healthy" By the end of the lesson you should be able to:
extend your active vocabulary and talk about health foods.
speak about your friend's eating habits.
explain what a balanced diet consists of .
learn to use countable and uncountable nouns.
learn some of names of different packages for food.
II. Warm-up.
T: First to achieve good pronunciation and increase the ability to speak fluent English, I'd like to suggest you to read the poem about meals. I usually have breakfast at 7 о 'clock in the morning. I like tea with milk and sugar and a sandwich for breakfast.
(the teacher gives pupils cards with names Lee, Kate, Pete, Sam)
Poem
С1: What do you like for breakfast, Lee? (one pupil who has a card "Lee" answers)
Pl: I like two eggs, some milk and tea.
C1: What do you like for lunch, Kate?
P2: I like a plate of soup, some fish and cake.
C1: What do you like for dinner Pete?
P3: I like potatoes, soup and meat.
Cl: What do you like for supper, Sam?
P4: I like some cheese, some bread and ham.
III. Pre-reading.
T: Oh, how tasty it is, isn't it? Of course our Ukrainian people like tasty food and your mothers can cook very tasty things. But are all kinds of food useful and healthy.
Let's look at these pictures and choose healthy and unhealthy foods and speak about them. Use the questions of Ex. 1 p. 63 answer them and fill in the table.
(Pupils work in 3 groups discussing pictures and questions.)
Healthy Food Unhealthy Food
rice
eggs
butter
milk
sweets
cakes
nuts
cheese
noodles
ice-cream
beans
vegetables
jam
chokolate
fruit
T: You’ve spoken about healthy and unhealthy food and it’s time to speak about a balanced diet. Look at the blackboard and let us translate the words connected with a balanced diet.
IV. While reading. "We are what we eat”
You are going to read the text of Ex. 3 p. 64 "We are what we eat" and while reading you will have two tasks.
First — to name main food groups and food that belongs to them these pictures will help you. (the teacher gives the students pictures with different foods)
Second — to complete the sentences from Ex. 4 p. 64
You will work in groups
V. Post reading (Listening) "Healthy Eating—Food for Life"
We all need food but we need a balanced diet. Otherwise, we don't get all the nutrients we need.
I would like to read you a text "Healthy Eating—Food for Life!" Your groups will work with different tasks. While listening, discuss and write the answers.
Healthy Eating - Food for Life!
It is very important to eat the right food, and to get the right balance of vitamins in our diet. For example, vitamin A, which we get from eggs, milk, fruit and green vegetables, is necessary for our growth, and for health skin and eyes. Another good example is vitamin C. We get vitamin С from green vegetables, fruit, and potatoes. We need vitamin С for healthy skin, bones and muscles. Food and drink also provide us with lots of important minerals—calcium and iron, for example. We get calcium from milk and cheese. Calcium is important for building healthy teeth and bones. As for iron, we get that from liver, meat, fish, cereal, and green vegetables. Iron helps to give us healthy blood.
The 1st group. Complete the sentences.
It is very important to eat____________.
a) junk food.
b) vegetables.
c) right food.
d) healthy food.
We get vitamin A from _____________.
a) meat, fish and eggs.
b) eggs, milk, fruit and green vegetables.
c) porridge, cheese and ice-cream.
We get vitamin С from _____________.
a) diary products.
b) sweets and cakes.
c) Green vegetables, fruit and potatoes.
We need vitamin С for_____________.
a) healthy skin, bones and muscles.
b) healthy hair and nails.
c) healthy eyesight and scent.
The 2nd group
Fill in the words from the list.
right, vitamins, skin, minerals, vegetables,
example, healthy, important
1. ___________________food 2. a good ____________
3. balance of _____________ 4. important__________
5. green _________________ 6. healthy ____________
7. __________________blood 8. very ______________
The 3d group
White down foods that have.
a) vitamin A_______________.
b) vitamin С_______________.
c) calcium_________________.
d) iron____________________.
VI. Speaking. Interaction.
Make up dialogues about your eating habits using the tables you have and some of these questions.
Do you eat at regular hours?
Do you take sugar in hot drinks?
Do you put your elbows (лікті) on the table while eating?
How many sweets do you eat pet week?
How often do you drink fizzy drinks, like Cola, Fanta or Sprite?
How often do you eat fresh fruit?
What do you eat during the breaks?
Is most of the fresh food you eat steamed (приготовлена на пару), boiled or fried?
Do you eat fatty, spicy and salty food?
Do you leave spoon in your cup, when drinking tea or coffee.
What have you to say to the hostess when you finished eating.
VIl. Grammar
T: You know that some nouns are uncountable. They, have no plural. What are they? Name the nouns that mean food.
(pupils name uncountable nouns the teacher writes
them on the blackboard)
fruit, butter, chocolate, meat, cheese, water, bread, tea, coffee, milk, lemonade, salt, pepper, fish, sugar etc
T: But some uncountable nouns can be made countable by using these words:
a bottle, a glass, a jug, a cup, a packet, a jar, a loaf, a slice,
a carton, a can, a tin, a bowl, a kilo, a bar, a piece, a dozen.
Use these tables and match the words to make up word combination
Match the words to make up world-combinations.
Write them down
a bottle of honey
a glass of meat
a slice of water
a loaf of tea
a cup of bread
a carton of milk
a jar of sugar
a kilo of chocolate
a jug of coke
a bar of cheese
a packet of eggs
a piece of fruit
a bowl of peanuts
a can of ham
a dozen
a tin
VIII. Homework. Ex. 9 p.66. Write about your eating habits.
IX. Summarizing.
T: Thank you very much children.
It was a great pleasure to work with you today. You were brilliant. Your work can be appreciated as good and excellent. Today we have spoken about balanced diet and your eating habits, we have discussed problems of healthy eating, learned some material about sources of nutrients, worked with many tables and cards.
I suppose that now your mood is much better because all of you have got good marks. Thank you for the lesson and be healthy. Good bye!
Lesson 2
Theme: “How is your lunch? - Delicious”
Objectives:
Practical:
to practice pupils in reading, speaking and listening on the topic “Food”.
Educative:
to develop creative thinking of the pupils;
to role-play a situation to foster students’ spoken habits.
Social:
to develop socio-cultural competence.
Equipment: English textbook A Nesvit 7-th form, pictures, handouts.
1. Organization moment: (Greetings) (See less.1)
II Warm-up. (See less.1)
T: At our previous lesson we spoke about health food. Lets review the material by working in pairs. Discuss the questions of Ex 1.p 67.
1. What is your favourite health food?
2. What is the most delicious thing you've ever eaten?
3. Do you eat anything that is unhealthy? What is it? Why do you eat it then?
4. Have you ever created new dishes? What ingredients did you
use?
5. What helps you decide on a food to eat: somebody's recommen¬dations or your own choice?
III. Checking the homework.
IV. Introducing the topic:
T: We are going to speak about lunches. Are they delicious or not?
By the end of the lesson you are supposed to enrich your vocabulary knowledge;
Discuss your and your friends eating habits;
Practice your listening and speaking skills;
V. Pre-listening:
Role-play: Don’t you think that its time to have a snack.
We are going to visit a cafe and have lunch .But will it be healthy. Let’s see. After deviding into two groups we’ll choose in each group a boy and a girl to go to a café. They will read the dialogue of Ex.2 p67 and the groups will have the tasks.
Ann: I think we should take chips and hot chocolate. I love them.
Dan: Don't you think that your choice is a bit unhealthy? Perhaps we should order a vegetable salad and fruit juice.
Ann: I suppose so, but that seems a bit boring. My mum treats me to vegetables and fruit every day. I'd like to eat something tastier. I mean something that I can't eat at home.
Dan: How about a "banana split"? You don't eat it every day, do you?
Ann : I suppose that's OK, as long as it has chocolate as well.
(A few minutes later.)
Dan: How is your lunch, Ann?
Ann: Delicious.
The task for the 1-st group: Tick the statements. True(T) or False(F).
1. Ann loves chips and hot chocolate.
2. Dan agrees to order chips and hot chocolate.
3. Children have decided to order something they can’t eat at home.
4. Dan and Ann have found a dish to suit their taste.
The task for the 2-end group:
Dan is a healthy eater, isn’t he?(prove it). The words on the blackboard will help you.
Perhaps-можливо
I mean-я мала на увазі
Split-солодка страва (з фруктів та морозива)
T: It was a real pleasure to listen to you.
Ann and Dan made a good choice while having lunch. Do you think it was tasty and healthy at the same time.
Imagine you are in a café as well.
You are looking through the menu discussing food. Work in pairs. Pictures and phrases of Ex.4 p.68 will help you.
I like ... it's delicious.
I really like ... it's healthy.
I don't like ...
I hate ... I don't think it's healthy./It looks greasy.
I can't stand ... it's too hot./It's too spicy.
VI. While-Listening:
T: It was interesting to listen to your discussion. And now I’d like you to listen to the children's talking about their eating habits and complete the table.
It’ll be an individual work
Who Oles Iryna Maksym Natalia
Has a well-balanced diet?
Is a vegetarian
Has decided to eat less meat?
Often goes to fast food restaurants?
Would like to loose weight?
Likes diary products
You’ll get marks for this task. (p 221 Unit 2 less 3-4 Ex 5 p. 68)
VII. Post-listening:
T: I suppose that you’ll have good results for this task. Would you like to speak about your friend’s eating habits.
Divide into three groups. Choose a “ speaker ” in each of them.
Listen to his eating habits and give your recommendations for him to be an attentive diner.
(Use Ex.6 p.69)
Do You Have Good Eating Habits?
Even when the most attentive diners1 know what their bodies need, they can still make mistakes while having their breakfast, dinner or supper. For the best results at mealtime, follow a few sim¬ple guidelines:
Take the right approach to food. Don't think about foods as
"bad" or "good". It's more important to eat a wide variety of food
and include plenty of fruits, vegetables, grains, and lean proteins into your daily menu. Avoid eating junk food.
Check your fluids. Sometimes you may think you're hungry when your body actually needs more liquid. Try to avoid fizzy drinks, instead - drink plenty of water.
Watch your portions. What is a serving size, and does it really matter? Absolutely. Pay attention to how much food you're eating and stop when you start to feel full.
Think about fitness, too. Do physical exercises for 30 minutes every day (like walking, jogging, swimming, or working out at the gym). Both exercises and health foods will help fuel both your body and your mind.
VIII. Summarasing:
Thank you children for the work. It was outstanding. Your marks are on your cards for individual work. Suppose you’ll like them.
Hometask: Ex.8 p 69(use recommendations from Ex.6 p.69).
Lesson 3
Theme: “What is in your packed lunch?”
Objectives:
Practical:
to develop communicative skills using the active vocabulary on topic,
to role-play a situation,
to practice writing short notes.
Educative:
to learn and practice some grammar material.
Social:
to foster the desire to participate in competitive activities, to develop culture of eating habits.
Equipment: English textbook A Nesnit 7th form, a blackboard, handouts, a packed lunch.
I. Organization moment:
T→P1 : Begin the lesson.
P1 : O. K. Speaking about the date I must say that today is…
The weather is fine though somewhat frosty (chilly, damp). I
suppose that everybody is in a good mood. Let’ see.
P2 (Supposed questions):
What is your mood today?
Does the weather influence on your mood greatly?
Express your feelings about today’s events.
What do you expect from the lesson?
T: You make me happy and there is one more reason for me to be in a good mood because I’ll not be hungry today. Look I’ve taken a Packed Lunch with me. Try to guess what there is in it. Speak in chain. The pupil who begins will make a conclusion about it.
P1 P2 P3 P4
(Supposed phrases): I think you have …
To my mind …
On my opinion …
As far as I can expect …
P1: Making a conclusion I’d like to suppose that you are a healthy
eater.
T: You’ll see it a little bit later.
II. Introducing the topic:
T: As far as you can see today we’ll speak about your Packed Lunch and kinds of food you have in it. Besides we’ll have some grammar time and speak about using of phrases:
to let somebody do something and to be allowed to do something and make a practical use of them with the help of exercises. But at the beginning let us listen to your notes about Good Eating Habits.
III. Warm-up.
- Checking the hometask.
(Three pupils write their notes on the blackboard; three groups are discussing their eating habits)
P1 P2 P3
IV. Listening and Speaking.
T: Good job! And now you are present at a poll on eating habits in our school. You’ll hear the questionary and the answers. Mark the boy’s answers Ex 1 p. 70 and speak about them in pairs.
(Supposed questions):
1. How often do you eat fresh fruit?
a) every day
b) two or three times a week
c) never 4. Do you take sugar in hot drinks?
a) always
b) sometimes
c) never
2. Is most of the fresh food you eat...
a) steamed?
b) boiled?
c) fried? 5. How often do you drink fizzy drinks (Cola, Fanta, Sprite, etc.)?
a) every day
b) two or more times a week
c) never
3. How many sweets do you eat per week?
a) more than five
b) one or two
c) none 6. What do you eat during the breaks (as a snack)?
a) a bar of chocolate
b) some biscuits
c) an apple or a banana
P1 P2 P3 P4 P5 P6
A: Hello! We are doing a poll on eating habits in our school. Will you answer the questionnaire?
B: Sure, why not?
A: So, the first question is: Do you take sugar in hot drinks?
B: Yes, I always take sugar in my tea. I like it sweet.
A: And how many sweets do you eat per week?
B: One or two. Not many.
A: The next question. How often do you drink fizzy drinks, like Cola, Fanta, or Sprite?
B: Never. I hate Cola and I can't stand the hiccup because of the bubbles.
A: Right. How often do you eat fresh fruit?
B: Let me think... Almost every day. I like fruit.
A: Is most of the fresh food you eat steamed, boiled, or fried?
B: Boiled, I guess.
A: Well, and the last question: What do you eat during the breaks?
B: As a snack? Bananas. Sometimes apples or oranges. My mum says they are good for my health. Besides, I like them.
A: OK, I've marked your answers. Thanks for the interview.
B: You are welcome.
T: Nice work!
V. Acting out.
T: Now I need your help. I’d like to be your mother and check your packed lunch. Will anybody be my daughter? We’ll read the dialogue of Ex 2 p 70 twice.
You will be divided into two teams. During the second listening go to the blackboard one by one from each team and write the first of unhealthy food you hear in the dialogue on it. We’ll have a jury of three persons. Choose them. They’ll tell what team is the winner. They will get some tasty things from my packed lunch with the words:
I’d like to have …etc.
T: I knew you could do it. Nice work.
VI. Grammar Lab:
T: Now try to calm yourselves. We are entering the country named “Grammar”.
Teacher explains pupils using of phrases to let somebody
do something and to be allowed to do something
and pupils do Ex 3 p 71.
VII. Writing
T: And now open your copy-books and show that you’ve got it. Those who will be the first to finish it, write a few sentences about what food you take/don’t take to school in your lunch boxes. Use countable and uncountable nouns and the phrases: to let smb. do smith, to be allowed to do something .You’ll have higher marks for the lesson.
VIII. Summarizing:
T: I’m proud of you. You’ve learned it right. You can see your marks on your cards. Thank you for your creative work.
IX. Hometask: Ex 5 p 72. Agree or disagree with the following statements. Choose the one and be ready to speak on it.
Lesson 4
Theme: “In the Kitchen”
Objectives:
Practical:
to practice listening for specific information,
to develop students speaking and writing skills.
Educative:
to present and practice new words related to food.
Social:
to develop pupils’ creative thinking on the topic.
Equipment: English textbook 7/th form, a picture of kitchen utensils, handouts.
I Organization moment: (Greetings)
T: Good morning, children ! Are we going to work hard today ?
CL: Certainly we are!
T: Perfect. I’m glad to hear it. You are my best pupils.
II Introduction.
T: Today we are going to speak about the best room in every house. It is the room where your families like to spend much time and have their meals. What room is it?
CL: Kitchen.
T: Exactly. Of course you are right. It’s a kitchen. We’ll learn some new words on the topic and act out dialogues and review the tenses of the verb in a written exercise. So, let’s begin.
III Warm– up.
T: You know, children, not long ago I’ve bought a new house.
I want to make it very beautiful. That’s why we are repairing it now. I’d like to have a splendid kitchen . How do you think , what I am supposed to have there.
(Pupils give their variants of things to be in the kitchen)
IV. Vocabulary
Presentation.
T: You see my kitchen is very poor. Maybe it’s because you don’t know many words. Let’s enter our Word- Bank (Teacher opens the blackboard with the list of the words from Ex. 1 p 73 )Look at these words, you can find them in your books as well. Let’s use the pictures in your books and a big picture in the blackboard.
I’ll read the words and you’ll give your variants of translation. (The teacher reads the words in English, the pupils translate them according to numerals in the pictures).
A dishwasher, a kitchen sink, a paper towel holder, a paper towel, a microwave oven, a kitchen counter (worktop), a cut¬ting board, a toaster, a freezer, a refrigerator (fridge), an oven, an ice maker, a kitchen table, a kitchen chair, a wastebin.
T: You are on top of it. But how can we use all these things. Take cards. Do the matching. (Pair-work)
a dishwasher to keep food in cool place
a kitchen sink to make toasts
a paper towel holder to freeze food
a paper towel to sit on it
a microwave oven to cut things on it
a kitchen counter to put and wash plates there
a cutting board to keep a paper towel in it
a toaster to wash dishes in it
a freezer to dry the hands with it
a refrigerator to put waster in it
an oven to lay it
an ice maker to prepare food at it
a kitchen table to bake in it
a kitchen chair to make food hot in it
a waste bin to make ice in it
T: Speak in class. What are kitchen utensils for? Work in chain. I’ll begin.
T: We use dishwasher to wash dishes in it…
T- P1- P2- P3- P4…
V. Pre-listening. Acting-out the dialogues.
T: Now you’ve got it. Great! You are ready to make up dialogues using these words. Ex 2 p 73 will help you. Work in pairs.
1.
A: May I help you?
B: Yes, please. Do you have ?
A: Yes. is right over there.
B: Thank you.
2.
A: Here is our kitchen.
В: It's really nice. Is there in it?
A: No, we haven't got one, but I think we'll buy it soon. We have bought a new ______ this month.
B: Oh, it's a very modern one. I think you have made a nice choice.
3.
A: Uh-oh! I have just spilled coffee on !
B: That's OK. Don't worry about that.
4.
A: Where can I find , Mum?
B: Have you looked on ?
A: Yes, I have.
B: I think you should .
A: Oh yes. Here it is. Thank you, Mum.
5.
A: Can I help you with the cooking?
B: Yes, please. I think the doesn't work.
A: In my opinion, we need a new .
B: To my mind, you are right.
T: Exceptional performance!
VI. Listening.
T: Do you help mothers with the kitchen work? Listen to the story “In the Kitchen”. Words on the blackboard will help you.
Mincing machine - м’ясорубка;
Scrap- чистити;
Clear the peeling off the table (explanation);
For goodness ( explanation);
T: You’ll be devided into three groups and every group will have different tasks.
1st:Fill in the table.
Card №1
Mother’s work Daughter’s work
2nd: Answer the questions.
Card№2
1)Who needs help?
2)What is mother doing in the kitchen?
3)How does her daughter help her?
4)Have they managed to cook everything they planned?
3 d: Tell the class how you help in the kitchen. The questions will help you.
Card№3
1)Do you like to watch you mother cooking?
2)How can you help her?
3)Are you glad to make your mother’s work easier?
4)What is the best dish your mother can cook?
Text for listening.
“In the Kitchen”
(A Mothers to her Daughter)
I need your help badly, Ann. There is much to do for tonight’s party – a salad , to be prepared , a goose to be roasted, and a lot of other things to be cooked.
Please, get the mincing machine down from the rack and mince this bit of meat while I am scraping and slicing the carrots. Will you peel these potatoes and onions?
I’ll make some potato chips and you set up the rest of potatoes to soil.
When they are soft, mash them with butter.
So, we’ll have mashed potatoes and vegetables with meat. Now, please clear the peeling off the table.
My! Isn’t there a smell of meat burning? I believe it’s the goose in the oven!
For goodness set it out quick!
What a relief! I’ve never yet had such a perfect roast, well- done all over, a beautiful golden brown.
Just look at it.
T: Outstanding performance.
VII. Writing.
T: Do you know children that. “Grammar is the art of putting the right words in the right place”. This is the very task for us at the moment.
Do you remember all the rules of using English verbs’ Tense Forms.
(The teacher reminds the rules to the pupils)
T: Do Ex 4 p 74 and while you are working I have time to check the hometasks of some of you…(The teacher checks several pupils’ hometasks )
VIII. Summarizing
We’ve done a lot of work today. You tried hard. It was a pleasure to work with you. Thanks for the lesson and your marks are on the cards.
IX Homework.
At home you’ll write about the modern conveniences you have in your kitchen. What you and your parents do in this part of your house (flat) Ex 3 p 74 will help you.
See you!
Lesson 5
Theme: Now … You’re Cooking!
Objectives:
Practical:
to practice pupils peaking, reading skills,
to develop practical skills in the dialogue and monologue speech.
Educational:
to get pupils involved in discussion of cooking habits,
Social:
to develop interest to cooking traditions.
Equipment: English textbook A Nesvit the 7th form, handouts, pictures.
I. Organization moment (Greeting).
T: The sun in shining (though the sun isn’t shining)
(Still) You are smiling
Is the day the best
For work and rest?
Pl: Of course it is. We are ready to work.
II. Introduction
At our today’s lesson well repeat the word’s that deal with the topic “Cooking equipment” , speak in class about food you like to cook, practice some reading skills.
III. Warm up.
Poem “The food I like”
On Sunday I like meat and chips,
On Monday bread and cheese.
On Tuesday coca-cola and pizza
Mmmm …Yes, please.
On Wednesday it’s spaghetti
And on Thursday egg and fish,
On Friday I like sandwiches
And ice-cream on a dish
But Saturday
Is my favorite day-
Oh, yes, it’s very nice.
On Saturday it’s chicken…
Mmmm…salad, bread and rice.
(The pupil listen, repeat and then 7 of them read the poem being the days of the week)
T: I’ve never heard anything better!
IV. Vocabulary presentation.
T: Now you are welcome to our kitchen. Look at the picture in your books and in the blackboard. Do you like it? Here is the list of some more cooking equipment. Let’s read it (Pupils repeat after the teacher, they understand the meaning with the help of numerals Ex.1 p.75)
Cooking Equipment
1. a cutting board 9. a vegetable peeler
2. a set of knives 10. a bottle opener
3. a (frying) pan 11. a can opener
4. a grill 12. a ladle
5. a pot 13. a hand mixer
6. a food processor 14. a measuring cup
7. a wooden spoon 15. a vegetable steamer
8. a grater 16. a wok
V. Acting out.
T: Now we’ll play the game “Missing meaning”. All of you will have pieces of paper with English words meaning cooking equipment on their Ukrainian equivalents. Your task is to go through the classroom looking for translation of your words. Those who’ll manage to do it stand in front of us ready to speak.
T: You’ are sensational.
VI. Checking the hometask.
T: Now speak about your kitchens. It was your home-task. And the class will ask you questions.
VII. Reading.
T: It’s time for you to show how you can use the words of our lesson while reading. Take the cards, complete the text with the worlds from Ex.1a p.75.
Exchange you cards listen and check your friends’ answers.
(The teacher reads the text on p. 221, the pupils check the works and put their marks).
Every country has its own c e . For example, Italian kitchens usually have a big p_________ for cooking pasta. Many Mexican kitchens have a special p________ to make tortillas. Asian kitchens often have a g for meat and a special v______________ s . Ukrainian kitchens have beautifully decorated wooden cooking utensils such as m_______________c__________________, s _______________ and c________________ b . Many kitchens around the world have a set of k_____________, a g__________ and a f_________________ p .
Every country has its own cooking equipment. For example, Italian kitchens usually have a big pot for cooking pasta. Many Mexican kitchens have a special pan to make tortillas. Asian kitchens often have a grill for meat and a special vegetable steamer. Ukrainian kitchens have beautifully decorated wooden cook¬ing utensils such as measuring cups, spoons and cutting boards. Many kitchens around the world have a set of knives, a grill and a food processor.
VIII. Matching (Group work).
T: Divide into three groups. Let’s compete. All of your groups will have the same task.
You have to match the verbs for preparing and cooking food (1-10) and the food words (a-j).
Verbs Food
1 Bake a Chicken
2 Boil b Turkey
3 Chop c Fish
4 Cut d Banana
5 Fry e Onion
6 Grill f Potato
7 Peel g Meat
8 Roast h Lemon
9 Slice i Carrot
10 Squeeze j Cake
T: Make sentences with the word combination you have made. Use different tense forms. Let’ see what group is the smartest.
IX. Role-playing.
T: Look at the picture and read the recipe. Say what Ann’s mum is cooking and what cooking equipment she uses. Ex 5 p 77. Make up dialogues using the phrases from Ex 6 p 77.
Roast Chicken with Potatoes Recipe
1. Season the chicken with garlic and chicken spices.
2. Roast at 175°C (30 minutes).
3. Baste frequently with pan juices.
4. Boil the potatoes.
1.
A: What are you looking for?
B: I'm looking for the . Do you know where it is?
A: Did you look in the drawers/cupboard?
B: Yes. I looked everywhere.
2.
A: What dish are you going to cook?
B: I am going to cook .
A: What cooking equipment do you need?
B: I think I'll need , and .
A: Can I help you?
B: Yes, please. You can and .
X. Guessing game.
T: It’s time to play, don’t you think?
Pl: Yes, of course.
T: There will be one speaker who chooses one of the dishes from the word bank and says what cooking equipment he(she) uses to cook it and describes the process of preparing and cooking it.
The class tries to guess what dish the speaker is talking about. The person who names the dish becomes the speaker and the game starts again.
I will start to help you with the beginning.
XI. Summarizing.
T: It was a pleasure to play with you. Thanks.
All of you will have good and excellent marks today. See them on your cards.
XII. Home task.
T: I’m sure that all your families have favourite Ukrainian dishes. Your home task is to write the recipe of it and describe how your mothers cook them and what cooking equipment she uses. Ex 8 p. 78.
Lesson 6
Theme: Recipes.
Objectives:
Practical:
to practice using new words related to food;
to practice reading for specific information;
Educative:
to provide opportunities for developing speaking skills;
Social:
to develop curiosity to national cooking traditions;
to develop good table manners.
Equipment: English textbook A. Nesvit 7th form, pictures, handouts, cards, a tape.
I. Organization moment (Greetings)
T: How do you do, children? (a song “How do you do?”)
How do you do?
How do you do?
I’m very pleased to meet you,
I’m very pleased to meet you,
How do you do?
How do you do?
II. Warm-up: Glad to see you, children again. Let’s train our tongues.
(TONGUE TWISTER)
Betty Botter made some butter.
“But”, she said, this “butter’s bitter”.
“So”, she said, “I’ll buy some butter
It will make the butter better!”
So, Betty Botter bought some butter
Just to make the butter better.
“Alas”, she signed. “This butter’s better –
But it’s still a little bitter”.
(Pupils read it from the blackboard. The quickest is the best)
III. Introduction:
I need your help badly. I have two variants of English proverb. Only one of them is right.
Help me to choose the proper one. Explain your choice.
“Live not to eat, but eat to live”.
“Eat not no live, but live to eat”.
(Pupils explain their choice and tell the class the reasons for it).
T: Of course you are right.
Today we are going to continue discussing the topic “Food”.
We will learn how to cook “Jolly Gingerbread” a popular Christmas decoration in Great Britain. We’ll practice reading and get to know the ingredients for cooking vegetable soup. We’ll learn some rules of table manners and of Place Setting.
IV Listening: (Class is divided intro 3 groups)
T: Do you know, children, what a gingerbread is? Take cards and read the Information .
Information: Gingerbread is a sweet that can take the form of a cake or a cookie in which the main flavour is ginger. It is a popular Christmas decoration in Great Britain.
T: You have cards with ingredients you need to cook “Jolly Gingerbread” and a procedure itself. But the procedure is somewhat disordered.
"Jolly Gingerbread"
You'll need:
• 1 1/2 cups bread flour
• 1/2 teaspoon salt
• 3/4 teaspoon baking soda
• 1/2 teaspoon ginger
• 1/2 teaspoon cinnamon2
• 1/2 cup butter or margarine, softened
• 1/2 cup brown sugar
• 1 egg, beaten
• 1/2 cup treacle3
• 1/2 cup boiling water
What to do:
Pour dough into a greased square cake pan.
Bake in a preheated 350-degree oven for 35 minutes.
Combine first five ingredients in a large bowl. Mix well.
Add egg and treacle to creamy mixture. Mix well.
Mix until smooth and creamy.
Pour creamy mixture and boiling water into flour mixture.
Mix well.
In a medium bowl, combine butter or margarine and brown sugar.
T: Listen to the girl talking about the way she cooks “Jolly Gingerbread” p. 222. Order the sentences which describe the process of cooking.
The words on the blackboard will help you (іn the blackboard):
pour – лити, виливати
bake – пекти
combine − з’єднати
add – додати
mix – змішати
"Jolly Gingerbread"
You'll need:
• 1 1/2 cups bread flour
• 1/2 teaspoon salt
• 3/4 teaspoon baking soda
• 1/2 teaspoon ginger
• 1/2 teaspoon cinnamon
• 1/2 cup butter or margarine, softened
• 1/2 cup brown sugar
• 1 egg, beaten
• 1/2 cup treacle
• 1/2 cup boiling water
What to do:
1. Combine first five ingredients in a large bowl. Mix well.
2. In a medium bowl, combine butter or margarine and brown sugar.
3. Mix until smooth and creamy.
4. Add egg and treacle to creamy mixture. Mix well.
5. Pour creamy mixture and boiling water into flour mixture. Mix well.
6. Pour dough into a greased square cake pan.
7. Bake in a preheated 350-degree oven for 35 minutes.
T: After you finish the work choose one speaker from a group. He (she) will speak in class and tell the friends how to cook “Jolly Gingerbread”.
V Pre-reading.
T: Look at the picture and say where the story takes place Ex.3 p.79
VI. While-reading.
T: Read the text and find out what ingredients Alex and his father used to cook the vegetable soup.
Work in pairs. Take turns to ask and answer the questions Ex.4 p.80.
VII Post-reading.
T: Speak in class. Retell the story using the verbs:
to cook
to get the food prepared
to clean
to peel
to chop to cut
to add
to boil
to pour
to enjoy the meal
VIII. Checking the home work.
T: Well done. And now I’d like to listen to your stories about your favorite Ukrainian dish.
IX. Matching. Acting out.
T: Do you always remember about good manners when you are going to sit at the table?
1. You have to sit up straight at the table.
2. You have to eat with a knife and a fork.
3. You must not eat with your fingers.
4. You mustn’t talk with your mouth full.
T: And do you know the rules of Place Setting? Look at the picture of the place setting Alex has made. Match the numbers in the picture with the words from the list Ex.6(a) p.80.: a salad plate, a bread-and-butter plate, a dinner plate, a soup bowl, a water glass, a cup, a saucer, a napkin; silverware: a salad fork, a dinner fork, a knife, a teaspoon, a soup spoon, a butter knife.
Example: Number 1 is a salad plate.
A Place Setting
T: Work in pairs. Look at the picture once more. Make up the dialogues of your own and act them out. Use the examples (Ex.6(b) p.81).
1.
A: Excuse me. Where does the knife go?
B: It goes to the right of the dinner plate.
2.
A: Excuse me. Where does go?
B: It goes to the left/between/on__________ (and_____________).
X Summarizing:
T: It was splendid. You’ve got it. I’m fully satisfied with your work and you’ll get good and excellent marks. You’ll find them on your cards.
XI Hometask:
T: Today we’ve spoken about some recipes and your hometask will be to read the recipe of Ex.7 p.81 and write a story about the way Ann cooked Curry Chicken Salad one day.
Curry Chicken Salad
You'll need:
• 2 cups cooked chicken, shredded
• 1 teaspoon curry powder
• 1 celery stalk, chopped
• 2 hard-boiled eggs, chopped
• V2 CUP mayonnaise
• V4 almonds, slivered
What to do:
1. Combine all ingredients in a large bowl. Mix well.
2. Refrigerate several hours before serving. Serve 4.
T: I wish you good luck
Lesson 7
Theme: “Marvellous Muffins”
Objectives:
Practical:
to practice reading for specific information;
develop speaking skills.
Educational:
to activate some key vocabulary.
Social:
to develop general culture and etiquette.
Equipment: English textbook A. Nesvit 7th form, pictures, handouts, cards, a tape.
I Organization moment (Greetings)
T: How do you do, children?
(a song “How do you do?”)
How do you do?
How do you do?
I’m very pleased to meet you,
I’m very pleased to meet you,
How do you do?
How do you do?
II Warm up (“Questions in the Kitchen”):
T: Work in pairs. Make and act out a dialogue “In the Kitchen”. Use the phrases from the table.
Questions in the Kitchen
Where can I find...?
Can I help with...?
Where does this... go?
Where do I keep...?
Where shall I put...?
III Checking the home work.
T: Now if you’ve appeared to be at the kitchen, tell the class about the way Ann cooked Curry Chicken Salad one day.
IV Pre-reading.
T: Good work. And now let’s make a cake with the help of music. We are going to sing a song. You’ll see the words on the cards.
a song “Make a cake”
Let’s make a cake
Let’s make a cake
Mix in all the things that we like best,
A little bit of this,
A little bit of that,
What shall we put in first?
And we shall mix in the eggs
Mix in the eggs
Stir and stir and
Stir and stir and
Let’s make a cake…
(In the last line sing next instead of first)
And we shall mix in the ice-cream
Mix in the ice-cream
Stir and stir and
Stir and stir and
Let’s make a cake…
V. Introducing.
T: Today I would like to control your reading skills on the topic “Food”.
Control Reading
Task 1: Read the text and write what surprise Kim prepared for her parents (Ex. 2 p.82).
Task 2: Look through the text again and make a list of the verbs that describe the process of cooking. (Ex. 3 p.83).
Task 3: Make a plan of the story.
(Students work independently, for each task they get 4 points.
The teacher collects the work at the end of the lesson).
VI Homework. (Project Work):
Make a poster “The best Recipe Ever!” You can unite in groups for this work. Ex.5 p.84.
At the next lesson you will put all your posters on the blackboard and you’ll share your ideas with your classmates.
I wish you good success!
Lesson 8
Theme: “Do you like potato?”
Objectives:
Practical:
to practice listening and reading skills
Educational:
learn how to use Present Indefinite Passive voice
Social:
to inrich knowledge on the history of cooking habits.
Equipment: English textbook A. Nesvit 7th form, handouts, a tape, cards, pictures.
I. Organization moment (Greeting)
Good morning children.
Suppose you are in a good mood today.
Of course you are, because you have a lot of reasons for it:
1. you are healthy;
2. you have many friends;
3. the weather is really charming;
4. your parents love you;
5. simply you are the best;
II. Warm up (checking the homework):
T: I know that you’ve prepared posters “The Best Recipe Ever”. I’m sure that everybody is waiting for the moment of presentation. So, go to the blackboard, stick your Project Works on it and share the idea with your classmates.
III Listening.
T: Today we are going to learn where potato came from. Listen to the story (p. 222). Take the cards and tick the sentences T(True) or F(False).
Work in pairs.
1. The archeologists have found potato remains in the ancient ruins of Peru and Chile.
2. The Incas worshipped potatoes but they didn’t eat them.
3. Ancient Inca potatoes had dark purplish skins and yellow flesh.
4. In the 17th century the people of many European countries such as Italy, England, Belgium, Germany, Austria, France saw potatoes for the first time.
5. Much time has passed since people started to like eating potatoes.
6. Today, the potato is so common and plentiful in the Western diet that it is taken for granted.
(one pupil of each pair reads the statement)
IV. Pre-Reading.
T: It was interesting to learn the history of potato introduction in many countries isn’t it?
Since that time a lot of traditional potato dishes appeared in Ukraine. What are they?
P1- boiled potatoes
P2- fried potatoes
P3- varenyky with potatoes
P4- dranyky
P5- lezhny
P6- baked potatoes
T: Of course you are right. Baked potatoes or Pechena Kartoplia is our well- known national potato dish.
V. While- reading.
T: There are some restaurants in Ukraine where they serve it. You’ll get to know about one of them when you read text of Ex. 2 p.85.
While reading get ready to say why “The Pechena Kartoplia” restaurant is popular with visitors.
(pupils work in 3 groups, one pupil from each group speaks)
VI. Post- reading.
T: Work in pairs. Take turns to ask and answer the questions. You see them on the cards.
1. Do you like potatoes?
2. What is your favourite “potato” dish?
3. Can you cook potato by yourself?
4. Have you ever been to the Pechena Kartoplya restaurant?
5. What food did you order there?
6. What do you think makes this restaurant so popular with visitors?
VII. Grammar Lab.
(the teacher explains how to use the Present Indefinite
Passive Voice)
VIII. Writing.
T: Put the verbs in brackets into the Present Indefinite Passive Voice (Ex.4 P.87)
(pupils write the exercise into their copybooks)
IX. Home work:
I suppose that you’ve got the grammar material and you’ll be able to do Ex.5 p.87. Thank you for the lesson. You’ll see your marks on the cards.
Lesson 9
Theme: “Eating out.”
Objectives:
Practical:
to develop student’s skills of listening and Jigsaw Reading;
to activate some key vocabulary;
Educational:
to develop speaking skills of students through methods of interactive activity (pair work);
Social:
to develop good table manners;
to develop socio- cultural competence.
Equipment: English Textbook A. Nesvit 7th form, pictures, handouts.
I Organization moment.
T: Good Morning, children! (a pause) Thought it’s not so good, I think.
P1: Why do you thing so?
T: Because I’m sick and tired of school and of the lessons. I don’t want to go to school. I would you like to have a rest and to go to a restaurant best.
II Warm-up.
T: There are a lot of places I would like to go to. Look at the blackboard! These are the places I’d like to visit.
T: What about you? Would you like to visit one of these places? Why? Discuss it in groups.
III. Introducing the topic.
T: Today we are going to speak about eating out places.
We’ll have so- called Jigsaw Reading of the texts “Mc Donald’s” and “The Domashnya Kukhnia”. You will read and exchange information. We’ll have control listening as well.
IV. Jigsaw Reading.
T: Work in groups. Read the texts then exchange information using the given questions. Ex. 3 p.88.
(two groups work with two different texts then they’ll exchange the information by asking each other questions. One pupil in each group will make a conclusion what fast food restaurant he would like to visit and explains his choice.)
V. Listening comprehension.
T: Listen to the text and do two tasks with the help of the cards on your tables.
A story
One day, some Americans were having dinner at a hotel in London. When fish was put on the table, one of them, a young man, said: “Let’s examine the fish carefully, perhaps we’ll find a diamond in it”. Everybody began to laugh, but an old man said quietly: “Yes, I’m sure we have all heard stories like that. Let me tell you what happened to me once”.
“When I was a young man”, he began, “I worked for a big company in New York; and I was sent to England to do some work there. I was in love with a beautiful girl, and before I left for England, we decided that we would get married when I returned home.
I stayed in England for two months. I sent letters and postcards to the girl almost every day, but after the first two weeks I didn’t receive any answers. But I didn’t think anything was the matter, and before I left for home, I bought a beautiful diamond ring for her.
On the ship one morning, a telegram was brought to me. It was from a friend in New York, who told me that the girl had changed her mind and was going to get married to another man.
I was so angry that I threw the diamond ring into the sea.
My friend came to the port to meet me, and he invited me to dinner. While we were sitting down at the table and I was eating fish, I suddenly felt something hard in my mouth. What do you think it was?”
“The diamond!” all the Americans cried.
“No”, the old man answered, “it was a fish bone”.
Task I. True or false statements.
Listen to the text. Put a tick (V) next to the true statements and cross (X) next to the false ones.
1. One day some Englishmen were having dinner at a hotel in London.
2. When fish was put on the table, one of them said: “Let’s find a diamond in it”.
3. One of the man recollected his youth.
4. The man bought a beautiful rose for his girl.
5. The man threw the diamond ring into the sea, because his girl had changed her mind and was going to get married to another man.
6. The man gave the diamond ring to another girl.
7. When one day he was eating fish, he felt the diamond in his mouth.
Task II. Multiple choice questions
Listen to the text again. Choose the one best answer A, B, C, D to each question.
1. One day some Americans were having dinner at a hotel in______
A) London C) New York
B) Paris D) Kyiv
2. Everybody began to laugh because a young man suggested to find a _______________ in it.
A) caviar C) bone
B) diamond D) egg
3. The story of the old man was about his _______________.
A) love C) demands
B) experience D) education
4. On the way home the man bought a _______________ for her.
A) bar of chocolate C) book
B) flowers D) a diamond ring
5. The girls was going to _______________.
A) enter a university C) travel
B) get married to another man D) write books
6. The man _________________.
A) bought a more expensive ring C) put the ring in the box
B) threw the diamond ring into the sea D) sold the ring
7. The man found a _________________ in the fish.
A) bone C) coin
B) diamond D) stone
VI Checking the hometask.
VII Summarising. Hometask.
T: You’ve done a lot of work today. You are the best. Your hometask will be to write a letter to a magazine giving your opinion on fast food Ex.5 p.90. Use the plan.
Good luck!
Lesson 10
Theme: “Eating habits, British ways.”
Objectives:
Practical:
to revise and enrich students’ vocabulary on the topic;
to develop listening;
to develop the practical skills in the dialogue and monologue speech.
Educational:
To foster students’ spoken habits;
To role-play a situation;
Social:
To develop culture of communication;
To broaden students’ knowledge of the topic;
Equipment: English text book A. Nesvit 7th form, handouts, a tape, cards, pictures.
I. Introduction (Greetings)
(the class is divided into three zones with several desks in every one).
Each zone has its name
The pupils are divided into three groups as well. Some of them prepared the information beforehand.
(the music from “Sherlock Holmes” film is heard.)
T: Good morning Ladies and Gentlemen! Glad to greet you in our English Club “Welcome to Britain”. Today we are going to speak about British eating habits.
II Warm up
There are a lot of proverbs and saying about them. Some of them you can see on the blackboard
Do you agree with them?
Let’s discuss it.
T: Remembering the times of King Arthur, Ladies and Gentlemen, let’s read the poem “King Arthur” filling in the words from the box into the gaps.
King Arthur
When good King Arthur ruled this land
He was a good King;
He stole three pecks of __ ___ ___ (barley-meal)
To ___ (make) a ____ (bag pudding)
A bag pudding the king did __ __ __ (make)
And __ __ (stuffed) it well with __ __ __(plums)
And in it put great lumps of __ __ (fat)
As big as my two thumbs.
The King and Queen did __ __ (eat) them off;
And noble men beside
And what they couldn’t eat that night,
The Queen next morning __ __ (fried).
III. Speaking
T: You are so smart dear Ladies and Gentlemen. The first page of our meeting is “Café Lunch”. Let’s listen to some information (informers from group one accompanied by music step ahead and give some facts)
P1: British cafes usually only serve soft (non-alcoholic) drinks.
P2: If you are having a meal in a cafe, you will be offered tea or coffee at the same time.
P3: You can expect the following on a typical menu: (opens the menu and reads, one of the group fixes the same menu on the blackboard).
Menu:
Soup – tomato, chicken
Cod and chips
Haddock and chips
Plaice and chips
Chicken and chips
Hamburger, beans and chips
Sausage, egg, and chips
Steak pie, peas, and chips
Sausage roll, beans, and chips
Pasty, beans, and chips
Salads-ham, chicken
Ice cream, apple tart
Cup of tea
Coffee
Soft drinks
Bread and butter
P4: If you have been served by a waiter or waitress and want to pay, ask:
Could I pay now, please.
Could I have the bill, please.
The bill, please.
T: Remember that please. It is very important.
IV. Role play “Ordering”.
T: Imagine you are having lunch at an English café (a pupil with a card “Ordering” goes through the class, accompanied by music. He gives the groups cards with the task to complete the dialogue using food you would like from the menu).
Waiter: Now, are you ready to order?
You: Yes, I think I’ll start with ______________________ soup.
And then I’ll have __________________________.
Waiter: And would you like something to drink?
You: What soft drinks have you got?
Waiter: Coke, orange juice, milk …
You: I’ll have ______________, please.
Waiter: Bread and butter?
You: _________________________ .
“Take aways”
(a pupil with a card “take aways” goes through the classroom accompanied by music. The informators from group 1 stand up and give their information)
P5: “A take-away” is a meal you buy to take home or eat outside.
P6: The most common kind of take-away meal is fish and chips. You can usually order:
Chips alone
Fish alone
Fish and chips together
P1: You will be asked whether you want ‘salt and vinegar’. Some fish and chip shops still wrap your meal in newspaper. Others use special bags to keep it warm. Some give you a plastic fork.
P2: Fish and chip shops also sell cooked pies and sausages.
P3: Other common of take-aways are Indian and Chinese.
T: If you like homeliness and if you are a stay-at home then have dinner at home as well. The second page of our meeting is “Dinner at home” (Informers of group-2, accompanied by music step ahead and give some facts)
Dinner at home
P1: It is difficult to give rules about the evening meal in a British home. It varies from family to family. One family will call it dinner and eat around 7 pm.
P2: Another may call it tea and eat around 6 p.m. Dinner may consist of a three-course meal. Tea may consist of a cooked main course or a salad, plus a dessert.
T: Let’s make some practice. Fill in the spaces in the following, dialogue at dinner with your host. In some of the spaces you have to say what you like or don’t like. Use the cards that’ll help you.
Practice
You: This meat is really lovely.
Host: Oh, thank you. I’m glad you like it. I thought we would have something special for your first meal with us.
You: ____ ___. That was very nice of you.
Host: Now, are there any things you don’t like?
You: Well, I’m not ____ ____ on __________.
Host: Oh, that’s all right. We don’t like it either. I was thinking of having fish or chicken tomorrow. Which would you prefer?
You; Well, I think I’d rather have ______, please.
Host: And later in the week I was thinking of making a curry. Do you like hot food?
You: Well, to be honest_________agree________.
Host: Oh, that’s a pity.
You: Please don’t mind me. You carry on and have curry and I’ll just _______have something light.
T: It’s always a pleasure to listen to you. Do you find the dinner tasty? (supposed answers)
P1: Yes of course.
P2: Not very much.
P3: So, so.
P4: I’m afraid not.
T: I think that all people in all countries like to receive invitations for dinner. Don’t you think so?
The next page of our meeting is “Invitation to Dinner”
The information first. (the informers of group 3 step ahead and tell the information)
Invitation to Dinner
Information
P1: If you are invited to ‘dinner’, expect a three-course meal.
P2: If you are invited for a ‘little super’, expect something lighter. “7 for 7.30”, means drinks at 7 and meal at 7.30.
(a pupil with a card “Arriving” goes through the classroom, accompanied by music; pupils’ role-play)
Arriving
- Hello. Nice to see you. Come on in.
- Hello. How are you? I’ve bought you a small present\a few flowers\some chocolates.
- That’s very kind of you. You shouldn’t have bothered.
T: It is not normal to reply to this last remark.
(a pupil with a card “Starting a meal” goes through the class with musical accompaniment)
Starting meal
P1: Would you like to come through\to the table now. I think everything’s ready.
P2: Thank you. Oh, this looks lovely.
P3: There is no phrase in English to translate Bone appetite!:Guten appetite!: Que aproveche! and so on.
P4: In fact, your British host may use your language – if he knows it!
(music)
During the meal
P1: It is polite to make a comment while you are eating.
P2: This is lovely \ very nice\ absolutely delicious. Thank you. I’m glad you like it. Would you like some more?
P3: Oh thank you. Just a little then, please.
P4: No, it really is lovely, but I don’t think I could manage any more, thank you.
After the meal
Thank
you. P1: That was very nice
P2: That was really lovely.
P3: That was lovely. I really enjoyed it.
Leaving
P1: It is very important at the end of an evening, that you do NOT just stand up and announce that you are leaving. If you do that, your British host will think that there is something wrong – perhaps (s)he has upset you.
P2: British people usually say at least twice that they are going to leave. There is usually at least ten minutes – or longer – between the two. You can say any of the following:
• Goodness, is that the time!
• I’ll have to be going.
• I must be going soon
• I really will have to go now.
• I really must go.
P3: Usually you use two different expressions – one the first time, one the second time. The ones with –ing are usually used first and the ones without –ing when you really are ready to go.
P4: Here are a couple of useful phrases you may need before you leave:
May I call a taxi, please?
May I just use the phone before I go?
Thanking
P1: At the door:
Well, thank you again. It’s been a lovely evening.
P2: A day or two later:
That was a very nice meal yesterday\ the other day.
T: These are the British ways. Let’s make a conclusion. We’ve gone through the topic “Food”. You have learned new vocabulary, practiced your reading, listening, speaking skills on the topic, role-played a lot. I think we can sum up our work as good and excellent.
There is a saying: “If you are really hungry, whatever you eat will taste delicious”.
So, thank you for the lesson. Good bye and Bon appetite!
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