Introducing the topic

Presentation of vocabulary. Teacher presents new vocabulary using the pictures (ex. 1, p. 57). Students listen and repeat actions to prepare food. Students try to explain definitions of the words. If they can’t do it, they have to find the words in the text-book glossary.

Vocabulary practice. Students practise vocabulary (ex. 2, p. 57) in pairs. The task is to read the example and make short dialogues with the words. Before students will start their work, teacher gives them the linking words of order: first, then, after that, next, finally.

Listening. Reading

Teacher gives students the text for listening and reading. After listening teacher asks some questions:

1. What is this text about?

2. What way does the family celebrate mother’s birthday?

3. Is it traditionally for this family?

4. What food do they cook at mother’s birthday?

5. How do you think what country is this family from? Why do you

think so?

Then students read the text (ex. 3, p. 57—58) and complete the sen­tences with correct items (ex. 4, p. 58).

Answers: 1 b; 2 c; 3 b; 4 a.

Relaxation

The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:

One, busy wife’s rubbing the floor.

Two, busy wife’s polishing the door.

Three, busy wif’se washing the socks.

Four, busy wife’s winding the clocks.

Five, busy wife’s cleaning with the broom.

Six, busy wife’s tidying up the room.

Seven, busy wife’s washing in the sink.

Eight, busy wife’s giving the cat a drink.

Nine, busy wife’s cooking dinner too.

Ten, busy wife’s with nothing else to do.

Writing

Teacher divides students into pairs. The first task is to complete the dialogue (ex. 5, p. 58-59) with the words some, any, much, and many. Then students read the dialogue in pairs and check their partners. And then they write it down into their exercise books.introducing the topic

Presentation of vocabulary. Teacher presents new vocabulary using the pictures (ex. 1, p. 57). Students listen and repeat actions to prepare food. Students try to explain definitions of the words. If they can’t do it, they have to find the words in the text-book glossary.

Vocabulary practice. Students practise vocabulary (ex. 2, p. 57) in pairs. The task is to read the example and make short dialogues with the words. Before students will start their work, teacher gives them the linking words of order: first, then, after that, next, finally.

. 1 _ . u ' • •

Listening. Reading

Teacher gives students the text for listening and reading. After listening teacher asks some questions:

1. What is this text about?

2. What way does the family celebrate mother’s birthday?

3. Is it traditionally for this family?

4. What food do they cook at mother’s birthday?

5. How do you think what country is this family from? Why do you

think so?

Then students read the text (ex. 3, p. 57-58) and complete the sen­tences with correct items (ex. 4, p. 58).

Answers: 1 b; 2 c; 3 b; 4 a.

Relaxation

The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:

One, busy wife’s rubbing the floor.

Two, busy wife’s polishing the door.

Three, busy wif ’se washing the socks.

Four, busy wife’s winding the clocks.

Five, busy wife’s cleaning with the broom.

Six, busy wife’s tidying up the room.

Seven, busy wife’s washing in the sink.

Eight, busy wife’s giving the cat a drink.

Nine, busy wife’s cooking dinner too.

Ten, busy wife’s with nothing else to do.

Writing

Teacher divides students into pairs. The first task is to complete the dialogue (ex. 5, p. 58-59) with the words some, any, much, and many. Then students read the dialogue in pairs and check their partners. And then they write it down into their exercise books.introducing the topic

Teacher presents students the text “School Meal” to listen to it ex. 1, p. 59-60). Then students read the text and make the task to it giving' their opinion.

Answers:

1. Agree. .

2. Disagree, because there are two desserts on the menu.

3. Disagree, because there isn’t any ice cream or chocolate on the

, menu.

4. Agree.

Vocabulary practice. Teacher gives some words and word combina­tions to the students:

• The first course, BrE — перша страва (частіше суп)

• Starter, AmE — перша страва (частіше салат або овочевий суп)

• The main course — друга (гаряча) страва; м’ясо / птиця / риба з гарніром ,

• Dessert — десерт (тістечко, солодкий пиріг, суфле, морозиво)

• Drink — напій

п A snack, AmE — легкий перекус

• Selection — вибір ■ .

Teacher divides students into pairs. Students read ex. 2, p. 60 and make dialogues asking and answering about food on the menu. Then students act their works to the class.

Relaxation

The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:

Nick and Andy Sugar and candy,

I say stand up!

Nick and Andy Sugar and candy,

Your hands up!

Nick and Andy,

Sugar and candy,

Let stoop!

Nick and Andy Sugar and candy,

I say jump!

Nick and Andy Sugar and candy,

Г say enough!Writing

Students have to think and write about the school canteen menu. Teacher gives students some questions to help them:

1. What is the name (number) of your school?

2. Do you have a school canteen?

3. Do students have a lunch there?

4. Do students have a snack there?

5. What dishes do students usually have for selection? For the first course? For the main course? For dessert?

They may start like this:

□ In Ukrainian schools, a lot of students have their lunch at school...

After writing students (two or three students selectively) read their works, and others compare the answers.

Homework

Ex. 3, p. 60-61; to learn dialogues. >

Summary

T. Did you like English students’ menu? Do you like food in your school canteen?

Students’ answers.

A Menu. Healthy Food

Aims and objectives: to present vocabulary; to practise the use of vocabulary and "much/many/a lot of"; to develop students' communicative skills; to develop students' creativity; to develop general culture and conception of healthy lifestyle.

Warm up

The teacher's greeting. Good morning, students! I’m glad to see you. How are you? •Phonetic exercise

Students revise sounds [d], [t] and [z]. The twister is on the black­board (or in the handouts):

□ When a doctor doctors a doctor, does the doctor doing the doctor­ing doctor?

Checking on homework

In pairs, students act out the dialogues.

Game

The students are given the cards (individually) with jumbled in­structions (steps) on how to make a really good English tea, an ome­lette, a sandwich or something simple else. Teacher uses the same cards for some students. Students have to put sentences into the correct or­der. After the work students having different recipes read the answers and others check them.

A Nice Cup of Tea!

• Stir before serving.

• Put warm water into the teapot.

• Leave it for three to five minutes.

• Pour boiling water into the teapot.

• Put it one teaspoon of tea per person and one for the teapot. School Sandwich

iZH Put some cheese on the bread.

• Cut bread and cheese.

• Decorate with lettuce.

• Spread two slices of bread with butter.

• Lay the slice of bread on cheese.

Boiled Eggs

• Boil two to six minutes (in depending on taste).

• Put eggs into a pan.

• Serve in an egg cup.

• Pour cool water into a pan.

Wash eggs. Etc.Introducing the topic

The teacher asks if the students have any experience of eating out. The teacher elicits the names of restaurants the students attended. The suggested answer is fast food and regular restaurants. The teacher asks to find the basic difference between these kinds of restaurants.

Vocabulary practice. The teacher presents new words to the students, and they write the words into their vocabularies.

• To keep... fit — ['ki:p fit] — тримати... у формі

• Healthful — ['helOfal] — корисний

п Harmful — [’hcnmfal] -— шкідливий

• Junk food — ['d^Agk fu:d] — некорисна їжа

• Order — ['o:da] — замовлення, замовляти

• Ketchup — ['ket/лр] — кетчуп

• Mayo (mayonnaise) — [’meiau] — майонез

• Mustard — [’mAstad] — гірчиця

• Soda water — [’sauda] — газована вода

• Delicious — [di'lijas] — неперевершений

• Tasteful — ['teistfal] — смачний

• Yummy — ['jAmi] — смачний, смакота

The teacher gives students to listen to dialogues. Their task is to listen and say what food is healthful and what is harmful, and why they think so.

Dialogue 1

W. Can I help you?

C. Yes, please. A cheeseburger with mustard, middle French fries, ketchup and a large Coke. And a little more mayo!

W. Good. Eating there?

C. Yes.

W. That’s 16. 70.

C. Here you are.

W. Your 20 and this is your 3. 30 change. Thank you. This is your order. Enjoy your meal!

C. Thanks.

Dialogue 2

W. Good evening. What would you like?

C. What is your special today?

W. Grilled drumsticks.

C. Oh, no. Do you have something plain, I mean dietary?

W. Steamed fish?

C. Yes, and then let’s start with green salad.

W. Yes, sir. Any dessert?С. Thank you. Maybe, a piece of cheesecake and a cup of coffee.

W. Coffee goes free here. Do you prefer regular or caffeine-free?

C. Regular, but with milk, please.

W. Sure. Wait for a few minutes.

What examples of junk food can you give?

Relaxation

The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:

Goose-goose gander,

Where shall I wander?

Up stairs and down stairs,

In my lady’s chamber;

There you’ll find a cup of sack And a race of ginger.

Speaking. Mini-project

Students work in groups. Their task is to write some questions for a class survey. They have to discuss possible questions in groups and do a survey in other groups (ex. 4, p. 61).

Students in groups have to write a menu for school canteen for a definite day and present it to the class.

The teacher displays the menus on the blackboard. Students dis­cuss them.

Homework

Ex. 5, p. 61; to learn the vocabulary Summary and feedback

The teacher summarizes the work by asking for students’ feedback.