Introducing the topic

The teacher presents to the students ex. 1, p. 65. First, students read the words from the box and give their definitions in Ukrainian. Then students listen to the text “English Meals” and complete it with the words (individually). Then students read the text aloud (in turn) and other students check the task.Answers: 1 meals; 2 breakfast; 8 milk; 4 eggs; 5 marmalade; 6 cup; 7 lunch; 8 chips; 9 lemonade; 10 packed lunch; 11 tea; 12 roll; 13 dinner; 14 plate; 15 chicken.

After reading, students give their opinion and agree or disagree with the statements (ex. 2, p. 65-66).

Answers:

1. Disagree (four).

2. Disagree (at 8 o’clock).

3. Disagree (at 11 o’clock),

4. Disagree (packed lunch).

5. Disagree (they do).

6. Agree.

Grammar and lexica! work .

Students find countable and uncountable nouns in the text explain­ing their choice; then they answer the teacher’s questions:

1. Do any names of food sound similar in your language?

2. What are they?

3. Write them down.

4. What do you know about English meals?

Tell your classmates.

Relaxation

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

Can you hop like a rabbit?

. • Can you jump like a frog?

Can you walk like a duck?

Can you run like a dog?

Can you fly like a bird?

Can you swim like a fish?

Can you be like a good child As still as you wish?

Speaking

Work in pairs. The teacher proposes some situations to the students. Then students are Arranged into pairs and make a dialogue according to the situations (ex. 5, p. 66)

Homework

Ex. 6, p. 66; to repeat grammar and vocabulary.

Summary and feedback

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

Grammar Revision

Aims and objectives: to revise and practise the use of "some/any"; to revise and practise the use of "much/many/lots of/а lot of"; to revise and prac­tise the use of the vocabulary; to revise and practise students' writing skills; to summarize the topic material.

.Sequence

Warm up

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

Phonetic exercise

Students revise sounds [t], [g], [0]. The twister is on the black­board (or in the handouts):

• I thought, I thought of thinking of thanking you.

Checking on homework

Ex. 6, p. 66.

Introducing the topic

Teacher tells students about aims of the lesson. Teacher gives instructions of all the parts of the work and order of the work to the students. Students mustn’t use text-books for advice. Teacher can.take grammar revision work from the text-book, or may choose his/her own variant.

Writing. Grammar

Teacher gives students the task (ex. 1, p. 67). Students have to write the nouns in plural where it is possible.

• Oil — □ Peach ^;— peaches

• Pizza — pizzas

• B

  • Cereal — cereals

  • Cream —

  • Tea —

  • Crabmeat stick — crabmeat

  sticks

  o Grape — grapes

  • Marmalade —

  • Lime — limes

  • Cocoa —

  utter —

• Pear — pears

• Pumpkin — pumpkins

• Porridge —

• Poultry —

• Salt —

• Juice — juices

• Tomato — tomatoes

□ Garlic —

Students have to complete the dialogue with “some, any, how much and how many” (ex. 2, p. 67).

Reading. Grammar

Students read the text “The First Potato Crisps” and complete it with the verbs in Past Simple (ex. 3, p. 67).

Answers: 1 came; 2 ordered; 3 told; 4 didn’t like; 5 were; 6 was; 7 went; 8 took; 9 cut; 10 put; 11 came; 12 said; 13 were; 14 became.

Students read the sentences (ex. 4, p. 67)and fill in the gaps with the correct form of the verbs.

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

Relaxation

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

Up, down, up, down.

Which is the way to London town? Where, where? Up in the air.

Close your eyes and you are there.

Speaking

Work in pairs. Teacher divides students into pairs. Students read the dialogue, complete it with the questions and act the dialogue to the class.

Individual work. Students get the task to prepare a short story about usual family dinners as it is in the example (ex. 6, p. 68). then students in turn tell the story to the class.

Homework

Ex. 7, p. 68.

Summary and feedback

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