Урок "Food and Drinks.Eating Out in the UK."

                                       Lesson Plan

The subject of the lesson: Food and drinks. Eating out in the UK.

The objectives of the lesson:

• to develop pupils’ speaking skills while discussing preferences and attitudes to food; to teach pupils new vocabulary items on the topic and to train them in making up the word-combinations; to train pupils in listening comprehension; to practise active use of the lexical units and proverbs on the topic of the lesson; to practise pupils in reading and translating; to teach pupils to work in pairs and groups; to present new information in the form of the lecture and the games;
• to develop pupils’ memory, imagination, cognitive and creative skills;
• to extend pupils’ world outlook and cross-cultural competence on the basis of the lesson.

Teaching aids and materials: flash cards with food, textbooks, a video “Food in Britain”, a notebook computer, cards with words, a text for reading “Eating out in the UK.” (p.30 from Prime Time 2)

The type of the lesson: a combined lesson.

                                      The Procedure of the Lesson:

1. Introduction.

    T.: Good morning, pupils! Today we have an unusual lesson. Let’s start with some riddles:

• What two things can never be eaten for breakfast?

(lunch and dinner)

• What is it that you have at every meal but never eat?

(an appetite.)

• "Which colour do we eat?

(orange)

        So, as you can guess today we’ll talk about ‘food and drinks’. Well, there are a lot of kinds of food and drinks nowadays and certainly, they have some peculiarities, some positive and negative features .We   will also speak about the places to try some English food and discuss your preferences and attitudes to food. And the main aim of our lesson is to get some interesting information.

2. Warming-up.

     So let’s start with an interesting activity “Name 5”: (in chain fashion pupils recollect the lexical items, learnt at the previous lessons)

- things to eat (bread, soup, pizza, sandwich, ice-cream);

- things to drink (water, juice, tea, milk, coffee);

- red fruits (apple, plum, strawberry, raspberry, cherry);

- yellow fruits (banana, lemon, pear, grapes, apricot);

- things made from milk (cheese, yoghurt, butter, cream, ice-cream);

- things vegetarians don’t eat (fish, eggs, ham, sausage, meat).

     Look at the pictures of drinks and food on page 28:

• which is healthy / unhealthy food?
• What do you usually eat / drink at school (at home, on a picnic, at the restaurant)?

3. Brainstorming.

    (The teacher encourages pupils to come up with thoughts and ideas that can, at first, seem a bit crazy. The teacher evaluates ideas at the end of the brainstorming session – this is the time to explore solutions further, using conventional approaches.)

T.: There are a lot of proverbs on the topic “Food and Drinks”. So let’s try and complete the proverbs:

• To eat is a necessity … (but to eat intelligently is an art)
• You are … (what you eat)
• One should eat to live … (not live to eat)
• Too much food makes you fat … (too little food makes you dead)
• You can’t make an omelette … (without breaking eggs)
• Good health … (is above wealth)
• Eat at pleasure … (drink with measure)
• After dinner sit a while, after supper … (walk a mile).

T.: How do you understand the latest two proverbs? Express your viewpoint, following the steps:

                       I think….

                       For example…

                       All in all….

 4. A role play. Speaking.

     T.: Let’s discuss your preferences and attitudes to food. The pupils are divided into 3 groups; each one has its captain who pretends to be a sociologist. He has to ask a set of questions on the topic “Food and Drinks” for the rest in his group to answer. Then he sums all the answers and makes his conclusion.

• How many meals a day do you have?

• What is your favourite food/drink?
• What healthy food do you eat?
• Do you eat at regular hours?
• Do you take much sugar in tea or coffee?
• How many sweets do you eat per 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, boiled or fried?
• Do you eat fatty, spicy or salty food?
• What do you usually have for breakfast?
• Where do you have lunch?
• Do you eat soup every day?
• What food/drinks don’t you like?
• How often do you eat meat/fish?
• Do you like tasting new food?
• What cuisine do you prefer?
• If you were living abroad which food would you miss most?

The pupils are to use such phrases:

      Almost everybody…

      Some pupils…

             The majority of the group like/dislike…

      Almost nobody…

T:  Well, we can see we all like different foods and drinks, and that’s no wonder so many people, so many tastes. But all of us enjoy restaurants, cafes and other places to eat out as it’s a good chance to relax and eat delicious dishes. And not only in Ukraine people like eating out but also all over the world. So today we’ll find out what places to eat out people living in Britain choose.

5.  Reading activity:

      The pupils read and translate the text “Eating out in the UK”,(p.30) then they answer the teacher’s questions, using the information in the text.

     The teacher’s questions:

1. What is ‘fish‘ n’ chips’?

           2. How is it cooked?

           3. What are ‘Chippies’?

           4. What are side dishes you can order with chips?

           5. Where do Britons have lunch or a snack?

           6. What do traditional British cafes serve?

           7. What does British cuisine show?

           8. What are the most popular ethnic cuisines in Britain?

           9. What kinds of food and drinks can you get there?

       As a summary one by one the pupils say one thing they remember about a place to eat out in Britain.

6. Practising lexical material and writing. (Group work-competition)

       The pupils complete the task in two groups to see which group has coped with it faster.

T.: Here are the adjectives characterising food. Think of food to match each adjective. Use completed phrases in the sentences of your own.

sweet – (candy),sour –(plum),salty –(soup),bitter – (chocolate),strong – (coffee),hot – (tea),

 spicy –(fish),soft – (drink),hard –(carrot),crispy – (chips),creamy – (butter),juicy –(melon)

(the group with a bigger number of correct phrases and sentences wins)

                                           A riddle game (Pair work)

      The pupils work in pairs. One of them chooses a card with a word (a vegetable, a fruit and so on) which he has to describe, another pupil doesn’t see this picture, he must listen to the description and guess the word.

7. Consolidation: Watching a video.

      The pupils watch a video about food in Britain, then the teacher checks their comprehension by asking questions:

• What is the traditional English breakfast?
• What is the usual breakfast in Britain?
• When do the British people have lunch?
• What do they usually eat for lunch?
• What is convenience food?
• What dishes are popular among people for dinner?
• What ethnic restaurants do the British people have?
• What do teens like?

      To sum it up, the pupils share their impressions and information they have got at the lesson, using the following beginnings:

1. Today I’ve found out…..
2. Now I can…..
3. I would also like…..

8.               Explaining the Hometask:

      To read and translate the text (p.30), find the words at the word search.

      Look at the word search. There are 17 words connected with food. They go across and down. Find the words and write them down into your copybooks, make up sentences using them.

9. Summing up the lesson. Evaluating pupils’ achievements.

      Thank you for your fruitful work and cooperation at our lesson! Your marks are….. Good job! See you next time! Bye!