Lesson 1.
Theme: Time to Eat
Objectives:
·
practical: to
introduce some information and new vocabulary on the topic; to develop pupils’
reading comprehension and writing skills;
·
educative: to cooperate
pair and
group work;
to help learners consolidate and develop their vocabulary by active using of
the words given;
·
developing: to teach pupils
to analyze, compare, identify; to foster students’ spoken habits;
·
cultural: to expand pupils’
knowledge of food origin.
Level:
Pre-intermediate.
School supplies: PPT for
teacher, PPT for students, HO1 “Food origin”, HO2 “A dish and a country”, HO3
“Vocabulary of the lesson”, HO4 “Grammar task”, PPT for relaxation.
Procedure
I. Starting
the lesson.
Greeting. Motivation.
T. – Hello, my dear friends. Glad to see you. I’m
sure you are looking forward to learn something new. First of all let us
pronounce our chant to build up our self-esteem:
P1. I’m a talented student.
P2. I’m a good student.
P3. I’m a clever student.
P4. I’m the most hardworking student, etc.
T. That’s good. I’m sure you’re trying to be the best
students in the world.
II. Introducing the theme and expected results.
T. I’d
like to introduce you the topic of the lesson and my expectations from your
work at this lesson. During this lesson you’ll learn some new words, find out
and remember some facts from the topic, talk about the ways of cooking dinner
or your favourite dish. So, what’s our today’s topic? (Pupils
give their ideas)
Yes, that’s
right. Today we are going to speak about «Preparing food or cooking». Before
the end of the lesson you’ll know much about cooking. Also I’d like to get
acquainted with the origin of the most popular dishes. But the
best will be to begin our lesson.
III. Warming up.
The
students put the words from the box into
these categories using the computers.
1) Apparatus,
machines;
2) Dishes for
eating;
3) Dishes for
cooking and baking;
4) Others.
Refrigerator (fridge), freezer, cup and saucer,
electric mixer, cook book, toaster,
dishwasher, teapot,
washing machine, coffee pot, knife, fork, cooker, glass, oven,
frying pan, plate, mug, spoon,
can opener, tin-opener
|
(app.1 “For
Teacher” , lesson 1, slide 2; app.2 “For Students” , lesson 1, slide 2)
IV. Main
part.
Interactive exercise. Work in pairs
The students decide whether
these foods come from an animal or plant origin. If it comes from an animal,
they decide if the animal lives on the land or in the water. And after that the
students put the words into the correct boxes.
Crab, chocolate, kebabs, hamburger, chicken,
salmon, apple pie, orange juice, pears, peas, lamb, steak,
chips, lemonade, strawberries.
(Pupils give
their ideas)
-
We
think that orange juice comes from a plant origin.
-
We
think that a crab comes from animal origin. It lives in the water, etc.
(app.1
“For Teacher” , lesson 1, slide 3)
Doing a
quiz.
T. Look
at your monitors. Fill in the blanks with a correct word.
1) Orange juice
is a ________________ .
a)
drink b) soup c) meal
2) Pizza is a
favourite dish in _______________ .
a)
France b) Spain c) Italy
3) Breakfast is
a _____________ meal.
a)
evening b) night c) morning
4) Porridge is
eaten in ________________.
a)
France b) Ukraine c) Britain
5) Hamburger is
____________________.
a) fish
and chips b) a chop in a bun c) a sausage in a bread
6) Yorkshire
pudding is a _________________.
a) dish
b) bus station c) street in London
7) Pork is
____________.
a)
fish b) fruit c) meat
(app.1 “For
Teacher” lesson 1, slide 4; app.2 “For Students” , lesson 1, slide 3)
Interactive exercise. Group work
T. Write the name of the dish and match
it with the country.
Relaxation
Let’s have a break. Listen to fascinating music and watch beautiful pictures of nature.
Presenting the vocabulary of the lesson
T. Now we’re going to
learn some new words. Look at the board. I'm sure you guess the meaning
of words using pictures.
The students
look through the presentation and fill
the table.
English
|
Ukrainian
|
To grill
|
|
To fry
|
|
To steam
|
|
To roast
|
|
To boil
|
|
To stew
|
|
To bake
|
|
(app.1 “For Teacher” lesson
1, slide 5-11)
Training the usage of the
vocabulary
T. Say what we can do
with these foods. Use the verbs from your table. How often do you eat these
dishes?
(Pupils give
their ideas)
-
We
can grill meat. I seldom eat grilled meat.
-
We
can fry fish. I eat fried fish every day, etc.
(app.1 “For Teacher” lesson
1, slide 12-22)
Grammar Task
Look at the blackboard. This is
Bill Brown. He offers to look through his family album. Help him to comment on
photos properly. Open the brackets and use the correct form of the verb.
1.
This
is my father. He (to cook) meals every Sunday.
2.
Look,
this is my sister. She (to eat) an apple at the moment.
3.
This
is our family. We usually (to drink) orange juice in the morning.
4.
These
are my cousins. They (to have) a birthday party.
5.
It’s
me. I’m having a lunch. Tomorrow I (to have) lunch break at one o’clock.
6.
It’s
me and my mum. We (to make) a huge cake now.
7.
These
are my friends. They (to go) to McDonald’s tomorrow.
(app.1 “For Teacher” lesson
1, slide
V. Summing up. Reflection
T. Dear children, you
have done a great work at the lesson. How do you appreciate your work? What
didn’t you understand? Who was the best?
Now, please, take a pen and
put a mark for your work during the lesson.
It’s high time to pay and
receive compliments.
Ps. (face one
another) You were super! – So were you!
You were enthusiastic! – So were you!, etc.
VI. Homework
Learn new words and find
proverbs on the topic.
The lesson is over. See you on
…!
Lesson 2.
Theme: In
the Kitchen
Objectives:
·
practical: to practise new
words related to food; to operate the words and word combinations on the topic;
·
educative: to cooperate
pair and
group work;
to help learners consolidate and develop their vocabulary by active using of
the words given;
·
developing: to develop the habits and
skills of listening and writing the
text;
·
cultural: to develop quickness of understanding,
language guess work and logical thinking.
Level:
Pre-intermediate.
School supplies: PPT for teacher, PPT for students, PPT for relaxation,
HO1 “A letter to English pen friend”
Procedure
I. Starting
the lesson.
Greeting. Motivation.
T. – Good morning,
children! I’m glad to see you! We continue to speak about food and today we are
going to cook different dishes. There are many kinds of food and we can eat
everything we like. You certainly know the well-known Ukrainian proverb «Всяк на свій смак». Can you give the English
equivalent to it? What proverbs about food could you find?
(Pupils give
their ideas)
·
Tastes
differ
·
Every
man to his taste.
·
There
is no accounting for tastes.
·
One
man’s meat is another man’s poison, etc.
II.
Introducing the theme and expected results
Today we are going to play
lexical games, to work on the word on the topic and we shall learn how to make
a recipe. Besides you will read an interesting text about Ukrainian traditional
dishes. So, let’s start our work.
III. Warming
up
Interactive exercise. Brain-storming.
Remember the vocabulary that can be associated with
words “Making food”
(Pupils give
their ideas)
·
To
grill
·
To
slice
·
To
bake
·
To
chop
·
To
peel
·
To
roast, etc.
IV. Main
part.
Speaking.
Interactive exercise. “Microphone”
T. – I’d like you to
share your opinions about your favourite food. Use the following
statements:
I like … more than … But my
favourite dish is ….
As far as I see, you like
different kinds of food. No wonder, tastes differ.
Vocabulary practice.
How often do you cook meal? What
dishes do you help your mum to cook? I want you to pretend a cook.
Now look at the
monitors and read the list. The following task will be – match the nouns to the
verbs.
Verbs
|
Food
|
Bake
|
Chicken
|
Boil
|
Turkey
|
Chop
|
Fish
|
Cut
|
Banana
|
Fry
|
Onion
|
Grill
|
Cake
|
Peel
|
Potato
|
Roast
|
Meat
|
Slice
|
Carrot
|
(app.1 “For
Teacher” lesson 2, slide 2; app.2 “For Students” , lesson 2, slide 2)
A good cook
should know all the ingredients. What ingredients do you need for cooking these
dishes? Use the expression “I can’t make ... without ....”
(Pupils give
their ideas)
I can’t make a
roasted chicken without oil, salt and pepper.
I can’t make a
cake without flour, eggs and cream, etc.
Relaxation
Let’s have a break. Listen to fascinating music and watch beautiful pictures of nature.
Listening
T. We
are going to cook a salad “Fantasy” today. We do it in groups.
Pre-listening
activity
Every group try to guess what
products we need for this salad.
-
Make
a list of products you need for this dish.
While-listening activity
-
Listen
to the recipe of the salad and check your lists of products. How many products
are agreed with the recipe? What are they?
Salad
“Fantasy”
Boil 2 eggs. Then peel 1 orange.
Next, chop eggs, oranges and cheese. Slice ham.
Take a plate. Put sliced ham on
it.
Mix eggs, cheese, oranges with
soured cream.
Don’t forget to salt.
Enjoy your meal!
Post-listening activity
It’s high time to cook our
salad. Each group will do a mini-project.
Group 1
You will make a shopping list.
Shopping list
·
2
eggs
·
1
orange
·
Some
cheese
·
Some
ham
·
Some
soured cream
·
Some
salt
Group 2
You will cook products.
·
First,
boil 2 eggs
·
Then
peel eggs and an orange
·
Next,
chop eggs, an orange and cheese
·
Then
slice ham
Group 3
You will cook a salad.
·
Take
a plate
·
Put
a sliced ham on it.
·
Mix
eggs, an orange, cheese with soured cream.
·
Don’t
forget to salt.
Writing
T. Imagine you have a pen friend in England. Write down the recipe of
salad “Fantasy” and send to him.
Dear
________ ,
How are you?
I have got a tasty ___________. Cook it!
Salad
“Fantasy”
First
.......
Then .......
Next
........
Take .......
Put ........
Then .......
Don’t
forget to .......
Enjoy your
meal!
Yours,
________________
V. Summing up. Reflection
T. - Let’s sum up the lesson and do it in a form of a poem which is
called “cinquain”
1 line: Theme
(the main word) Food
2 line: 2
adjectives
tasty, delicious
3 line: 3 verbs
(action of the main word) to cook, to buy, to like
4 line: a sentence
(quotation on the topic) We are what we eat
5 line:
synonym/antonym of the main word Dish
-
Thanks
a lot for your work, dear boys and girls. Did you enjoy the lesson? Great!
-
Take
the pen and put the mark to your classmate sitting next to you.
VI. Homework
Write the
recipe of your favourite salad.
Lesson 3.
Theme: Healthy Food
Objectives:
·
practical:
to enrich pupils' knowledge in vocabulary;
·
educative: to cooperate pair and
group work;
to practise completing the questionnaire;
·
developing: to
develop students’ skills of extensive and intensive reading; to practise
writing short notes;
·
cultural: to
broaden pupils' knowledge about Ukraine cuisine.
Level:
Pre-intermediate.
School supplies: PPT for teacher, PPT for students, PPT for
relaxation, HO1 “Components”, HO2 for group work, HO3 “Tasks”.
Procedure
I. Starting
the lesson.
Greeting. Motivation.
T. – Good morning,
children. I’m glad to see you.
I hope you are in a good mood
and everything is ready for the lesson. I’d like to start our lesson with these
English proverbs:
·
One
man’s meat is another man’s poison.
·
Bread today is better than cake tomorrow.
·
Eat to live, not live to eat.
(app.1 “For
Teacher” lesson 3, slide 2)
Try to guess the topic of our
lesson.
(Pupils give
their ideas)
You are right. Food was, is and
will be an important thing for us. It keeps us living, gives energy. But it can
be harmful.
II.
Introducing the theme and expected results
So the topic of our today’s
lesson is “Healthy food”. By the end of the lesson you should be able to distinguish healthy and unhealthy food; you’ll learn a lot
of new information about the traditional meal in our country, in Britain and in
the USA.
III. Warming
up
Let’s make a
class survey.
-
Who
likes bananas and apples?
-
Who
doesn’t like milk?
-
Who
likes garlic and onion in soup?
-
Who
likes pizza with tomatoes?
-
Who
likes fish?
-
Who
likes holubtsi?
-
Who
likes baked potato with fat?
-
Who
has tea and sandwiches for breakfast?
-
Who
likes hamburgers?
-
Who
likes milk porridge?
-
Who
drink a glass of juice in the evening?
Now, let’s tell
about your classmates’ likes and dislikes.
IV. Main
part.
Look at your monitors. In each
list of words find the general word and odd one out (exception) – delete.
-
Orange,
tangerine, lemon, peach, pudding, apricot, fruit, grapes.
-
Mutton,
pork, cheese, beef, meat, steak, bacon, veal.
-
Dinner,
breakfast, vegetables, lunch, supper, meal.
-
Beans,
beet, carrot, cucumber, vegetables, plum, onion, garlic.
-
Coffee,
milk, biscuit, tea, beer, drink, wine, juice.
(app.1 “For Teacher” lesson
3, slide 3; app.2 “For Students” , lesson 3, slide 2)
Presenting the vocabulary of
the lesson
T. -Look at the spider
gram.
Our body needs six things to
grow and be healthy: carbohudrates, fats, fibre, minerals, proteins and
vitamins. Carbohydrates give us energy. Fats give us energy and
help to keep us warm. Fibre is very important for our body to work well.
Our body also needs about twenty different minerals. Proteins
help our body grow. Vitamins help to keep us healthy. It is important
that our food has all of these things. But it is also important that we don’t
eat too much or too little.
(app.2 “For Teachers” ,
lesson 3, slide 4)
Interactive exercise. Work
in pairs
Match the English words with
their Ukrainian equivalents.
Interactive exercise. Work in
groups
Group 1 Red – Stop and
think
Write the name of the products
or dishes that can be eaten rarely.
Group 2 Yellow – Go
carefully
Write the name of the products
or dishes that can be eaten not very often.
Group 3 Green – Go right
ahead
Write the name of the products
or dishes that can be eaten every day.
The captains of the group make
up the mind map on the blackboard.
Relaxation
Let’s have a break. Listen to fascinating music and watch beautiful pictures of nature.
Reading
Now I’d like to
offer you to read the text about Ukrainian cuisine. You think that you know
everything about our traditional food. But I hope I can surprise you.
Pre-reading
activity
Listen to the
following list of dishes. Which of them is Ukrainian? Say “Hey-hop” if you hear
the Ukrainian dish.
Pizza
Cabbage soup Holubtsy
Macaroni
Deruny Beefsteak
Borshch
Varenyky Pudding
French fries
While-reading activity
Try to remember how many
components borshch has up to.
TEXT "MEALS IN UKRAINE" by O. Lytvyniuk
Since old time Ukrainian national cooking is famous for
great variety of tasty and useful dishes. They are good for health because
combine almost everything the human body needs to be healthy. For example, the
most popular soup, called borsch, has up to 20 components. A big plate of good
borsch gives the person almost all elements and enough energy for a half of a
working day or so. So many Ukrainians prefer to eat borsch before hard work.
Ukrainian
traditional foods and drinks are very interesting from medical point of view.
Doctors say-that a person, who keeps old Ukrainian traditions in meals, gets
everything he needs for health and fruitful mental and physical work.
Traditional combinations of products supply the body and brain with all
necessary elements and help the body to process meals on the best way.
Post-listening
activity
1. Ukrainian national cooking is ... .
a) spicy
b) delicious
c) famous
d) nutritional
2. How do people call the national soup ... .
a) soup with potatoes
b) green borsch with rice
c) borsch
d) soup with rice
3. When do the Ukrainians prefer to eat their national
dish?
a) before hard work
b)
before supper
c)'after lunch d) after dinner
4. Doctors say about the keeping old Ukrainian traditions
in meals ... .
a) combines good and bad elements
b) gets everything bad he needs for health
c) gets vitamins for our health
d)gets
everything good he needs for health
Keys:
1 c; 2 c; 3 a; 4 d.
V. Summing up. Reflection
- What was interesting for you
at the lesson?
- What was difficult for you?
- It’s a pity but our time is
up. You worked hard. Your marks are…
- Remember the proverb “Eat to live, not live to eat”
VI. Homework
Make up six
sentences what we should and shouldn’t eat.
Lesson 4.
Theme:
What’s on the menu?
Objectives:
·
practical:
to revise and enrich students’ vocabulary on the topic;
·
educative: to cooperate pair and
group work;
·
developing: to
develop speaking skills of students through methods of interactive activity (pair
work); to practise writing a menu.
·
cultural: to
develop imagination and interest for learning.
Level:
Pre-intermediate.
School supplies: PPT for teacher, PPT for students, PPT for
relaxation, HO1 “Parts of the menu”, HO2 “A Dialogue”, HO3 “Phrase for the
dialogue”, HO4 “Home task”.
Procedure
I. Starting
the lesson.
Greeting. Motivation.
T. – Good morning,
pupils! Nice to see you again! How are you today?
By the way, what did you have
for breakfast today?
Is it healthy? Why?
II.
Introducing the theme and expected results
Today we are going to talk about
visiting a café or а restaurant, to
compose the menu, to read the dialogue and to make up of your own.
III. Warming
up
Activity
“Name 5”
T. – Name five:
- things to eat (e.g. bread,
soup, pizza, sandwich, ice-cream);
- things to drink (e.g. water,
juice, tea, milk, coffee);
- red fruits (e.g. apple, plum,
strawberry, raspberry, red currants);
- yellow fruits (e.g. banana,
lemon, pear, grapes, apricot);
- things made from milk (e.g.
cheese, yoghurt, butter, cream, ice cream);
- things vegetarians do not eat
(e.g. fish, eggs, sausages, ham, meat)
IV. Main
part.
Vocabulary and grammar
practice.
Interactive
exercise. «Карусель»
Pupils in the
inner circle say what we should eat.
Pupils in the
outer circle say what we shouldn’t eat.
(e.g. You
should eat lots of fruit because they have a lot of vitamins which are
important for our health. You shouldn’t eat too much junk food as hamburgers or
pizza.)
Presenting
the vocabulary of the lesson
T. – What can you see on
the menu? Match the words with their definitions.
1. starter a. a
sweet dish at the end of a meal
2. main course b. the first
dish in a meal
3. dessert c. the
most important dish in a meal
(app.2 “For Teachers” ,
lesson 4, slide 2)
Vocabulary practice.
Interactive
exercise. Work in groups
Choose the dishes from the list
in the box according to your part of the menu.
Group 1 Starters
Group 2 Main course
Group 3 Desserts
Group 4 Drinks
(app.2 “For Teachers” ,
lesson 3, slide 3-6)
Speaking
Before you order a meal at a
restaurant we will look at the menu. What two things will you try to find out
first?
Look at the menu and
answer the questions
1. Which do you think is the
cheapest item?
2. Which do you think is the
most expensive?
3. Which starter would you have?
4. What about the main course
and the dessert?
5. What would you have to drink?
Vocabulary and grammar practice.
Interactive exercise. «Броунівський
рух»
Before going to a cafe or a restaurant,
let’s revise the table manners.
Pupils are walking the classroom and
remind the rule of table manners to the classmates.
Relaxation
Let’s have a break. Listen to fascinating music and watch beautiful pictures of nature.
Reading and
acting the dialogue
At a
Restaurant
W a i t r e s s. Good
morning! Table for three?
M r. S m i t h. Yes,
please.
W a i t r e s s. This
way, please!
M r. W h a t e. Show us
the menu, please.
W a i t r e s s. Here you
are, Sir. What kind of soup would you like?
M r s. B l a c k. A clear
soup for us.
M r. S m i t h. Any thick
soup for me and for the other gentleman, too.
M r. W h a t e. And may I have a steak, please?
W a i t r e s s. What
kind of meat: pork, mutton, or beef?
M r. W h a t e. A beefsteak,
please.
W a i t r e s s. How do
you like steaks?
M r s. B l a c k. I like
mine rare (недосмажений).
M r. W h a t e. Make mine
medium.
W a i t r e s s. And you,
sir? I would recommend fish.
M r. S m i t h. No, thank
you. My favourite dish is chicken.
W a i t r e s s. Any
vegetables? We’ve got cabbage, potatoes and carrots.
M r s. B l a c k. I think
I’ll have some cabbage.
W a i t r e s s. And for
dessert - some cakes?
M r. W h a t e. I’m fond
of ice-cream.
M r. S m i t h. Three
ice-cream, please!
M r s. B l a c k. Thank
you so much! I’ve enjoyed the dinner very much. Everything
was delicious.
M r. S m i t h. Waitress,
the bill, please!
Speaking
Interactive
exercise. Work in pairs
Make up dialogues combining
phrases.
- Can I help you?
- What would you like?
- What can you recommend?
- What’s in the…?
- I’d like…, please.
- Can I have…, please?
- Excuse me, this…is
under-cooked (under-done).
- I’m sorry, but my…is
over-cooked (overdone).
- I do apologize, madam.
- I’m so sorry, sir.
- Would you like some dessert?
- How about some coffee or a
dessert?
- Oh, yes, let’s have another
look at the menu.
- Yes, what a good idea.
- I’m hungry as a hunter.
- Can I take your order, sir?
- Yes, I’d like to take …,
please.
- And to follow?
- Have you decided on something,
sir?
- Yes, … and … for me, please.
- How about the …?
- No sweet, thanks, just coffee.
- Have you chosen something,
sir?
- Yes. I think I’ll have the …,
please.
- What would you like
afterwards?
- I’d like some … if you have
any
V. Summing up. Reflection
- Did you enjoy today’s work? As
for me, I did. I am satisfied with your results. I believe that you will use
these skills some day in a real situation.
VI. Homework
Situation
Steve is opening his new
restaurant today. Last week he sent his menu to the
printer. It has just come back
and, unfortunately, it is full of mistakes. The printers
have put some dishes in the wrong sections. Help Steve by
writing the menu correctly
Working at Steve’s menu. What would you like to change in
it?
Steve’s Diner
Starters
Bottle of mineral water £1.50
Chocolate, strawberry or vanilla ice-cream £ 2.50
Bottle of house vine (red or white) £5
Chocolate mousse £4
Avocado vinaigrette £2.75
Main
Courses
Apple pie with cream £4
Tomato soup £2.50
Cheeseburger with chips £5
Coffee or tea £1.25
Prawn cocktail £3.50
Vegetarian casserole £5.80
Desserts
Coke or Pepsi £1
Four seasons pizza £4.95
Minestrone soup £2
Fresh fruit selection £2.95
Drinks
Bottle of Champagne £25
Fried chicken and chips £5.50
Cheeseburger with mixed salad £5.25
Glass of beer £2
|
Steve’s Diner
Starters
__ __ __
__ __ __ __ __ _
__ __ __
__ __ __ __ __ _
__ __ __
__ __ __ __ __ _
Main
Courses
__ __ __
__ __ __ __ __ _
__
__ __ __ __ __ __ __ _
__ __ __ __ __ __ __ __ _
Desserts
__
__ __ __ __ __ __ __ _
__
__ __ __ __ __ __ __ _
Drinks
__
__ __ __ __ __ __ __ _
__
__ __ __ __ __ __ __ _
__ __ __ __ __ __ __ __ _
|
Lesson 5. Vocabulary
Test. Grammar Test.
Objectives:
• to check
students’ writing skills;
• to check the
use of the topic’s vocabulary and grammar .
Level:
Pre-intermediate.
School supplies: HO1 “Vocabulary Test”, HO2 “Grammar Test”.
Procedure
I. Starting
the lesson.
Greeting.
-
Good
morning, my dear friends. I’m glad to see you again. How are you today?
II.
Introducing the theme and expected results.
-
I am very proud of you. During the
lessons you were
creative and hard-working students
with lots of enthusiasm.
Today you have to evaluate your stock of knowledge on the topic. I
hope for the best results. Good luck!
III. Main
part.
Vocabulary Test
I. Choose the correct
word or phrase A, B, C, D to complete these sentences.
1. Ann__carrots in the back garden.
A) brings;
B) brings up;
C) grows;
D) grows up.
2. Shall we__a cake for your birthday?
A) boil;
B) bake;
C) grill;
D) cook.
3. The fish is delicious. You are an excellent __!
A) cuisine;
B) cooker;
C) chef;
D) cook.
4. Steve usually adds two spoons of__to one cup of tea.
A) coffee;
B) sugar;
G) salt;
D) pepper.
5. Every country has cooking__.
A) things;
B) menu;
C) equipment;
D) cookery-book.
6. My friend has decided to eat less meat as she would
like to__.
A) be overweight;
B) go to the fast food restaurant;
C) lose weight;
D) do physical exercises;
7. Junk food lovers like to eat__.
A) freshly-squeezed carrot juice;
B) bacon and cheese sandwiches;
C) olive oil;
D) vegetables.
8. You can__an egg by cooking it in boiling water
without its shell.
A) fry;
B) poach;
C) bake;
D) boil.
9. My favourite vegetables are__.
A) beans;
B) salmon;
C) prawns;
D) peaches.
10. There are no__at a fast food restaurant.
A) many people;
B) foods;
C) knives, forks, spoons;
D) tables, chairs.
(app.2 “For Students”, Test )
Answers:
1 C, 2 B, 3 D, 4 B, 5 C, 6 D, 7B, 8B, 9A,
10C.
Grammar Test
I. These sentences are wrong. Rewrite them correctly. Be
careful!
e.g. The traffics where I live aren't very heavy. -
The traffic where I live isn't very heavy.
1. These cheese smell delicious.
2. These coffee taste nice.
3. There are much of meat in the freezer.
4. There is many honey in the jar.
5. Is there some ketchup?
6. I didn't use much egg to make on omelette.
7. You didn't put many salts in the soup.
8. I'd like a few sugar please.
II. Fill in the blanks with the correct form of the
verbs in brackets.
1. Pam __ (eat) her dinner and is ready to leave.
2. She never __ (eat) meat. She is a vegetarian.
3. __Anna ever__(cook) a foreign meal?
4. Mum_____(fry) fish when Dad __ (come) into the
kitchen.
5. Bob and Ben__(drink) Coke while Beth__(bake) an apple
pie.
6. Yesterday I __(be) at a fast food restaurant and
they__(serve) hamburgers and French fries.
7.
Restaurant people__(bring) "doggy bags" to those who can't finish
all the food on their plates.
V. Summing up. Reflection
- Did you enjoy today’s work?
Were the tasks difficult for you?
VI. Homework
Project work.
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