Teacher`s name: Subject: English Group: ,,A” Unit: Topic

Teacher`s name:
Subject: English
Group: 6,,A”
Unit: 3
Topic: International food
Level: intermediate
Target skill: speaking, listening
Other skills involved: reading, writing
Lesson aims: Students learn vocabulary for international dishes. They talk about likes and dislikes and make suggestions.
New language curry, dumplings, fish and chips, kebabs, noodles, paella, rice and beans, stew, sushi, tacos | Why don’t you try (fish and chips)? Japan, Thailand, India, Greece, Peru, Russian, Greek, spicy
Recycled language food and drink, countries, I’d like to (try sushi).
Materials CD1 | Word cards: see page TB105 or bilingual dictionaries | Internet access (optional)
Introduction to the unit • Read the title of the unit and ask students to look at the photograph. Then ask What’s Unit 3 about? (Foods from different countries). Check the meaning of international. • Point to the person we can see at the back of the photograph (seen more clearly in the Student’s Book) and ask What’s this person doing? (Cooking.) What food can you see? Write suggestions on the board, e.g., bananas, lemon, noodles. • Ask Which country do you think this food comes from? Elicit ideas and encourage students to give their reasons, e.g., I think it comes from the Caribbean because there are bananas in the photograph. Tell students that the food is from Japan (see Background information above). If you have a map or globe, ask students to find and point to Japan. • Then ask What food is traditional or popular in our country? Elicit the names of dishes and provide translations if appropriate. Do a short class survey about traditional dishes, asking, e.g., Who likes (tortillas)? Students raise their hands. • If you wish to extend the discussion, ask students if they’ve tried food from other countries (either in a restaurant in their own country or abroad). Volunteers can describe dishes that they’ve tried to the rest of the class. Write some useful phrases on the board, e.g., It’s called … The ingredients are … It tastes like … I liked / didn’t like it because …

Warmer • Write International food day on the board. Ask students what it means and if they’ve ever been to one.
Student’s Book page 38
• Use the photographs to teach/review the foods. For each dish, ask Do you like (sushi)? Raise your hand.
10 min
1 Listen and look.
• Say Listen and look at the flags. Where does each kind of food come from? Play the recording. Students listen and look.
• Play the recording again, pausing to ask questions. Teach spicy.
CD1:45 Alex: Look! It’s International Food Day today. Look at all this different food we can try. Emma: Great! I’d like to try sushi. I like fish and rice. I think sushi’s from Japan. Alex: Yes, it is. And there’s paella, too. That’s from Spain. This one has rice, chicken, and vegetables. It’s delicious. Pedro: What about some noodles from Thailand? They look good. Carla: Or a curry from India. Do you want to try some curry? It’s really spicy. Pedro: I like curry, but I like stew more. This stew’s from Russia. I want to try Russian stew. Carla: I have stew a lot. I want to try something different. These tacos look good. Are tacos from Mexico? Pedro: I think so. But lots of people eat them. Emma: I’d like to try these dumplings. Alex: What are dumplings? Emma: They’re a little like pasta. These dumplings are from China. They have meat inside. Alex: Look – they have kebabs from Greece! I love kebabs. Pedro: What do they have from the United Kingdom? Oh, yes – fish and chips. Carla: Yes, but I have fish and chips a lot. I want to try something different. What about some rice and beans from Peru? Alex: Let’s get a lot of things and share them. All: Good idea.
10 min
2 Listen and repeat. Then match.
• Play the recording. Students repeat and point.
• Play the recording again. Students say the letter and read the label aloud. Key: 1 i 2 f 3 e 4 a 5 h 6 j 7 b 8 d c 10 g
CD1:46
1 sushi 2 paella 3 noodles 4 curry 5 stew 6 tacos 7 dumplings 8 kebabs fish and chips 10 rice and beans
10 min
3 Listen and suggest dishes. Then practice with a friend.
• Play the recording, pausing for suggestions.
• Students then practice in pairs as in the example. Key: 2 Why don’t you try sushi? 3 Why don’t you try kebabs? 4 Why don’t you try rice and beans? 5 Why don’t you try (Russian) stew? 6 Why don’t you try curry? 7 Why don’t you try paella? 8 Why don’t you try dumplings?
CD1:47
1 I like fish and potatoes. I don’t like rice. 2 I like fish and rice. I don’t like chicken or meat. 3 I like meat and salad. I don’t like fish or chicken. 4 I don’t like meat, chicken, or fish. I like vegetables, and I like rice. 5 I like meat and vegetables. I don’t like rice. 6 I like spicy food. 7 I don’t like potatoes or pasta. I like rice, chicken, and vegetables. 8 I like pasta, and I like meat.
10 min
4 Which of these dishes would you like to try?
Ask and answer.
• Students work in pairs to ask and answer. Workbook page 30 1 Complete the words. Then check (✓) the correct ingredients. • Students complete the words and check the correct pictures. Key: 2 sushi – a, b 3 noodles – b, c 4 fish and chips – b, c
2 Read and write the words.
• Students read the definitions and write the words. Key: 2 curry 3 tacos 4 paella 5 kebabs 3 Which food is your country famous for? Name two. • Students write the names of national dishes. My picture dictionary ➔ Go to page 87: Write the new words. • Students write the new words under the correct pictures.
Ending the lesson • Play Definitions (see page xv) with food items.