Stages

Teacher’s step

Pupil’s step

I. Organization moment:

II. Checking up the home task

III. Brainstorming:

IV. Main stage:

A) Work with the text:

B) Vocabulary work

C) Discussing

D) Doing exercises according to the text.

E) Work in groups:

Project work

F) Focus on grammar:

V. Conclusion

XIII. Marking

XIV. Home task:

Good afternoon, boys and girls! Nice to meet you!

How are you?

• What was the homework for

today?

-Now pupils come here and choose the letters. Because I want to divide you into two groups using the letters

-OK very good and pupils, you should write a list answering the question.

What foods are good for you?

When we use the word “good food” what do you mean?

What foods are bad for you?

When we use the word “bad food” what do you mean?

-Look at ex;6 at the board you can see the text with new words and I’ll give you a paper and in this paper you see the words with translation So we ‘ll discuss the most important problem of our life – our health. You ‘ll know this question’s answer why is this problem the most important nowadays?

Group A read the text without mistakes

Group B retell the text

Teenager, overweight, weigh, cereal, at break time, fried food, take-away, change, worry, depressed, confidence, confident

Mr. White what  did he say ?
What’s Karen’s age ?
What’s her weighed ?
What  did she bought to school ?
Where did she sometimes go?
What kind of food she never eat?
What’s her main exercise?
Whom helped Health farm ?
Karen’s weigh after diet or exercise plan?
Whom about this text ?
Are you agree with  Karen’s weigh ?
Do you understand this text ?

Exercise 7

Which paragraphs are about:

1. Karen’s new habits

2. General teenage health problem

3. The health farm’s results

4. Karen’s old habits

Exercise 8

Group A Write a list of Karen’s bad habits before she went to Health Farm.

Group B. Write a list of Karen’s good habits after she went to Health Farm

I’ll give you three minutes to get ready. OK time is over. Please, your answers.

Adverbs of frequency. We use some adverbs to describe how frequently we do an activity.

There are called adverbs of frequency and include: always, sometimes, usually, often, rarely, never.

An adverb of frequency goes before a main verb. For example: I always remember to do my homework.

If the sentence goes with to be, adverbs of frequency will go after that. For example: She was always so worried about her size.

Ex: 12 Put the adverbs in brackets into the correct place in the sentences p,108

At the end of the lesson I’ll remember the rules.
1. Go in for sports.
2. Get fresh air.
3. Eat healthy food.
4. Take regular exercises.
5. Wash your hands before you eat.
6. Never smoke.
7. Keep a diet.
8. Don’t drink alcohol.
Dear pupils, today all of you were active and I shall put you excellent marks. We have discussed the most important problem about health,

to draw Karen’s portraits.

Stand up, children.

The lesson is over. Good Bye!

Good afternoon, teacher!

We are fine, thank you!

Ex: Read the sentences about things in food and decide if it is good or bad.

1.G, 2.B, 3.B, 4.G

Group: A

Group: B

Pupils read and retell the text

Understood the new words

Answered the questions

Pupils expressed their opinions the following questions.