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«Handouts for Student We are what we eat»
We are what we eat
Class Survey
Do the Eating Test individually and then compare your results with the rest of the group. Study and discuss the results with your partners.

What are fattening rooms?
Listening. Questions to the text:
Where do women mostly want to be slim?
What does it mean “to be slim” in those places?
Where do women prefer to be slim?
What does it mean “to be fat” in those places?
What are the negative attributes of a slim woman?
How do people help girls to be fat?
What do girls do in fattening rooms?
What kind of food do girls eat in fattening rooms?
Who serves food in fattening rooms?
Why do girls grow fat in fattening rooms?
Who visits girls in fattening rooms?
When do Nigerian girls go to fattening rooms?
Can a girl go to a fattening room after marriage?
Why does a man want his wife to be fat?
What might happen if parents do not send their daughters to fattening rooms?
How long did the girls use to stay in fattening rooms in the old days?
How long do the girls stay in fattening rooms now?
Are fattening rooms popular in the cities? Why or why not?
Where do people have a contest for the heaviest woman?
What is the prize for the fattest woman?
Are you careful about WHAT you eat and HOW you eat???


Grammar Block

Vocabulary Block

Song:
Honey Honey
ABBA
Honey honey, how you _________ me, ah – hah, honey honey
Honey honey, nearly _________ me, ah – hah, honey honey
I'd heard about you _________
I _________ to know some _________
And _________ I know what they mean, you're a love …
Oh, you make me _________
Honey honey, let me _________ it, ah – hah, honey honey
Honey honey, _________ conceal it, ah – hah, honey honey
The way that you kiss _________
(The way that you kiss me _________)
The way that you _________ me tight
(The way that you're _________ me tight)
I feel like I wanna _________ when you _________ your thing
I don't wanna _________ you, _________, I don't wanna _________ you _________
So stay on the _________, girl, you ________ not get too _________
But I'm _________ stick to you, _________, _________ you'll never get rid of _________
There's no other _________ in this world where I rather would _________
Honey honey, _________ me, baby, ah - hah, honey honey
Honey honey, _________ me, baby, ah - hah, honey honey
You look like a _________
(You look like a _________ _________)
But I _________ just who you _________
(I _________ just who you _________)
And, honey, to say the _________, you're a _________ – gone beast!
So stay on the _________, girl, you _________ not get too _________
There's no other _________ in this world where I rather would _________
Honey honey, how you _________ me, ah – hah, honey honey
Honey honey, nearly _________ me, ah – hah, honey honey
I'd heard about you _________
I _________ to know some _________
And _________ I know what they mean, you're a love …
Oh, you make me _________
By Alyona Pavlova,
Moscow State University of Printing Arts
7
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«We are what we eat»
We are what we eat
PLAN
| БЛОК | ВРЕМЯ | ТИП РАБОТЫ |
| 1) Introduction The teacher greets the guests and introduces the topic of the club. | 2 min. | |
| 2) Ice-breaker Students say their name and the name of something edible/tasty starting with the same letter as their name. For example: My name is Joy and a tasty thing is jelly. | 10 min. | Работа в круг. |
| 3) Class Survey Page 1 in Students’ Handouts. a. The students individually answer the questions in the “Eating Test”. b. After finishing the test they count how many answers “a”, “b”, “c”, “d” they have and circle the letter of most answers. In other words – they put down one letter that is most frequently found in his/her answers. c. The students stand up, walk around the class and get into 4 groups: – people who have mostly “a” answers – people who have mostly “b” answers – people who have mostly “c” answers – people who have mostly “d” answers d. The trainer gives them the handouts with quiz interpretations (one for the group) or reads it out loud. e. The trainer gives the students about 5 minutes to discuss the result – whether they agree or disagree with such interpretations. f. Every group of students announce their verdict – whether they agree or disagree with such interpretations. | 20 min. | Индивидуальная работа + работа в мини-группах. |
| 4) Listening Page 2 in Students’ Handouts. Students scan the questions, ask the trainer if they have any difficulties understanding the questions; listen to the text and answer the questions. They also pay attention to the figures in the text and explain what they signify. Check the answers all together. | 15 min | Индивидуальная работа + работа в круг. |
| 5) Vocabulary Block. Work with Text Page 3 in Students’ Handouts. The trainer makes the students read the text – 1 paragraph per 1 student. Encourage questions if something is not clear in the text. Page 4 in students’ materials. Tasks to the text. Discuss task 1 with all the students together. Then divide the students in groups of 3 and let them do the tasks to the text in their groups. The group who completes an exercise first cries “Bingo!” and the trainer stops the rest of the class to check the task. | 25 min | Работа в мини-группах. |
| 6) Grammar Block Page 5 in Students’ Handouts. Divide the students into pairs (the teacher may count: Carrot juice\Tomato juice). The students do the task. Change pairs for every exercise. Check all together. | 20 min. | Работа в парах. |
| 7) Vocabulary Block Page 6 in Students’ Handouts. Task 1. They do the survey and compare their results with the rest of the group. Task 2–3. Mix the students and divide them into different pairs. Have them do these exercises. Check all together. | 20 min. | Работа в группах. |
| 8) Creativity Work: Making a Diet Divide the students into 4 groups. Let every group create a diet for: a) A sumo wrestler. b) A 1-year-old baby. c) A teenage boy. d) A super model. The groups present their diets to the rest of the class. While listening to the other groups the students mark the products that are similar in all the 4 diets. | 15 min. | Работа в мини-группах. |
| 9) Song Page 7 in Students’ Handouts. ABBA: “Honey, Honey” | 10 min. | Индивидуальная работа. |
| 10) Summing-up Question / Answer time. | 5 min. | Работа в мини-группах. |
MATERIALS & KEYS
Task 3. Class survey. Copy and distribute to every group of students.

Task 9. Song.
Honey Honey
(ABBA)
Honey honey, how you thrill me, ah – hah, honey honey
Honey honey, nearly kill me, ah – hah, honey honey
I'd heard about you before
I wanted to know some more
And now I know what they mean, you're a love machine
Oh, you make me dizzy
Honey honey, let me feel it, ah – hah, honey honey
Honey honey, don't conceal it, ah – hah, honey honey
The way that you kiss goodnight
(The way that you kiss me goodnight)
The way that you hold me tight
(The way that you're holding me tight)
I feel like I wanna sing when you do your thing
I don't wanna hurt you, baby, I don't wanna see you cry
So stay on the ground, girl, you better not get too high
But I'm gonna stick to you, boy, you'll never get rid of me
There's no other place in this world where I rather would be
Honey honey, touch me, baby, ah – hah, honey honey
Honey honey, hold me, baby, ah – hah, honey honey
You look like a movie star
(You look like a movie star)
But I know just who you are
(I know just who you are)
And, honey, to say the least, you're a dog – gone beast
So stay on the ground, girl, you better not get too high
There's no other place in this world where I rather would be
Honey honey, how you thrill me, ah – hah, honey honey
Honey honey, nearly kill me, ah – hah, honey honey
I heard about you before
I wanted to know some more
And now I know what they mean, you're a love machine.
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