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Unit 18: Class banquet

Day three: A meal with friends


  • Students will be able to respond to a variety of questions related to health and nutrition.
  • Students will be able to write a series of short paragraphs related to preparing for a dinner.

Setting the Stage (5 minutes)

Teacher has written a short description of how he or she would prepare for a special dinner. The description includes 3 to 4 short paragraphs. Teacher provides a written copy of this description to each student. Teacher reads this description as students follow along with their copy of the text. Example:

I really enjoy getting together with friends at my home. Very often I will invite them for a meal, such as lunch or dinner.

One of my favorite recipes is Palachinka, a Bulgarian version of Swedish Pancakes or Jewish Blintzes. I usually prepare the palachinka (a very thin pancake) ahead of time, sometimes hours before my friends arrive.

Each palachinka takes about 8 minutes to cook. The average serving or portion is two palachinka per person, so if five friends are coming to my home, I will need about two hours to prepare them. Each palachinka is covered with a thin layer of cottage cheese, rolled tightly into a thin roll. Then, I cover the roll with a fruit glazing and whipped cream.

We usually drink either coffee, hot tea or some kind of cold juice or champagne with the meal.

My friends and I also enjoy talking about what is happening in our country and around the world. We will sit at the table for hours.

Input (20 minutes)

Teacher shows more slides from the Healthy Eating slide show and reinforces student participation and comprehension by circling or recycling the vocabulary with who-what-when-where-why questions about each slide. Teacher can ask for students to volunteer names of famous people as answers to the comprehension questions. Teacher spends up to 2 minutes on each slide.

Independent Practice (25 minutes)

Students write a description of an event that includes their friends and food. Students can work together with a partner to help with brainstorming ideas, with writing and with editing their work.

Teacher circulates and monitors students. Teacher encourages students to ask for help in brainstorming, writing, or editing.

Closure (5 minutes)

Students read their final work aloud to another classmate (not the one with whom they worked). This new pair provides feedback to each other.

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