Hello everybody!

Yesterday we had to work very hard. After practicing a few questions as usual students read their homework. I really think, guys, you are making a good effort at completing your homework. I must say that Javier does it very carefully. Well done, Javi!

Students had to learn the following words: Porridge, oats, pan, boil, bubble, moon, surface, hole, disgusting, spoonful in order to to read a text. After writing down and pronouncing aloud the vocabulary they all read aloud part of the text and worked on the questions:

What´s porridge?

What is it made of?

How do you make it?

What does it look like?

How do you serve it?

They asked each other those questions and answered them.


The teacher explain the adverbs much, many and a lot of.

Much: for uncountable nouns like sugar, rice,water, money. There is no plural.

Many: for countable nouns like: apples, chocolate bars, steaks. It is always plural. 

A lot of: for countable and uncountable nouns. A lot of sugar, a lot of apples.

Students learned the names of some snacks in English: Popcorn, pretzels, nuts, pie, rice cakes.
They practiced asking each other: Do you eat much pop corn? Do you drink many sodas? And replying: No, I don´t eat a lot of pop corn or Yes, I drink a lot of sodas.


Homework

Read this text . Ask 3 of the questions above and answer them

The Spanish Omelette is a very popular dish in Spain.The most common version is made with eggs, potatoes and onion. To cook it, first you cut the potatoes into small pieces; then you fry them with the onions. Next, you mix the potatoes with the eggs and cook them in the pan. You can serve it with red or green peppers.

Last Tuesday was our 3rd lesson on the topic of food.

We started with the question: Can you cook an omelete (for example)?

Then students had to come up with their own questions, changing the food item, saying for instance Can you cook chicken soup?

This time everybody had done the homework. I am happy about it. We have to keep it more simple though. We must try to write short sentences. We always start with a subject, then a verb, then an object, or if the verb is to be, an adjective: 

It is a steak. It is juicy and tender.

In order to review vocabulary the teacher said: say something that can be tough. Students had to say: meat or chicken or rabbit. Or Say something that can be crispy or soggy.

During the second half of the class students were writing a letter for a penfriend in Ukraine. This time they really tried to express themselves clearly.

Homework
1/The waiter asks: What are you going to have?

And you order for all your family.
Your father: a steak with chips
Your mother: a mushroom and cheese omelette.
Your brother or sister: clams with rice.
You: anything you like.

You start with: My father is going to have...

2/Talk about a meal you did not like very much. Example: I did not like the salad because the lettuce was soggy. The main course was better: the chicken was tender and the chips were crispy but the sauce was tasteless. I am not going to eat in that restaurant again.

Eureka! All of you did your homework!

I´m very proud of you. Good job!!!

This is a group of Master Chefs. Everybody can cook. I know it because students asked each other: Can you cook anything? And everybody answered Yes.
Paola, for instance, can cook eggs and sausages. Lucia can cook spaghetti, and Javier can cook meat and eggs. Nico can cook too, I remember he said he can cook soup.

We continued talking about food. This time students learned some adjectives you can use to talk about food:

crispy/soggy, sweet/sour, spicy, tasteless, tender/tough.

We listened to a recording: different people talked about something they had eaten. Students had to listen to the intonation and decide whether  they had liked it or not. That wasn´t so easy. But they could also listened to the words. In fact, they had to do an exercise: filled in a text´s gaps with the words they heard in the recording.

All together we wrote a conversation between some customers in a restaurant and the waiter. Students role played to conversation. At first they read their lines but later they did it without looking at the written sentences.

Homework: can you describe these dishes?

Yesterday we started a new topic: food and meals.

The meals are: breakfast, lunch, dinner and supper. Dinner is usually the most important meal and it can be taken in the evening or at midday.

Students learned the names of various foods ( they already knew many of them): vegetables: like potatoes, carrots, tomatoes, lettuce, onions, garlic. Meat like chicken, pork and beef; other foods: rice, beans, spaghetti, bread, cereal, cheese, soup, salad, eggs, omelette, fish; seafood: like prawns and clams. Sauces like tomatoe sauce, ketchup or mayonnaise.

Students had to answer the question: How often do you eat in a restaurant?

Students looked at a menu. The menu had 3 sections. For dinner people usually eat 3 dishes: A starter
Soups, salads, pasta, etc.

The main course
Meat, fish, seefood, eggs, usually with some vegetables and potatoes on the side.

Dessert
Fruit, yoghourt, ice cream flan, cakes, pies.

Students listened to a conversation in a restaurant. There was the waiter, who took the orders and 3 customers. In the conversation they used this verb form:

What are you going to have for a starter?

I am going to have chicken soup.

Are you going to have any dessert?

Yes, I am going to have a chocolate ice cream.

After listening they role played the conversation.

Homework
Write your own menu, with a list of starters, main courses and desserts. You can add drinks: Coke, beer, wine, mineral water, etc.Look up words you don´t know in the dictionary. 
Then write a conversation between 2 people who are ordering food from that menu.