Food and Drink

Unit of a long term plan:

Unit 5 Our Health.

School: A.S. Pushkin

Date:

Teacher's name: Karimsakova Zh

CLASS: 6 A

Number present:

absent:

Lesson title

Food and drink.

Learning objectives(s)

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S2 ask simple questions to get information about a limited range of general topics

6.L4 understand the main points of supported extended talk on a range of general and curricular topics

6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

6.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

6.W5 link without support sentences using basic coordinating connectors

Lesson objectives

All learners will be able to:

To talk about food preferences;

Most learners will be able to:

To present vocabulary in the context of article about food and drinks

Some learners will be able to:

• Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

• Make a sentences about your school lunch.

Level of thinking

Higher order thinking skills (according to the revised Bloom's taxonomy).

Assessment criteria

• To know able to distinguish about foods.

• To know able to distinguish what is useful or harmful .

• To know how to use food and drinks in our life.

Target language

Salad, chips, soup, sweets, fish, apple, bread, rice, pasta, nuts, eggs, burger, crisps, sandwich. fussy drinks, juice, ice cream, meat, school meals.

Values links

Responsibility, Global Citizenship, Respect and Love to people and school, Care to modern technology, Love to nearest and dearest.

Cross-curricular links

Social Science, Psychology, Information Technology, Art, Medicine.

Previous learning

Vocabulary relating to people's activity, school and school subjects.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

3 min

3 - 4 min

Main part

15 min

10 min

5 min

Class organisation

Org. moment

Hello pupils! How are you?

Who is on duty today?

Who is absent?

What was hometask for today?

Cheecing up the homework Ex.3 p.41

1. She can speak Italian and Japanese. She is very good at languages.Yes she can

2. Can I watch that film on TV? Yes you can

3. My grandparents can’t use a computer but they want to learn. Yes they can’t

4. I’m sorry. You can go to the cinema now? Yes I can.

5. He loves music and he can play the guitar. Yes he can.

6. You can wear that T-shirt to school if you want. Yes you can

7. Can you dance the tango? No I can’t

8. My baby sister can’t read or write. She can’t

9. Can I buy a new mobile phone in that shop? No I can’t

Phonetic drills:

I like ice-cream

She likes sweets

I like cake

She likes cheese

I like coffee

She likes tea

Let’s begin our lesson

The new theme about Food and Drinks

Today we are going to speak about foods and drinks

You know we should eat healthy foods and drinks, because foods important for our life and we can’t live without water.

There are many kinds of foods and drinks

Pre-learning (W)

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

The teacher shows the picture and introduces the objectives of the lesson.

T: We’ll divide in two groups

1 st group Foods

2^nd group Drinks

Ask questions to each other

1 What foods do you know?

2 What drinks do you know?

1. What do you eat and drink for breakfast?

2. What is your favourite drink?

1 What is your favourite food ar meal?

2 What kind of drinks do you usually drink?

Let’s make the some riddles

1) It’s green and you have it in salad . (cucumber)

2) Monkeys like it. It is yellow fruit.  (banana)

1) It may be red, yellow and green. It is tasty. It is hard.  (apple)

2) It’s a drink. We usually drink it hot. Especially  Kazakh people like it. It is good. When it is hot.  (tea)

1) It is red. You make salad with it. It is not hard. (tomato)

Work with blackboard

What do you usually eat for breakfast and lunch?

Writing

Ex 2 p 42. Complate the lists with the words in the box .

Very healthy / Not very healthy foods

Speaking

Ex 3 p 42 . Complate the crosswords

Speak about healthy and unhealthy eating.

Is your lunch healthy?

Reading task: Text about Kazakh traditional foods and British traditional foods

Read the text and answer the questions:

1 group

Eating in Kazakhstan

Group A: 

a) The traditional Kazakhstan food  include mutton and horse-beef as well as sour milk products which are closely associated with nomadic way of  life. The main dishes of Kazakh cuisine are as follows: cooked mutton and horse-beef (beshbarmak ), kuyrdak ( fried mutton pluck ), horse-beef delicatessen (chuzhuk, kazy, zhal, zhaya), sheep’s milk, cow’s milk and the products (katyk, kurt, irimshik and mare’s milk (kymyz), camel’s milk (shubat)). The traditional dish- beshbarmak, which began to be served with large pieces of rolled dough. Other dishes appeared, like kuimak, kattama oima – puff flat cakes fried in oil. The Kazakh cuisine is also remarkable for tasty plov (pilaf) – cooked of rice and mutton.

Our traditional home cooked food is …………………….…………………….
Our favourite meat dishes are: …………………………………………………
The most popular drinks are: …………………………………………………..
For guests and friends we like to prepare …………………………………….

2.group

Eating in Britain

British food has a bad reputation in Europe; but traditional home cooked food is as good as European cooking.

A good example is the traditional British Sunday lunch which consists of roast-beef, roast potatoes and Yorkshire pudding. British people eat a lot of meat. Mineral water is not very common. The most popular drink with meals is tea.

British breakfast consists of cornflakes with milk, toasts with marmalade, honey and tea. They eat a large meal at midday. At about 5 o’clock they have tea with bread and butter and cakes. In some families the midday meal is the chief one of the day. And in the evening they have a simple supper an omellete, or sausages, sometimes bacon and eggs.

Traditional food includes roast- beef , …………………………………………
For breakfast British people eat ……………………………………………….
They have 5 o’clock tea with ………………………………………………….
They have a simple supper …………………………………………

Slide (useful phrases)

Pictures

PPT

W/B p 42

PPS

Work with blackboard

End

3 min.

Home task.

W.B. ex 4 p.42,

Choose the correct answer. MINI Quiz Answer the questions about foods

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

Differentiation can be achieved through content (Based on the theory of Multiple Intelligences different tasks are used with the same text).

By support:

Less able learners will be supported through step-be-step instructions, glossaries, thinking time.

By task:

For more able learners additional leveled tasks are offered.

Assessment criteria:

• To know able to distinguish about foods.

• To know able to distinguish what is useful or harmful .

To know how to use food and drinks in our life.

Descriptors:

A learner

• reads the text for global understanding;

• selects meaningful information, constructs the answer;

• presents information in the group discussion.

• evaluates the peers’ answers.

Teacher's observation using observation checklist (Appendix 2 - reference to the resource " Self-assessment.

Health saving technologies.

Make sure power cords are not a tripping hazard

Everyday classroom precautions