Lesson: Food and drink

Date:

Teacher:

Class: 7

Number present:

absent:

Learning objectives:

-read about food and drink in Kazakhstan

-make a 'healthy habits'' questionnaire

-talk about Kazakh dishes and drinks

Lesson objectives:

All learners will be able to:

-read an article about food and drink in Kazakhstan

-make a ''healthy habits'' questionnaire with support

-talk about Kazakh national dishes and drinks

Most learners will be able to:

-understand the article about food and drink in Kazakhstan

- make a ''healthy habits'' questionnaire with little support

-make a dialogue about food between a person from Kazakhstan and a foreign visitor

Some learners will be able to:

- make a ''healthy habits'' questionnaire without support

- discuss the article

Previous learning

Avoiding sports injuries

Plan

Planned timings

Planned activities

Resources

Beginning

10 min

1) Greeting

2) Checking up the homework: Make a poster

(students make a poster illustrating and describing the most common sports injuries)

2) Warm-up

Books closed. Teacher writes ''food and drink'' on the board.

-Write all the words that you associate with ''food and drink''.

Put students into pairs and ask them to say what they most enjoy eating and drinking for each meal of the day. Ask two or three students to report back to the class on the food and drink their partner likes and dislikes, e.g. Anara really likes having rice, vegetables and bread for lunch.

- In pairs discuss what you most enjoy eating and drinking for each meal of the day.

Poster, blackboard

Middle

25 min

Reading

Answer the question

-Which dishes are shown in the photographs? What food is served on special occasions in Kazakhstan?

Check students' understanding of the following vocabulary: settle in, varied, mutton, host, doughnut.

Task 1: Jigsaw strategy.

Divide into groups 1,2,3. Read the given paragraphs of the text. Then return to your own groups and explain, discuss in groups:

Descriptor: A learner

- reads the text

- understands the text

- talks about the text

Comprehension questions

1. Why do people in Kazakhstan eat so many dishes from different countries?

2. What is plov?

3. Which traditional Kazakh foods are healthy?

4. How do people in Kazakhstan show that guests are welcome?

Task 2. Listen to the teacher and say if the sentences are true or false. Show the right card.

1. Kymyz is the traditional Turkey drink.

2. Plov is made with mutton and carrots

3. Beshbarmak means ''five fingers''

4. Baursaks are very healthy.

5. Kymyz and shubat aren't healthy.

6. Beshbarmak is the traditional food in Kazakhstan.

Descriptor:

A learner

- understands the sentences

- shows the right card.

Relaxing time: Yes/ No questions

- One pupil from every group chooses one picture. The rest of the group put maximum 5 questions to find the picture.

Task 3: Make up a dialogue

Imagine a situation in which a Kazakhstani person and a foreign visitor talk about food and drink in Kazakhstan

Descriptor:

A learner

- makes up a dialogue

- role-plays the dialogue

Task 4. Make a 'healthy habits' questionnaire for your friends and family. Think about their daily or weekly routine.

-Ask students to copy the "healthy habits" questionnaire into their notebooks.

- Students can add as many questions to their questionnaire as they like, but should aim for at least 6-8.

- Help weaker students by eliciting questions that could be added to the questionnaire, e.g. How often do you eat chocolate, cakes or biscuits? How many glasses of water do you drink a day?

What is your favourite thing meal of the day? Do you ever miss a meal?

Descriptor: A learner

-writes at least 3 questions

Homework: Complete the questionnaire

Slides

Ex2

Ex1

Cards

pictures

End

5 min

Feedback

Method ''Cinquain". Work with groups.

1. 1 noun

2. 2 adjectives

3. 3 verbs

4. phrase

5. synonym

Lesson: 2

Don't be a fashion slave

Date:

Teacher:

Class: 7

Number present:

absent:

Learning objectives:

- read an article about teenagers and fashion

- learn verb and noun collocations

-talk about my dressing habits

Lesson objectives:

All learners will be able to:

-read an article about teenagers and fashion

-recognize verb and noun collocations

-talk about yourself dressing habits

Most learners will be able to:

-understand the article about teenagers and fashion

- understand verb and noun collocations

-define about yourself dressing habits

Some learners will be able to:

- explain an article about teenagers and fashion

- make verb and noun collocations

- demonstrate about yourself dressing habits

Previous learning

Adjectives for clothes

Plan

Planned timings

Planned activities

Resources

Beginning

10 min

1) Greeting

2) Checking up the homework: Exercises 1,2,3 and 4 on page 75 of the Workbook for homework. (Students can also find out the top three priorities in life for different members of their family. At the beginning of the next lesson, they can tell a partner about what they found out, e.g. Money is the most important thing for my dad.)

2) Warm-up

Books closed. Teacher writes ''fashion'' on the board. Elicit vocabulary related to it, e.g. clothes, style, model, designer, fashionable.

-Write all the words that you associate with ''fashion''.

Write ''Are you a slave to fashion? on the board. Elicit the meaning of slave to fashion ( someone who follows trends in clothing very closely, buying and wearing only what is currently popular).

blackboard

Middle

25 min

Reading

Ask students to open their books at page 100.

Method "I- to you, you- to me"

Work with a partner. Look at the photo and answer the questions.

1. Who are these people?

2. Where are they?

3. What are they doing?

Check students' understanding of the following vocabulary: patterned, style, to suit someone

Task 1: Read the text. use the Jigsaw strategy.

Descriptor: A learner

- reads the text

- understand the text

- discuss the text

Task 2. Listen to the teacher and say if the sentences are true or false. Show the right picture.

1. Gina didn't care about fashion when she was young.

2. Gina bought the dress because it was the perfect size.

3. Gina liked the way Anna looked.

4. Anna wanted Gina to wear her new dress at the party.

5. Anna taught Gina an important lesson about fashion.

6. These days Gina buys everything that's in fashion.

Descriptor: A learner

- understands the sentences

- shows the right picture.

Read out the information in the Get it right! box.

We use the infinitive after want.

I want to ask you something.

I didn't want to be a slave to fashion.

Check students' understanding of this by asking individual students questions related to fashion using the verb want, e.g. What item of clothing do you most want to buy? What clothes shops do you want to open in your town or city?

Relaxing time:

Task 3: "Fashion show".

1. Students organize their own class fashion show.

2. Choose some students to be models, some to be reporter and others to be designers. One student is the compere, who is responsible for introducing each of the models and saying what they are wearing.

3. After each of the models has walked down the catwalk, they are interviewed by the reporters, who want to know what they link of the new clothes they are modeling.

4. Finally, the reporters interview the designers, who say what they think of the new clothes they are modeling.

Task 4. Method "Blum's daisy''

Y

1

2

3

4

5

6

?

1. What are the favourite clothes at the moment? 2. What colours do you wear a lot or never? 3. What styles are fashionable this year? 4. Which ones do you like? 5. prize

Descriptor: A learner

-answers the questions

Homework: Exercises 1,2, 3 and 4 on page 79 of the Workbook.

Slides

Ex2 p.100

Ex3 p.100

pictures

Table

daisies

End

5 min

Feedback

Reflection

"Jockey and horse'' strategy

Work with group. The first group is horse.

The second group is jockey. Then each horse find his jockey. Match these words and phrases from the blog with the definitions (1-6) below.

Descriptor:

A learner

- understands the words and phrases

- finds the definitions

cards