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Day 1
40 mins
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Unit 5:
Food Around the
World
Cooking
Instructions
A lot of, much, many, a few, a
little
Sequencing instructions
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To learn and talk about cooking instructions, cooking
preferences, food and food
quantities.
Language
Revision: second
conditional
Target Vocabulary: bake, boil, chop, fry, grate, mash,
peel, slice
Structures: a lot of/much/many/a few/a little Language in
use: How do you like your fish? Baked. How about you? I like fried
fish! We need a lot of cheese. We don't need many
olives.
Think
Thinking Skills
I Applying world knowledge (Ex.
2).
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BEGINNING THE LESSON
AIM: To revise the language of the previous lesson. Write
some prompts on the board (e.g. see a mouse, lose your wallet,
sleep early, etc.). Ask individual pupils to make sentences using
the prompts and the second conditional. Ask the rest of the class
for verification.
Language in Action
PRESENTATION &
PRACTICE
1 Listen. Repeat. (Track 17
CD2)
AIM: To present vocabulary related to cooking
instructions.
POSTER
Books closed. Put the Cooking Instructions poster up on the
board. Point to the pictures and name them. The pupils repeat after
you. Point to the pictures in random order and ask individual
pupils to name them. Ask the rest of the class for verification.
Then, ask the pupils to name food items they can fry, slice, boil,
etc. Elicit answers from around the
class.
Books open. Play the audio. The pupils listen and repeat,
chorally and/or
individually.
How do you like your food? Boiled, fried or baked? Talk
with your friend.
AIM: To talk about cooking
preferences.
Read out the example and explain the activity. In pairs,
the pupils ask and answer questions about how they like their food
cooked. Go around the classroom providing any necessary help. Ask
some pairs to report back to the
class.
Suggested answer key
A: How do you like your potatoes? B: Boiled. How about
you?
A: I like baked potatoes!
etc.
2 Think
Read and choose.
AIM: To practice vocabulary related to
cooking
instructions.
Go through the prompts and elicit/explain any unknown
words. The pupils read and choose the correct answers. Ask
individual pupils to answer. Ask the rest of the class for
verification.
3 Game
Let's play the Can you help me with dinner?
game!
AIM: To further practice vocabulary related to cooking
instructions through a game.
Divide the class into two teams, A and B. Write on the
board: Can you help me with dinner? Of course. Shall I slice the
mushrooms for you? Invite a pupil from each team to come to the
board. Write a food item on the board (e.g. potatoes). The first
pupil asks the question and the second offers to help by doing
something with the food item (e.g. Shall I peel the potatoes for
you?). Then, the teams swap roles. Each correct answer gets a
point. The pupils can win extra points if they mention more than
one cooking instruction (e.g. Shall I peel and boil the potatoes
for you?). The team with the most points
wins.
WONDER Grammar
PRESENTATION &
PRACTICE
4 A lot of, a few or a little? Look, read
and
complete.
AIM: To present/revise and practice a lot of, much many, a
few, a little.
Books closed. Say, as you write on the board: There are a
lot of oranges. Are there many oranges? No there aren't many
oranges. Underline the words in bold. Elicit the use of a lot of in
the affirmative, and many in the negative and interrogative with
countable nouns. Repeat the procedure and present a lot of and much
for uncountable nouns. Then say, as you write on the board: There
are a few oranges. We can make some juice. There is a little flour.
We can make a cake. Elicit/Explain that we use a few with countable
nouns to mean not many, but enough and that we use a little with
uncountable nouns to mean not much, but enough. Revise the use of
any in the interrogative and negative
form.
Books open. Go through the Grammar box briefly and explain
the activity. The pupils look at the pictures and complete the
sentences with a lot of, a few or a little. Check their
answers.
5 Read, choose and
complete.
AIM: To further practice a lot of, much, many, a few, a
little.
Read out the first exchange and explain the activity. The
pupils read the dialogue and choose the correct items. Check their
answers.
ENDING THE LESSON
AIM: To consolidate the language of the lesson. Write the
following headings on the board: fry, slice, boil, chop, peel,
mash, grate, bake. Name food items (e.g. egg, chicken, etc.) and
ask individual pupils to come to the board and write them under the
correct heading(s). Ask the rest of the class for verification.
Suggested homework
For the next lesson, the
pupils should know the new words (Ex. 1) and the new structures (Ex
4 & 5).
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I Wonder 6
Pupil’s Book
pp. 72-74
Activity Book
pp. 56-58
The Cooking Instructions
poster
Class CD 2
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Day 2
40 mins
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Unit 5:
Food Around the
World
Cooking
Instructions
A lot of, much, many, a few, a
little
Sequencing instructions
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To learn how to give cooking instructions; to make a video
giving instructions on how to
prepare
one's favorite dish.
Language
Revision: cooking instructions, a lot of, much, many, a
few, a little
Extra Vocabulary: baking tin, chopping board, frying pan,
gram, grater, kilogram, milliliter, saucepan, tablespoon, teaspoon,
volcano, I whisk
Language in use: Do you want to make a volcano cake? Well,
here is what you should do.
Cross-curricular
Links
Design and Technology: The pupils will learn how to give
cooking instructions (Ex. 1). The pupils will learn about cooking
measurements (Ex. 4).
Think
Thinking Skills
Organising and selecting ideas (Ex.
5).
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BEGINNING THE LESSON
AIM: To revise the language of the previous lesson. Ask
individual pupils to think of and say what is in their fridge at
home, e.g. There are a lot of apples. There isn't much butter.
Repeat as many times as you feel
necessary.
WONDER LISTENING &
SPEAKING
Skills
1 Listen and put the pictures in the correct order. (Track
18 CD2)
AIM: To learn how to give cooking instructions through a
listening activity.
Books open. Refer the pupils to the pictures and explain
that they will listen to someone giving instructions on how to make
a volcano cake. Go through the list of ingredients and
elicit/explain any unknown words. Play the audio. The pupils listen
and put the pictures in the correct order. Check their
answers.
(See p. 132(T) for Audio
script.)
Read and complete. Tell the class how to make a volcano
cake.
AIM: To practice giving cooking instructions. Go through
the sentences and elicit/explain any unknown words. The pupils read
the sentences and complete them with the correct words. Check their
answers. Then, ask individual pupils to tell the class how to make
a volcano cake. Encourage the pupils to add their own ingredients
if they wish!
Read and match. Then talk with your
friend.
AIM: To present and practice vocabulary related to cooking
utensils.
Go through the prompts and elicit/explain any unknown
words. The pupils read and match the sentence halves. Ask
individual pupils to answer. Ask the rest of the class for
verification. Then read out the exchange and explain the activity.
In pairs, the pupils use the prompts and act out similar exchanges.
Go around the classroom providing any necessary help. Ask some
pairs to report back to the
class.
Answer key
A: Can you pass me the saucepan, please? B: What do you
need the saucepan for?
A: To boil some
spinach.
A: Can you pass me the chopping board, please? B: What do
you need the chopping board
for?
A: To chop some
carrots.
A: Can you pass me the whisk,
please?
B: What do you need the whisk
for?
A: To mix some eggs and
flour.
A: Can you pass me the frying pan, please? B: What do you
need the frying pan for? A: To fry some
prawns.
A: Can you pass me the baking tin, please? B: What do you
need the baking tin for? A: To bake a
cake.
WONDER READING &
WRITING
Skills
3 Read and choose. Then listen and check. (Track 19
CD2)
AIM: To read cooking instructions for a Spanish
omelet.
Point to the picture and read out the title of the text.
Elicit what the text is about (cooking instructions for a Spanish
omelet). The pupils read the text and choose the correct words.
Play the audio. The pupils. listen and check their
answers.
4 What do they mean? Read and
match.
AIM: To learn about cooking measurements. Books closed.
Say, as you write on the board: solid, liquid. Elicit/Explain what
they mean (solid is something which is firm and not in liquid or
gas form: liquid is a substance which flows, like water). Ask the
pupils to name some solid/liquid foods. Elicit answers from around
the class. Then ask: How do we measure solid food? Elicit: In grams
and kilograms. Write the words under the word solid. Elicit/Explain
that 1,000 grams is 1 kilogram. Then ask: How do we measure liquid
food? Elicit: In milliliters and liters. Write the words under the
word liquid. Then write teaspoon and tablespoon under both columns.
Elicit/Explain their meaning. Explain that we use teaspoon and
tablespoon to measure small quantities of both solid and liquid
food. Name food items and ask the pupils to say the correct
measurements. e.g. Teacher:
Sugar.
Class:
Gram/Teaspoon/Tablespoon.
etc.
Books open. Explain the activity. The pupils read and match
the abbreviations to the words. Elicit answers from individual
pupils. Ask the rest of the class for
verification.
5 'Tell the class.
AIM: To generate
ideas.
Ask the pupils to think of their favourite dish. Read out
the questions and elicit answers from around the class.
Alternatively, you can have the pupils write their answers in their
notebooks first.
Suggested answer key
•
My favourite dish is macaroni
cheese.
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To make macaroni cheese, I need 500g macaroni, 400g cheese,
60g flour, 60g butter, 500ml milk, salt and
pepper.
⚫ Boil the macaroni in a
saucepan. Next, melt the butter in another saucepan. Add the flour,
salt and pepper, and whisk together. Then, add the cheese and whisk
until the cheese melts. Finally, mix the macaroni with the cheese
sauce.
6 SHOW and Tell
With the help of a parent, make a video giving instructions
on how to prepare your favourite dish. Present it to the
class.
AIM: To make a video giving instructions on how to prepare
their favourite dish.
In class, the pupils use their answers from Ex. 5 to write
the cooking instructions for their favourite dish. They can use the
text in Ex. 3 as a model. Make sure you correct their writing
activities. Explain to the pupils that they can use their texts as
scripts to make their videos. For homework, the pupils (with the
help of a parent/guardian) make a video giving instructions on how
to prepare their favourite dish. Alternatively, the pupils can make
a poster.
Suggested answer key
Macaroni Cheese
Ingredients
500g macaroni 60g
blos
400g cheese
60g flour
500ml Mallik
salt and pepper
First, boil the macaroni in a saucepan. Next, melt the
butter in another saucepan. Add the flour, salt and pepper, and
whisk together.
Then, add the cheese and whisk until the cheese
melts.
Finally, mix the macaroni with the cheese sauce.
Enjoy!
ENDING THE LESSON
AIM: To consolidate the language of the lesson. Say words
from the lesson. Ask individual pupils to spell them out. Ask the
rest of the class for verification. Suggested
homework
For the next lesson, the pupils should be ready to present
their videos to the rest of the
class.
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ҚР Білім және Ғылым министірлігінің стандартымен жасалған
