My country: Food and drink: Record-breaking food

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2. 

Warm up:

Teacher asks Ss what traditional food they like or don’t like.

Ask students to describe how the food is prepared and eaten. Encourage them to use cooking verbs and nouns, for example, fry / frying pan

Teacher tells values of this month. The ability to value work, the results of one’s own and others’ work, the ability to assess the contribution of work results to the development of the country and society.

Checking the home task

Learners read the given sentences on the board and guess the topic and share with their ideas.

Learners do the home task

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

-do the home task-1

Assessment sheet Kazakh’s legend animal

Middle

35 min

Task. I (Wh, I) Ex: 1 P:100

Teacher asks Ss read the sentences with the class. Ask students to explain the words in blue. Help them with the meaning if they are not sure.

Get students to guess whether the sentences are true or false

Students check the meaning of the words in blue in the sentences. Then read and listen to the text. Write true or false.

Answers:

1 false – The world’s largest serving of beshbarmak weighed 736.5 kilograms.

2 false – The nomads didn’t use cutlery – they ate beshbarmak with their hands.

3 true

4 false – The meat, vegetables and spices are boiled together, but the nooodles are cooked separately.

5 false – Baursaks are also popular in other countries in Central Asia and in the Middle East.

6 true

Descriptor:

A learner

-discuss the photo-1

-answer the question -2

Point-3

Well done

Pictures

Task. II (Wh, I) Ex: 2 P:100

Teacher asks ss scan the text for the words in the box and then complete the rules.

Note that so can be used as an adverb, ‘It’s so big it won’t fit in my bag.’ This is the so in paragraph one of the text. It can also be used as a conjunction: ‘It was cold so I put a jacket on.’ This

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students find these words and phrases in the text. Then complete the rules.

Answers:

1 a

2 like

3 so, such a

4 because, since, as

Descriptor:

A learner

- scan the text -1

- find the words and phrases -2

Point -3

Excellent

Stickers

Task. III (Task for understanding)

Ex: 3 P:100

Teacher ask Ss complete the sentences using the correct word.

When you go through the answers with the class ask students to explain their answers by referring to the relevant rule

.

Students choose the correct words.

Answers:

1 as

2 because

3 so

4 like

5 Since

6 such

Descriptor:

A leaarner

- complete the sentences -2

- choose the correct words-1

Point -3

Excellent

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!  

The teacher to assess learners for their ability.

“Good job!

Well done!”

Poster