Unit 8 Food and drink

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Action and protest

Learning objectives

8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives

Learners will be able to:

• Learn vocabulary to do with action and protest.

• Do a questionnaire on attitudes to taking action.

• Learn the use of will and might.

• Practise using will, won’t, might and might not to make predictions.

Value links

Hospitality: Traditionally a nomadic culture, hospitality has always been an important part of Kazakh culture.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, ask students if they watch the news or read newspapers. Ask them what issues in the world they care about. Elicit some examples, such as climate change, animal experiments, etc.

• Ask students what they can do to change situations. Elicit some ideas. Encourage students to join in and express their opinions; there are no right or wrong answers.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:92

• If necessary, allow students to use their dictionaries to check the meaning of the new words.

• When checking answers, model and drill pronunciation of the words, paying attention to the change of stress between some nouns and verbs such as organize / organization.

• Ask students to do the questionnaire individually, then compare their answers with a partner and discuss which is the best plan of action in each case.

• Ask some students to report back to the class on their discussions. Encourage other students to agree or disagree with them.

Ex: 2 P:92

• In a weaker class, help students understand the meaning of each sentence by reading through them all with the class and answering the question in the instructions before students listen.

• In a stronger class, allow students time to read through the options before listening. Follow up by answering the question in the instructions.

Ex: 3 P:92

• After students have completed the key phrases, read through them with the class.

• After saying each phrase, elicit whether it is used to make a suggestion, or comment on a suggestion.

Make suggestions: Let’s (organize a meeting). How about (starting an email campaign)? I think we should try … Why don’t we (boycott the shops)? I think the best thing to do is … We could write to the council

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students complete the table with the words in blue in the Plan of action questionnaire.

Answers:

1 meeting

2 organize

3 march

4 donate

5 collection

6 protest

7 volunteer

8 supporter

9 sponsor

10 petition

11 ban

12 boycott

13 campaign

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students listen to two people discussing questionnaire. Match opinions with dialogues

Answers:

1 e

2 a

3 c

4 d

5 b

Sentences which express certainty: b, d and e

Students complete the key phrases with the words in the box.

Descriptor:

- complete the key phrases

Answers:

1 idea

2 help

3 about

4 think

5 don’t

6 work

7 thing

8 could

Descriptor:

- model and drill pronunciation of the words

- complete the table with the words in blue

Total: 1 point

Descriptor:

- listen to two people discussing questionnaire

- Match opinions with dialogues

Total: 1 point

Descriptor:

- complete the key phrases

Total: 1 point

.

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 8 Food and drink

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

The food waste scandal

Learning objectives

8.1.8.1 develop intercultural awareness through reading and discussion

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts

Lesson objectives

Learners will be able to:

• Read a text about freegans and food waste.

• Read for general meaning and specific details.

• Learn about negative prefixes un-, in- and im-.

• Express opinions about a campaign against food waste.

Value links

Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, write the word food waste on the board. Ask students what they understand by the expression.

• Elicit ideas about food waste issues, for example, food mountains, sell-by dates on food. Ask students to express their opinions on these issues, using L1 if necessary.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:94

• Refer students to the title and photos and discuss what the photos show.

• Ask students to discuss the questions in pairs. You can discuss ideas with the class before playing the CD.

• Students read and listen, and check whether their guesses were correct

Ex: 2 P:94

• Encourage students to prepare by reading through the questions before they read the text again.

• Ask students to compare their answers in pairs and correct any mistakes before you check with the class

Ex: 3 P:94

• Read through the words with the class and explain that the opposite of each word is in the text. Students should read the text again quickly to find the correct words.

• Check answers with the class, and check that students understand the meaning of the adjectives. In a weaker class, ask for translations, then encourage students to put the new adjectives into sentences for context. In a stronger class, ask students to put the words into new sentences to show understanding.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students look at the title of the text and photos and answer the questions. Then read and listen to the text.

Answers:

1 The photos show: a person with a bag of food that has been thrown away, to show the quantity of food that is wasted. people who work on a food-sharing campaign. volunteers organizing food boxes so food can be redistributed.

2 Supermarkets throw food away if it is imperfect, for example, not all the same size, or if it doesn’t look nice.

3 Freegans are people who believe it is wrong to throw food away and who get most of their food from supermarket waste.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students read the text again and choose the correct answers.

Answers:

1 c

2 a

3 c

4 c

5 c

6 a

Students build their vocabulary

Answers:

1 imperfect

2 unacceptable

3 insensitive

4 unnecessary

Descriptor:

- discuss the questions in pairs.

- read and answer the question

Total: 1 point

Descriptor:

- read the text again

- choose the correct answers

Total: 1 point

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Poster

Unit 8 Food and drink

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Language focus: First conditional review

Learning objectives

8.6.17.1 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics

8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Learn the form and use of the first conditional.

• Practise using the first conditional.

Value links

Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• Refer students back to the text, and ask: Does the writer want supermarkets to change? (Yes.) Ask students to look at the last paragraph of the text and find a sentence which says what people can do to make supermarkets change. (If we all boycott the supermarkets, they’ll listen to us.)

• Ask students to translate this sentence into their L1. Elicit that the sentence is referring to a future possibility

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:95

• Students complete the tables in pairs.

• After checking answers, draw attention to the question in the instructions and ensure students understand that the comma is used when the if-clause is written first

Ex: 2 P:95

• In a weaker class, allow students to work in pairs. Then, after checking answers, return to the table in exercise 1. Highlight which parts of the conditional sentences describe the action (using the present simple) and which parts describe the result (using will / won’t).

• In a stronger class, ask students to find another example of the first conditional in the text (You’ll find more information and an online petition if you look on our website.). Ask students to identify the action and result clause, and the tenses used. Repeat this with the sentences in the table in exercise

.

Ex: 3 P:95

• Do the first sentence as an example if necessary.

• Remind students to read the sentences carefully to check they understand the context before completing each one

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students complete the first conditional sentences from the text.

Answers:

1 boycott

2 ’ll listen

3 won’t change

4 protest

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students study the sentences and complete the rules. Use will, won’t and the present simple.

Answers:

2 the present simple

3 will, won’t

Students complete the sentences with the first conditional form of the verbs in brackets

Answers:

1 supports, will win

2 ask, will volunteer

3 will boycott, sells

won’t know, don’t organize

5 ban, won’t be

6 won’t sponsor, don’t finish

Descriptor:

- complete the tables in pairs.

Total: 1 point

Descriptor:

- identify the action and result clause

- Use will, won’t and the present simple.

Total: 1 point

Descriptor:

- read the sentences carefully

Total: 1 point

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

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

Poster