КТП з англійської мови 5 клас тема "Харчування"
External context
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Topic, sub-topic |
Situation |
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Locations |
Persons |
Objects |
Events |
Operations |
Texts |
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Продукти харчування Улюблені страви Страви в Україні та в Англії |
Market Home Kitchen School canteen Café Restaurant Food shop Bakery
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Seller Cook Baker Waiter Shop assistant Family members Teacher friends |
Menu Cookbook Recipes Dishes Shopping list Fruit Vegetables Food Species
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Meals Eating out Food shopping Picnic Holidays/ Parties |
Cooking
Ordering food
Buying food products |
Menu Recipe Dialogue Riddles Advertisments Food labels |
Communicative language skills
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Oral comprehenison |
Written comprehension |
Oral interaction |
Written interaction |
Online interaction |
Oral production |
Written production |
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Can understand a short description of products/advertisement of food and announcement of products in shops but with simple words
Can understand simple recipes or description of smb’s favourite food/taste
Can get the main ideaof the national quisine description |
Can understand a recipe/a main idea from the menu.
Can recognize national dishes from written descriptions/labels
Can find cafes/canteens/restaurants from notices and signs or following simple directions
Can identify products to buy using written signs/directions in shops/notes |
Can ask a waiter about the dishes in the menu
Can inquire about some prices of products/food using simple language structures
Can briefly describe tastes/preferences of family members/friends
Can ask for a menu or make a simple order (tea, a sandwich) Can take part in a dialogue about National Ukrainian and English cuisines with a support |
Can inform in different written forms (letters, e-mails, dialogues) about favourite food, taste/preferences and national cuisines |
Can make a simple online order
Can do activities/tasks online
Can react on some posts with simple words/phrases (e.g. I like/I prefer/ It is tasty) Can write short e-mails with information about food/everyday meals |
Can briefly describe meals, name food and drinks
Give information about presence of some products
Can communicate with a support about table manners
Can make short oral presentation Can explain how to cook simple food (tea, sandwich) |
Can describe his/her favourite food, inform about hrealthy/unhealthhy food in written form but using simple language inventory Can write a list of products in a recipe
Can make projects/posters/menu on a given topic.
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Core skills
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Critical thinking |
Creative thinking |
Communication |
Collaboration |
Emotional development |
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Can compare views as to healthy/unhealthy food
Can make decision what to eat for a meal. Can get a main idea of short description of a product/advertisement of food and announcements of products to buy in shops but in simple words
Can identify national food
Can analyse the arguments about smb’s preferences in food
Can compare national cuisines using different resources of information |
Can make project about healthy food, shop/restaurant/ school canteen
Can make a simple recipe of favourite food
Can make an advertisements of shops/ products
Can come up with options how to lay the table or make a presentation of favourite food
Can build on others ideas in order to advertise smth./comment on smth. |
Can discuss what food to choose
Can tell about preferences in food using simple language structures
Act in making up dialogues
Can explain own thoughts and feelings in the predictable situation and give some remarks (e.g. The dish is salty/cold.)
Can take part in a conversation during a dinner or at the table but with the help |
Can make presentation about food
Can make relevant suggestion on the current topic of conversation
Can contribute some ideas on how to cook or what to cook (group or pair work)
Can offer to lay a table or take part in cooking process
Can justify what products to cook
Can act out a dialogue |
Can describe own emotions/feelings visiting cafes and tasting smth
Can understand other’s emotions Can control own feelings and emotions to overcome some negative situations |
Language inventory
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Language functions |
Sample exponents |
Sample vocabulary |
Sample grammar |
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Describing, comparing, asking and giving information
Expressing own impressions, views, feelings, choice
Liking, disliking, offering
Accepting and refusing |
What do you like? I like/ don’t like (dislike) Pass me… Can I taste? It tastes… For breakfast/lunch/dinner I have I’d like How much/many There is/isn’t There are/aren’t Yes, please No, thanks. Let’s have a bite |
Fruit Vegetables Milk products Waiter A bottle A glass A package A can A paper towel A napkin A kilo/a pound |
Meat Fish Spices Tastes Healthy/unhealthy A starter/the first course |
Tasty/yummy Salty Sweet Sour Bitter Spicy Fish soup Mashed potatoes Rice Roast meat Slice of bread Loaf Boiled eggs |
Simple tenses and Present Continuous for future action.
Adverbs of frequency (always, sometimes, usually, never)
Modality can/can’t, could
Countable and uncountable nouns (how much, how many)
Quantities some/any, a few, a lot, all/both
Instructions and suggestions with “Let’s” |
By the end of studying the topic, learners will be able to:
- Talk about food preferences, eating habits;
- Order food online;
- Understands difference between cultural points and other’s eating habits;
- Compare healthy and unhealthy food, comment on it;
- Present eating habits in projects;
- Inquire about quantity and quality of products;
- Act out dialogues/conversations on a given topic;
- Name and present favourite national dishes;
- Recommend healthy food and places for eating out.
Sample assessment for learning strategies:
- Elicit what is known or not known on the topic through classroom dialogue
- Ask questions which can elicit evidence of learner’s level of understanding recall to higher-order questions
- Encourage learners to ask questions to clarify understanding
- Clearly communicate to learners what is being learnt and why on the topic so that learners make sense of what they are doing to see the value of it
- Negotiate what success looks like with learners to help them understand where they are going with their learning
- Provide examples of successful performance to help learners understand the criteria for success
- Give feedback to help learners move from their current performance to the desired performance: provide specific information which learners can use to move forward, clearly link feedback to the learning intention and the learners’ understanding of the success criteria, focus feedback on the task rather than the student.
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