Teaching blueprint " Харчування"
Contextualising learning
Grade 5
External context
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Topic, sub-topic |
Situation |
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Locations |
Persons |
Objects |
Events |
Operations |
Texts |
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Харчування · Продукти харчування · Улюблені страви Страви в Україні та країнах виучуваної мови |
Home School canteen Café Restaurant |
Children Members of the family Friends |
variety of food handbag money |
everyday eating parties |
Cooking all kinds of cooking work |
Recipes, food posters, labels and packaging notices |
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Oral comprehension |
Written comprehension |
Oral interaction |
Written interaction |
Online interaction |
Oral production |
Written production |
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Can understand a short description/advertisement of food |
Can get necessary information from labels/ posters/ recipes on food and can understand instructions on cooking |
Can understand when someone addresses him/her and can respond adequately Can ask for help in cooking |
Can request simple information about food in writing
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Can place a simple order of food online
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Can briefly describe buying food for cooking Can express tastes of food |
Can draw up a simple recipe |
Core skills
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Critical thinking |
Creative thinking |
Communication |
Collaboration |
Emotional development |
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Can compare views on certain food products |
Can come up with options to arrange goods in a fridge |
Can discuss with someone about favourite meals, tastes Can describe own needs to family members, friends or a shop assistant
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Can make relevant suggestions based on the current topic of conversation
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Can describe own emotions when cooking or eating |
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Language functions |
Sample exponents |
Sample vocabulary |
Sample grammar |
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describing, characterising asking for and giving information asking for clarification comparing and contrasting expressing own impressions, views, feelings justifying own choice liking and disliking offering, accepting and refusing |
What do you eat for breakfast\dinner\supper? Can you cook? What’s your favourite food? How often do you eat fast food? How about? No thanks. Can I help you? How much does it cost? I feel excited/happy. It’s cool. I agree with you. |
bake biscuits bitter boil bread breakfast butter buy cakes cheese chicken chips cook cut dinner dishes drinks eggs fish food fruit fry |
have breakfast Juice kitchen lamb lemons lemonade lunch market meal meat menu milk mix nuts onions oranges party pasta pepper |
peppers potatoes prawns prepare raisins rice salt salty serve shop slice snacks soup sour supper sweet tomatoes vegetables
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Countable and uncountable nouns Pronouns: some, any, lots of Present Simple Modal verb : can Structure : there is, there are |
Learning outcomes for the topic
By the end of studying the topic, learners will be able to:
● Talk about food
● describe favourite meals and cooking process
● express own emotions when cooking or eating
● buy food online or in a market
● write a simple recipe
● make up dialogue food preferences
Assessment for learning strategies
● Find out what is known or not known on the topic through classroom dialogue.
● Ask questions which can elicit evidence of learners’ level of understanding from simple 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 and see the value of it.
● Negotiate what success looks like with learners to help them understand where they are going in 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.
www.britishcouncil.org
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