1. Information about the lecturer.
Full name: Alimzhanova B.E. a senior lecturer of the department of foreign languages
Kazakh Agrotechnical University named after S. Seifullin
Department of Foreign Languages Faculty of Humanities
Office phone: 38-40-04, auditorium 2615
Consultation time: The teacher can take consultations via ZOOM or take them at the department
according to the department's schedule.
2. Brief description of the course:
The course "Professional English" in the bachelor's degree is one of the levels of a three-stage
higher education and meets the requirements of continuity. This course is focused on continuing
the study of English, improving the base created in the previous stage, and, therefore, it is closely
related to the English language course. In the course of studying, the knowledge and skills
acquired by students will be used in the future for graduation design, studying the disciplines of
the magistracy.
DISCIPLINE LEARNING OUTCOMES
№
FORMED LEARNING OUTCOMES
DESCRIPTION OF THE DESCRIPTORS
1. Systematizes the conceptual foundations
-full understanding of the communicative
intentions of the partner, the authors of the
texts at this level;
- the ability to adequately express one's own
communicative intentions with the correct
selection and appropriate use of appropriate
language means, taking into account their
compliance with the socio-cultural norms of
the language being studied;
- choice of the form and type of
speech/communication corresponding to the
communicative intention with a logical
construction adequate to the type of speech.
-correctly master the strategy and tactics of
building a communicative act;
- to recognize and productively use the basic
lexical and grammatical means in
communicative situations of communication;
- understand foreign language dialogic and
monologue speech within the framework of
general cultural and professional topics
- selection of the form and type of
speech/communication corresponding to the
communicative intention with an adequate
logical construction of phrases.
for understanding the communicative
intentions of the partner, the authors of the
texts at this level.
2. Compares and selects the forms and types of
speech / communication corresponding to the
communicative intention with a logical
construction adequate to the type of speech.
3. Adequately expresses own communicative
intentions with the correct selection and
appropriate use of appropriate language
means, taking into account their compliance
with the socio-cultural norms of the language
being studied.
Correct and adequate use of linguistic
means in speech, the ability to correct
mistakes timely and independently made
with 75% of error-free statements; correct
intonation of speech, lexical sufficiency
within the speech topics of the level and
grammatical correctness, while students
must comply with the principles and rules
of academic honesty.
4. Classifies the levels of use of real facts,
references to authoritative opinion; verbal
behavior is communicatively and cognitively
justified.
- the most sufficient completeness of the
presentation of the communicative
intention, evidence with sufficient use of
real facts for this level, references to an
authoritative opinion, etc., speech
behavior is communicatively and
cognitively justified.
5. It reveals the patterns of development of a
To study the rules of everyday life of
foreign language, paying attention to the study people in the countries of the language
of stylistic originality.
being studied: menus and signs, routes
and road maps, various signs and
warnings, schedules and notices - the
information that develops the indicative
foundations of action in a new sociocultural environment.
6. He owns the techniques of linguistic
Master the techniques of linguistic
description and analysis of the causes and
description for analyzing the causes and
consequences of events in texts of a scientific
consequences of events in scientific and
and social nature.
social texts in a foreign language; be able
to write an academic letter on the topics
studied.
7. Expresses in a foreign language possible
The ability and readiness to vary and
solutions to modern problems based on the use combine language material, focusing on
of reasoned information.
the solution of specific communication
tasks in the most common standard
communication situations provided for by
the program.
-Correctly and convincingly use linguistic
8. Evidence-based use of linguistic
material with sufficient reasoned linguistic means in speech, be able to correct
mistakes made in a timely manner and
means for this level, timely and
independently corrects mistakes made with independently with 75% of error-free
statements;
75% of error-free statements.
9. The learner owns the strategy and tactics
- Own the basic meanings of lexical units
of constructing a communicative act, correctly (words and phrases) of universal
forms speech intonation, based on lexical
vocabulary within the framework of the
sufficiency within the framework of speech
studied topic, use them in general without
topics and grammatical correctness.
errors, and find an alternative way to
express your thoughts.
Correct intonation of speech, lexical
sufficiency within the scope of speech
topics of the level and grammatical
correctness.
Discipline prerequisites: For the successful development of the course "Professionally oriented
English” it is required to acquire Foreign language knowledge 1, foreign language 2, Chemistry,
Biology, Physics.
Postrequisites of the discipline: To master this course, the student must have a level of
knowledge and skills in economics of nature management, sociology, philosophy, labor safety
3. Course content
3.1 List of lectures
Lectures on the discipline “Professionally oriented English” are not provided.
3.2 List of laboratory and practical classes
Module
item
1
1
2
3
4
5
6
Semester 3
Theme
Assignments for
laboratory and practical
classes
2
3
Lexical material
Exercises to consolidate
What is Agriculture. grammar from the
Grammar: The
discipline tutorial and
Present, Past and
additional literature on the
Future Indefinite
given topic.
(Simple).
Exercises to consolidate
lexical material on the
topic.
Lexical material Two Exercises to consolidate
branches of
grammar from the
agriculture.
discipline tutorial and
Grammar: The
additional literature on the
Present, Past and
given topic.
Future Continuous.
Exercises to consolidate
lexical material on the
topic. Specialized text.
Lexical material
Exercises to consolidate
Plants and man.
grammar from the
Grammar: The
discipline tutorial and
Present, Past and
additional literature on the
Future Perfect.
given topic. Exercises to
consolidate lexical
material on the topic.
Specialized text.
Conclusions in the form of
the report
Lexical material:
Exercises to consolidate
Cereal processing
grammar from the
Grammar: The
discipline tutorial and
Present, Past and
additional literature on the
Future Perfect
given topic.
Continuous.
Exercises to consolidate
lexical material on the
topic. Specialized text.
Lexical material:
Exercises to consolidate
Utilization of cereals grammar from the
Grammar:
discipline tutorial and
Conjunctions
additional literature on the
Although/despite
given topic.
Exercises to consolidate
lexical material on the
topic. Specialized text.
Lexical material :
Exercises to consolidate
Farm Animals
grammar from the
Grammar: The
discipline tutorial and
Volume,
hour
Week
4
5
3
1
3
2
3
3
3
4
3
5
3
6
Conjunctions:
Adjectives as nouns.
Adjective order.
additional literature on the
given topic.
Exercises to consolidate
lexical material on the
topic. Specialized text.
7
Lexical material:
Food from animal
Grammar: Passive
Voice.
Exercises to consolidate
grammar from the
discipline tutorial and
additional literature on the
given topic.
Exercises to consolidate
lexical material on the
topic. Specialized text.
3
7
8
Lexical material:
Food processing.
Grammar: Complex
Object, Complex
Subject.
Exercises to consolidate
grammar from the
discipline tutorial and
additional literature on the
given topic.
Exercises to consolidate
lexical material on the
topic. Specialized text.
3
8
9
Lexical material:
Food Safety
Grammar: Future
Exercises to consolidate
grammar from the
discipline tutorial and
additional literature on the
given topic.
Exercises to consolidate
lexical material on the
topic. Specialized text.
3
9
Exercises to consolidate
grammar from the
discipline tutorial and
additional literature on the
given topic.
Exercises to consolidate
lexical material on the
topic. Specialized text.
3
10
Exercises to consolidate
grammar from the
discipline tutorial and
additional literature on the
given topic.
Exercises to consolidate
lexical material on the
3
11
Forms: be going to,
will/shall.
10
Lexical material:
Food preservation
Grammar: Can/ be
able to b) Obligation,
necessity, prohibition,
advice.
11
Lexical material:
Food transportation.
Grammar: Sequence
of tenses. Reported
speech in statements.
Indirect speech with
and without tense
changes.
Lexical material: …..
topic. Specialized text.
12
Lexical material: The
food of the Nomad.
Grammar: Reported
speech in questions,
in requests, orders,
reporting verbs,
paraphrase.
Exercises to consolidate
grammar from the
discipline tutorial and
additional literature on the
given topic.
Exercises to consolidate
lexical material on the
topic. Specialized text.
3
12
13
Lexical material:
Challenges of
growing seasons
Grammar: Zero, The
First Conditional.
Exercises to consolidate
grammar from the
discipline tutorial and
additional literature on the
given topic.
Exercises to consolidate
lexical material on the
topic. Specialized text.
3
13
14
Lexical material:
Hamburger
Grammar: Zero, The
Exercises to consolidate
grammar from the
discipline tutorial and
additional literature on the
given topic.
Exercises to consolidate
lexical material on the
topic. Specialized text.
Poster report on the given
topic
Exercises to consolidate
grammar from the
discipline tutorial and
additional literature on the
given topic.
Exercises to consolidate
lexical material on the
topic. Specialized text.
Poster report on the given
topic
3
14
3
15
First Conditional. The
Second Conditional: if,
were, might, could,
were to..
15
Lexical material :
Hot dog
Grammar: The Third
Conditional. Mixed
conditional.
Final control:
Final control - a comprehensive exam
3.3 SCHEDULE OF STUDENT’S OUTPUT on the discipline Professional English
Semester 3
№ Module
Theme
Assignments for Self- Form of Control
name
study
1
2
3
4
5
1
Grammar: The Present, Exercises to
Answer the
Professionally Past and Future
consolidate grammar questions and
Deadline
6
Week 1 due
to academic
oriented
sphere
Indefinite (Simple).
from the discipline
Listening practice:
tutorial and additional
Writing: Introduction to literature on the given
the course
topic.
Reading: Text on the
Exercises to
specialty What is
consolidate lexical
Agriculture?
material on the topic.
Speaking: Discussion on Specialized text.
the topic connected with Poster report on the
the text.
given topic
2 Professionally Grammar: The Present, Exercises to
oriented
Past and Future
consolidate grammar
sphere
Continuous.
from the discipline
Listening:
tutorial and additional
Writing: Introduction to literature on the given
the course
topic.
Reading: Text on the
Exercises to
specialty: Two branches consolidate lexical
of agriculture
material on the topic.
Speaking: Discussion Specialized text.
on the topic connected Poster report on the
with the text.
given topic
3 Professionally Grammar: The Present, Exercises to
oriented
Past and Future Perfect. consolidate grammar
sphere
Listening:
from the discipline
Writing: Introduction to tutorial and additional
the course
literature on the given
Reading: Text on the
topic.
specialty: Plants and
Exercises to
man.
consolidate lexical
Speaking: Discussion on material on the topic.
the topic connected with Specialized text.
the text.
Poster report on the
given topic
4 Professionally Grammar: The Present, Exercises to
oriented
Perfect and Present
consolidate grammar
sphere
Perfect Continuous.
from the discipline
Listening:
tutorial and additional
Writing: Introduction to literature on the given
the course
topic.
Reading: Text on the
Exercises to
specialty:
consolidate lexical
Speaking: Discussion on material on the topic.
the topic connected with Specialized text.
the text.
Poster report on the
given topic
5 Professionally Grammar: Conjunctions
oriented
Although/ despite
sphere
Listening:
Writing: Introduction to
Exercises to
consolidate grammar
from the discipline
tutorial and additional
complete tasks and calendar
exercises in
accordance with the
rules
Controlling the
presentation on the
given topic,
Oral or written
Week 2 due
testing of grammar to academic
and vocabulary,
calendar
Control of the
presentation on the
given topic,
checking the written
self-description
Oral or written
testing of grammar Week 3 due
and vocabulary,
to academic
Control of the
calendar
presentation on the
given topic,
checking the written
independent
description of the
plot picture on the
topic. Presentation
of an info poster on
the given topic
Oral or written
Week 4 due
testing of grammar to academic
and vocabulary,
calendar
Control of the
presentation on the
given topic,
checking the written
independent
description of the
plot picture on the
topic. Presentation
of a role-playing
game on the topic
Oral or written
Week 5 due
testing of grammar to academic
and vocabulary,
calendar
Control of the
the course
literature on the given
Reading: Text on the
topic.
specialty:
Exercises to
Speaking: Discussion on consolidate lexical
the topic connected with material on the topic.
the text.
Specialized text.
Poster report on the
given topic
6 Professionally Grammar: Adjectives as Exercises to
oriented
nouns. Adjective order. consolidate grammar
sphere
Listening:
from the discipline
Writing: Introduction to tutorial and additional
the course
literature on the given
Reading: Text on the
topic.
specialty: Farm Animals Exercises to
Speaking: Discussion on consolidate lexical
the topic connected with material on the topic.
the text.
Specialized text.
Poster report on the
given topic
7 Professionally Grammar: Passive Voice Exercises to
oriented
Listening:
consolidate grammar
sphere
Writing: Introduction to from the discipline
the course
tutorial and additional
Reading: Text on the
literature on the given
specialty: Food from
topic.
Animals
Exercises to
Speaking: Discussion on consolidate lexical
the topic connected with material on the topic.
the text.
Specialized text.
Poster report on the
given topic
8 Professionally Grammar: Complex
Exercises to
oriented
Object, Complex
consolidate grammar
sphere
Subject.
from the discipline
Listening:
tutorial and additional
Writing: Introduction to literature on the given
the course
topic.
Reading: Text on the
Exercises to
specialty: Food
consolidate lexical
precessing
material on the topic.
Speaking: Discussion on Specialized text.
the topic connected with Poster report on the
the text.
given topic
9 Professionally Grammar: Modal verbs Exercises to
oriented
present: Can/ be able to. consolidate grammar
sphere
Modals: Obligation,
from the discipline
necessity, prohibition, tutorial and additional
advice
literature on the given
Listening:
topic.
presentation on the
given topic,
checking the written
independent
description of the
plot picture on the
topic. Project
presentation.
Oral or written
testing of grammar Week 6 due
and vocabulary,
to academic
Control of the
calendar
presentation on the
given topic,
checking the written
independent
description of the
plot picture on the
topic. Presentation
info poster on the
topic.
Oral or written
Week 7 due
testing of grammar to academic
and vocabulary,
calendar
Control of the
presentation on the
given topic,
checking the written
independent
description of the
plot picture on the
topic. Presentation
of a role-playing
game on this topic
Oral or written
Week 8 due
testing of grammar to academic
and vocabulary,
calendar
Checking the
independent writing
of a simple
paragraph on the
topic of interest.
Presentation of an
info poster on the
given topic
Oral or written
testing of grammar Week 9 due
and vocabulary,
to academic
Checking the
calendar
independent writing
of the simple
Writing: Introduction to Exercises to
the course
consolidate lexical
Reading: Text on the
material on the topic.
specialty: Food Safety Specialized text.
Speaking: Discussion on Poster report on the
the topic connected with given topic
the text.
10 Professionally Grammar: Reporting
Exercises to
oriented
verbs: It is said that, He consolidate grammar
sphere
is said to, He is
from the discipline
supposed to.
tutorial and additional
Listening:
literature on the given
Writing: Introduction to topic.
the course
Exercises to
Reading: Text on the
consolidate lexical
specialty: Human Food material on the topic.
Speaking: Discussion on Specialized text.
the topic connected with Poster report on the
the text.
given topic
11 Professionally Grammar: Sequence of Exercises to
oriented
tenses. Reported speech consolidate grammar
sphere
in statements. Indirect from the discipline
speech with and without tutorial and additional
tense changes.
literature on the given
Listening:
topic.
Writing: Introduction to Exercises to
the course
consolidate lexical
Reading: Text on the
material on the topic.
specialty:
Specialized text.
Speaking: Discussion on Poster report on the
the topic connected with given topic
the text.
Professionally Grammar: Reported
Exercises to
12 oriented
speech in questions, in consolidate grammar
sphere
requests, orders,
from the discipline
reporting verbs,
tutorial and additional
paraphrase.
literature on the given
Listening:
topic.
Writing: Introduction to Exercises to
the course
consolidate lexical
Reading: Text on the
material on the topic.
specialty: The food of Specialized text.
the Nomad.
Poster report on the
Speaking: Discussion on given topic
the topic connected with
the text.
13 Professionally Grammar:
Reported Exercises to
oriented
speech in questions, in consolidate grammar
sphere
requests,
orders, from the discipline
reporting
verbs, tutorial and additional
paraphrase.
literature on the given
Listening:
topic.
paragraph on the
topic of interest.
Presentation of the
role-playing game
Oral or written
Week 10 due
testing of grammar to academic
and vocabulary,
calendar
Checking the
independent writing
of a simple
paragraph on the
topic of interest.
Presentation on the
given topic
Answer questions Week 11 due
and complete tasks to academic
and exercises in
calendar
accordance with the
rules
Controlling the
presentation on the
given topic
Answer questions Week 12 due
and complete tasks to academic
and exercises in
calendar
accordance with the
rules
Controlling the
presentation on the
given topic
Answer questions Week 13 due
and complete tasks to academic
and exercises in
calendar
accordance with the
rules
Controlling the
Writing: Introduction to Exercises to
the course
consolidate lexical
Reading: Text on the
material on the topic.
specialty: The
Specialized text.
Challenges of Growing Poster report on the
Seasons
given topic
Speaking: Discussion on
the topic connected with
the text.
14 Professionally Grammar: Zero, The First Exercises to
Conditional. The Second consolidate grammar
oriented
Conditional: if, were,
sphere
from the discipline
might, could, were to..
tutorial and additional
Listening:
literature on the given
Writing: Introduction to topic.
the course
Exercises to
Reading: Text on the
consolidate lexical
specialty: Hamburger. material on the topic.
Speaking: Discussion on Specialized text.
the topic connected with Poster report on the
the text.
given topic
15 Professionally Grammar: The Third
Exercises to
oriented
Conditional. Mixed
consolidate grammar
sphere
conditional. Listening: from the discipline
Writing: Introduction to tutorial and additional
the course
literature on the given
Reading: Text on the H topic.
specialty: Hot dog
Exercises to
Revision
consolidate lexical
Speaking: Discussion material on the topic.
on the topic connected Specialized text.
with the text.
Poster report on the
given topic
presentation on the
given topic
Answer questions Week 14 due
and complete tasks to academic
and exercises in
calendar
accordance with the
rules
Controlling the
presentation on the
given topic
Answer the
Week 15 due
questions and
to academic
complete tasks and calendar
exercises in
accordance with the
rules
Controlling the
presentation on the
given topic.
Final control: 1
Final control - comprehensive exam
4. Basic forms and methods of teaching
Teaching a professional language involves the implementation of a number of pedagogical
approaches that determine the choice of specific methods, techniques and forms of education.
Teaching methods and technologies used in the process of studying the discipline:
1) student-centered learning, based on the reflective approach to learning on the part of both the
teacher and students;
2) Interactive practical session (problematic topics, discussion platform, "Press conference",
"Questions-answers-discussion");
3) Interactive round table, seminar, role-playing games;
4) case study (analysis of specific situations);
5) project method (development and transformation of own experience and competence).
5. List of references
Basic literature
1. Longman Photo Dictionary for Learners of English (British), 3rd Edition [Pearson Education
Limited, 2016]. - https://www.twirpx.com/file/1572080/
2. Sarah Philpot, Lesley Curnick, Oxford University Press, 2017. — 95 p. — ISBN 978-0-19474161-3 Headway Academic Skills 3. Reading, Writing, and Study Skills. Student's Book https://www.twirpx.com/file/1786914/ https://www.twirpx.com/file/1786914/
3. Arline Burgmeier, Lawrence J.Zwier, Bruce Rubin, Kent Richmond. Inside Reading. The
Academic Word List in Context. Pre-Intermediate to Advanced. Oxford. - 2018. http://frenglish.ru/oxford_inside_reading.html
4. Murphy Raymond. Essential Grammar in Use. Intermediate. Cambridge University Press. –
2018. –
a) https://vk.com/doc14249305_482568685?hash=dba911481f8c060a48
b) https://pdfroom.com/books/essential-grammar-in-use/PkdNLx6G2Xr
5. Virgina Evans. Food Technology. Career Paths.2016
6. Virgina Evans. Food Service Industries. Career Paths.2015
Supplementary literature
https://www.twirpx.com/file/2782582/
5. R. Murphy. English grammar in use (intermediate) 2018 https://www.twirpx.com/file/2727318/
Internet links
1. https://englex.ru/4-best-textbooks-detailed-review/
2. https://list-english.ru/books.html
3. http://englishearly.ru/english-vocabulary-in-use/
4. http://guidetogrammar.org/grammar/index.htm
5. https://k2s.cc/file/830777b566549/On_Screen_B1_Students_Book_www.frenglish.ru.rar
6. https://k2s.cc/file/88bfdb9cbb24b/On_Screen_3_B1_Workbook_Grammarbook_www.frengli
sh.ru.rar
Recommended MOOC courses
1. Basic English 2: Pre-Intermediate' from King's College London on Future
Learnhttps://www.futurelearn.com/courses/basic-english-preintermediate?utm_campaign=Share+Links&utm_medium=futurelearnjust_enrolled&utm_source=email
2. https://www.britishcouncil.kz/english/mooc/exploring-english-language-and-culture
3. English Grammar and Style https://www.edx.org/course/english-grammar-and-style5#.Xo2_Fo2Ij1A.whatsapp
4. Academic writing for clarity and meaning
https://www.edx.org/course/academic-writing-for-clarity-andmeaning#.Xo3AscyRiXA.whatsapp
6. Course policy
This training course is organized in accordance with the requirements of the Academic Policy of
NAO "KATU named after S. Seifullin"
https://kazatu.edu.kz/ru/pages/obucenie/akademiceskaa-politika).
In the course of studying this discipline, the teacher and students must follow the Code of
Academic Integrity of Participants in the Educational Process adopted at the university
https://kazatu.edu.kz/ru/pages/obucenie/akademiceskaa-politika
The academic policy of the university and the Code of academic integrity of participants in the
educational process are freely available on the university website. All students are given equal
opportunities to participate in the discussion of educational topics in the classroom. All tutors
have the right to ask questions and receive answers on the learning topics stated in the Syllabus.
The originality of thinking, the creative approach of students in the accomplishing the teacher's
tasks are welcomed. All students are required to comply with the academic culture of behavior,
demonstrating mutual respect for each other. Students with special educational needs can
exercise the right to an individual approach to learning.
7. Student’s Achievement Assessment Policy
Educational achievements (knowledge, abilities, skills and competencies) of students are
evaluated in points on a 100-point scale corresponding to the internationally accepted letter
system with a digital equivalent (positive marks, in descending order, from "A" to "D", and "
unsatisfactory" - "FX", "F",) and marks according to the traditional system. The policy for
assessing the educational achievements of students meets the requirements presented in the
Academic
Policy
in
paragraph
9
on
the
university
website
link:https://kazatu.edu.kz/ru/pages/obucenie/akademiceskaa-politika).
7.1. Criteria for assessment of students’ educational achievements.
Gradi
ng by
letter
syste
m
Digital
equival
ent of
scores
%
conte
nt
А
4,0
95100
А-
3,67
90-94
В+
3,33
85-89
Assessm
ent
accordin
g to the
tradition
al
system
Assessment Criteria
Excellent Grade A is given in the case when a complete, detailed answer
to the question is given, the totality of conscious knowledge
about the object is shown, which manifests itself in the free
operation of concepts, the ability to distinguish its essential
and non-essential features, causal relationships. and etc.
Grade A- is given in the case when a complete, detailed
answer to the question is given, the totality of conscious
knowledge about the object is shown, the main provisions of
the topic are convincingly disclosed; the answer shows a clear
structure, a logical sequence that reflects the essence of the
disclosed concepts, theories, phenomena. Knowledge about
the object is demonstrated against the background of its
understanding in the system of this science and
interdisciplinary connections. The answer is stated in the
literary language in terms of science. There may be errors in
the definition of concepts, corrected by the student
independently in the process of answering. And etc.
Good
Grade B+ is given in the case when students are given a
complete, detailed answer to the question posed; the main
provisions of the topic are clearly disclosed in the answer, a
clear structure, a logical sequence reflecting the essence of the
disclosed concepts, theories, and phenomena can be traced.
The answer is stated in the literary language in terms of
science. The answer contains flaws corrected by the student
with the help of the teacher.
B
3,0
80-84
Grade B is given in the case when a complete, detailed answer
to the question is given; the ability to identify essential and
non-essential features, causal relationships is shown. The
answer is clearly structured, logical, written in literary
language in terms of science. Shortcomings or minor errors
corrected by the student with the help of the teacher may be
made.
В-
2,67
75-79
Grade B- is given in the case when a detailed answer is given
to the question posed; the ability to identify essential and nonessential features, causal relationships is shown. The answer is
clearly structured, logical, stated in terms of science.
However, minor errors or shortcomings were made, corrected
by the student with the help of leading questions.
С+
2,33
70-74
C
2,0
65-69
The C+ grade is given in the case when a complete, but not
sufficiently consistent answer to the question is given, but at
the same time, the ability to identify essential and nonessential features and cause-and-effect relationships is shown.
The answer is logical and stated in terms of science. 1-2
mistakes can be made in the definition of basic concepts that
the student found it difficult to correct on his own.
Grade C is given when an insufficiently complete and
insufficiently detailed answer is given. The logic and
sequence of presentation have violations. Mistakes were made
in the disclosure of concepts, the use of terms. The student is
not able to independently identify essential and non-essential
features and cause-and-effect relationships. The student can
concretize generalized knowledge, proving their main
provisions with examples only with the help of a teacher.
Speech design requires amendments, correction.
С-
1,67
60-64
Grade C- is given in the case when an incomplete answer is
given, the logic, and the sequence of presentation have
significant violations. Gross mistakes were made in
determining the essence of the disclosed concepts, theories,
phenomena, due to the student's misunderstanding of their
essential and non-essential features and relationships. There
are no conclusions in the answer. The ability to reveal specific
manifestations of generalized knowledge is not shown.
Speech design requires amendments, correction.
D+
1,33
55-59
A D+ score is given when an incomplete answer is given.
There is an inconsistency in the presentation. The teacher
finds it difficult to prove. A lot of significant errors in the
definitions of terms, concepts, characterization of facts,
phenomena.
Satisfact
orily
There are no inputs in the response. Speech is illiterate. When
answering additional questions, the Trainer begins to realize
the existence of a connection between knowledge only after
the prompt of the teacher.
D
1,0
50-54
Grade D is given when an incomplete answer is given, which
is disparate knowledge on the topic of the question with
significant errors in the definitions. There is fragmentation,
illogical presentation. The teacher does not realize the
connection of this concept, theory, phenomenon with other
objects of the module (discipline). There are no conclusions,
concretization and proof of presentation. Speech is illiterate.
Additional and clarifying questions of the teacher do not lead
to the correction of the student's answer not only to the
question posed, but also to other questions of the module
(discipline).
FХ
0,5
25-49
F
0
0-24
Unsatisfa The rating "unsatisfactory" corresponds to the letter FX, F,
ctorily
which has a digital equivalent of 0 and a percentage of 0-49.
This grade is given if the student found gaps in the knowledge
of the basic material provided for by the program, did not
master more than half of the module (discipline) program,
made fundamental mistakes in the answers, did not complete
individual tasks provided for by the forms of current,
intermediate and final control, did not worked through all the
basic literature provided by the program.
Individual approach to teaching learners with SEN
When teaching persons with special educational needs (hereinafter referred to as SEP), the
choice of teaching methods is carried out by the teacher and is determined in each individual
case by the objectives of the training, the initial level of existing knowledge, skills, the level of
professional training of the teacher, methodological and material support, the peculiarities of the
perception of information by students, based on their accessibility for students with SEN.
In the process of teaching people with SEN with the use of DET, it is possible to
individualize the learning trajectory of these categories of citizens. This implies the
individualization of the content, methods, pace of the student's learning activities, the ability to
monitor the specific actions of the student with the SEN in solving specific problems, making, if
necessary, the required adjustments to the activities of the student and teacher.
In the educational process, the teacher can actively use various forms of organizing online
and offline classes, including virtual lectures, discussion of the issues of mastering the discipline
in the framework of chats, webinars, seminars, joint work using project technology with the
possibility of including all participants in the educational process in active work on the subjects
studied during the development of the discipline (module).
When teaching people with SEN, teachers must ensure compliance with the basic
principles of accessibility when creating educational materials (content clarity and predictability,
indication of alternative text for images, simplified speech, a summary of the material, etc.).
The forms of current and final control for students with SEN in this discipline are
established taking into account individual psychophysiological characteristics (orally, in writing
on paper, in writing on a computer, in the form of testing, etc.), individual capabilities and health
status (individual characteristics). If necessary, a student with SEN is given additional time to
prepare an answer to the exam.
Compiler:
Alimzhanova B.Y.
SEMESTER 3
Semester 3 UNIT 1
Lexical material: Introduction to the specialty: What is Agriculture?
Grammatical material: Present Tenses: Present Simple, Past Simple, Future Simple
Grammar
Internet links on “Present Simple, Past Simple, Future Simple” theme:
1) https://www.youtube.com/watch?v=VP8MRGAjgAs
2) https://www.youtube.com/watch?v=EZQ9zHeObiU&t=272s
3) check your knowledge here: https://www.usingenglish.com/quizzes/290.html’
Now practice the rules in the following exercises.
Task1. Use the right tense of the verbs.
1. Every Monday, Sally (drive)
2. Usually, I (work)
(study)
her kids to football practice.
as a secretary at ABT, but this summer I
French at a language school in Paris. That is why I am in Paris.
3. Shhhhh! Be quiet! John (sleep)
.
4. Don't forget to take your umbrella. It (rain)
5. I hate living in Seattle because it (rain, always)
.
.
Vocabulary
agriculture
the study or process of growing plants and raising animals.
To farm
to grow plants or raise animals.
To harvest
to collect a crop.
Irrigation
the practice of bringing clean water to plants.
To plant
to put seeds in the soil and help them grow.
To produce
to make something that can be sold.
A shortage
a lack or lower than usual amount of something that is wanted or needed
Reading
What is Agriculture?
1.Before you read the passage, talk about these questions.
1)What is agriculture?
2) What is the most popular agriculture?
2. Match the words (1-6) with the definitions (A-F).
A a large group of cultivated plants
B to put seeds in soil
C growing plants and raising animals
D to make something
E to raise a crop from seeding to harvest
F to tame an animal
1. agriculture
2.crop
3.cultivate
4. produce
5.domesticate
6. plant
Agriculture is an important branch of economy. Economic growth of any country depends on the
development of agriculture, which supplies people with food and clothing and industry with raw
materials.
The word "agre" is a Latin word. It means the cultivation of fields in order to grow crops. Now
agriculture also includes the use of land to breed farm animals.
We do not know when people began to grow crops. It was many thousand years ago. Now crop
production and animal husbandry are highly developed branches of agriculture.
Life is impossible without plants. They play a highly, important role in everyday life of
people. Plants that ate grown by farmers are known as farm crops. They are used for many
different purposes. Most of them are used directly as food for people, some are consumed by farm
animals, others are used in industry and medicine.
In order to increase crop yields and animal products our collective and state farms apply widely
intensive technologies.
3. Read the textbook passage. Then,
mark the following statements as true
(T) or false (F).
1 Plants that ate grown by farmers are
known as pests.
2 Now agriculture doesn`t include the use
of land to breed farm animals
3 Life is possible without plants.
Listening:
1.
Listen to a conversation
between a student and teacher in a
class. Choose the correct answers.
1) What is the conversation mainly about?
A a way to predict floods
B an early irrigation method
C the number of early farmers
D the most common early crops
2) How did farmers control water?
A They put gates in ditches.
B They filled ditches with dirt.
C They carried water in buckets.
D They planted far from the river
2.
Listen again and complete the conversation.
Student: 1_________ ___________ Mrs. Anderson! I have a question about the first farmers.
Teacher: Great. What is it?
Student: Well, they were in a desert. How did they irrigate their ______ ?
Teacher: Oh, with 3 _________. They connected their fields and the Nile River.
Student: Okay. So. 4______ moved through
the ditches to the fields.
Teacher: Exactly.
Student: Then, I have another question. How did
they 5_______the water?
Teacher: The ditches had 6________. They opened and water flowed through
Speaking
1. With a partner, act out the roles below based on Task 2 in the Listening part. Then,
switch roles.
USE LANGUAGE SUCH AS:
Excuse me.
How did early farmers ...
They connected ..
Student A: You are a student learning about early agriculture. Ask Student B about:



water supply
watering fields
controlling water
Student B: You are a teacher. Answer Student A's questions.
Writing
1. Use the conversation from Task 1 of the Speaking part to fill out the student's notes.
Name:________________ Date:_________
Class:_________________
Subject:________________
Farmers got water from_________________
Water came to the fields in________________
Week
1
Theme \ Content
Make a presentation on one of the themes:
Agriculture in Kazakhstan. Don’t put much text
into the slides as the text is in your head. You
need to actively use the vocabulary of the Unit 1.
Dates
September, 2023
REFERENCES:
1. Parts – Speaking, writing and listening in this unit are taken here: Neil Q'Sullivan James D.
Libbin Career Paths: BOOK 1 p. 5-7
2. Internet links, to Grammar and video, are given in the unit.
Semester 3 UNIT 2
Lexical material: Two branches of Agriculture
Grammatical material: Present Continuous, Past Continuous, Future Continuous
Grammar
Internet links on “theme: Present Continuous, Past Continuous, Future Continuous
1) https://www.youtube.com/watch?v=1wU2L071_js&t=47s
2) https://www.youtube.com/watch?v=jDV3x6bqKtQ&t=16s
3) check your knowledge here: https://www.englishclub.com/grammar/verb-tenses_futurecontinuous-quiz.php
Now practice the rules in the following exercises.
Task 1. What were these people doing at 3 o’clock yesterday?
Ann ………. …….…… TV at home now. (watch)
Carol and Jack ……….…………… a film in the cinema when their mother came . (watch)
Tom ……………….…….. his car now. (drive)
Catherine ……………..……..... for a train at the station. (wait)
Mr. and Mrs. Hall ………..……………… in the park at his moment. (walk)
Task 2. What was Joe doing? Write positive or negative sentences
(wear / a jacket) He wasn’t wearing a jacket
(carry / a bag) ….
(go / to the dentist) ……… ….
(eat / an ice-cream) ….
(go / home) ….
Task 3. Give short answers
1. Were you living in the same house this time last year? - Yes, I was / No, I wasn’t
2. Were your parents watching TV at 11.30 last night?
3. Were you having an English lesson this time yesterday?
4. Was it raining when you woke up this morning?
5. Were you wearing a hat when you went in the morning?
Vocabulary
agriculture
the study or process of growing plants and raising animals.
To farm
to grow plants or raise animals.
To harvest
to collect a crop.
Irrigation
the practice of bringing clean water to plants.
To plant
to put seeds in the soil and help them grow.
To produce
to make something that can be sold.
A shortage
a lack or lower than usual amount of something that is wanted or needed
Reading
1.Before you read the passage, talk about these questions.
1 What branches of agriculture do you know?
2 Why is good soil important?
2. Match the words (1-6) with the definitions (A-F).
1 soil
A a material made of small pieces of rock
2 sand
and mineral
3 silt
B a material that is deposited by water
4 soil texture
C rock and minerals that eventually form
5 parent material
soil
6 dense
D a layer of material that plants grow in
E the size of particles in a soil
F having a lot of material in a small space
Two branches of agriculture.
There are two main branches of agricultural production — crop production and animal
husbandry.
Crop production is the practice of growing and harvesting crops. The most important crops
grown by man are grain crops, vegetables and grasses. In order to obtain high yields crops are
grown under favorable soil and climatic conditions.
Animal husbandry is a branch of agriculture including the breeding of
farm animals and their use. Dairy and beef cattle, hogs, sheep, and poultry
are widely bred throughout the world. Farm animals are highly important
sources of food for man. They are kept for the production of such nutritious
products as meat, milk and eggs.
Many crops grown by man are used in feeding livestock. At the same time manure produced
by farm animals is an important source for the maintenance of soil fertility. Most of the nutrients
taken by plants from the soil are thus returned. Applying manure, farmers improve the physical
condition of the soil.
Thus, crop production and animal husbandry are closely connected with each other.
3. Read the textbook passage. Then, mark the following statements as true (T) or false (F).
1 There are three main branches of agricultural production — crop production and animal
husbandry
2 . They are kept for the production of such nutritious products as meat, milk and eggs.
3 Farm animals are highly important sources of food for man.
Listening:
3.
Listen to a conversation between a student and teacher in a class. Choose the correct
answers.
1)What is the customer buying at the store?
A soil
B pots
C houseplants
D vegetables
2)Why does the clerk recommend Wonder Grow?
A It contains no clay.
B It has dense soil structure.
C It supports vegetable growth.
D It has good aeration and holds water.
Listen again and complete the conversation.
Clerk: Hi. Can I help you with anything?
Customer: Yes. I need some 1 ___ _
Clerk: Is this for indoor or outdoor plants?
Customer: It's for indoor plants.
Clerk: What kinds of plants is it for? Houseplants? flowering plants? vegetables?
Customer: I have some spider plants. They need to be put in 2 _______ _
Clerk: 3 ___________ _ you should use Wonder Grow. It has 4 and 5 well, too.
Customer: Okay, 6 ___ _ ___ _ ____ . Thanks for your help
Speaking
1. With a partner, act out the roles below based on Task 2 in the Listening part. Then,
switch roles.
USE LANGUAGE SUCH AS:
I need some ...
What kind of plants is it for?
You should use ...
Student A: You work in a plant supply store. Talk to Student B about:
• type of plants
• soil types
• soil description
Student B: You need soil for your plants. Answer Student A's questions.
Writing
1. Use the conversation from Task 1 of the Speaking part and the newspaper advice column
to fill out the product description.
Product name: ___ _ _____ can be used for ____
_ or ____ _
It supports ______ and _____ _ growth.
Best of all, it has _____ and ___ _ better than any
product
Week
2
Theme \ Content
Make a presentation on one of the themes:
Branches of agriculture in Kazakhstan. Don’t put
much text into the slides as the text is in your
head. You need to actively use the vocabulary of
the Unit 2.
Dates
September, 2023
REFERENCES:
1. Parts – Speaking, writing and listening in this unit are taken here: Neil Q'Sullivan James D.
Libbin Career Paths: BOOK 1 p. 10-11
2. Internet links, to Grammar and video, are given in the unit.
Semester 3 UNIT 3
Lexical material: Plants and man
Grammatical material: The Present, Past and Future Perfect.
Grammar
1. Internet links on Internet links on “The Present, Past and Future Perfect .” theme:
1) https://www.youtube.com/watch?v=D3wQ5dgFPms
2) https://www.youtube.com/watch?v=7dOBMUESkqk
3) check your knowledge here:
http://guidetogrammar.org/grammar/quizzes/preposition_quiz1.htm
Now practice the rules in the following exercises.
Task 1.
2. I've lived in Washington _____ 1997.
3. Ben has studied English _____ three years.
4. They haven't visited their grandparents _____ months.
5. Julie's ill. She's been in bed _____ Tuesday.
6. My dad has had his car_____ sixteen.
1. Now practice the rules in the following exercises.
2. Fill in the blanks with Present Perfect or Past Perfect Tenses:
4. 1. John
(visit) me that day before you called.
5. 2. Her wounds
early as tomorrow.
(heal) almost completely. She can start exercising as
6. 3. Did you hear that Ben was fired last month even though he
in almost every department.
(work)
7. 4. I
(see) many pictures of the pyramids before I went to Egypt last
summer. Pictures are a little misleading, they are smaller than they look.
Vocabulary
agriculture
the study or process of growing plants and raising animals.
To require
Need for particular purpose
To harvest
to collect a crop.
Shelter
Place giving protection from bad weather or danger
To plant
to put seeds in the soil and help them grow.
Raw
materials are in a natural state, without having been through
any chemical or industrial process
yield
to produce or provide (something, such as a plant or crop)
Reading
1.Before you read the passage, talk about these questions.
1 )How do farmers store crops in your country?
2 )How can stored crops be damaged?
2. Match the words (1-4) with the definitions (A-D).
PLANTS AND MAN.
Plants are highly important in everyday life of
people. Primitive man required little in addition
to food and shelter. The man of today wants to
have better and higher-yielding crops which can
produce more food of good
quality. He also wants to have raw materials
which can be made into many
usefu1things and products. Many animals grown
by man feed on plants and produce food and raw
materials used by man.
Some plants are used by man directly for food
such as grain crops and vegetables. Some are
grown for industry, and cotton is a
typical industrial crop. Some are used in
medicine. So, plants may be classified into three
main groups: food plants, industrial plants and
medicinal plants.
3. Read the textbook passage. Then, mark the following statements as true (T) or false (F).
1. Some plants are used by man directly for food such as grain crops and vegetables.
2. Some are grown for industry, and cotton is not a typical industrial crop.
3. So, plants may be classified into 2 main groups: food plants and industrial plants
Listening:
1.Listen to a conversation between a farm owner and a storage manager. Mark the
following statements as true (T) or false (F).
1 A machine improperly leveled the grain.
2 The new assistant will receive more training.
3 Workers will use silage bags until the ventilation works.
2. Listen again and complete the conversation.
Manager: did you get my e-mail about the bunker silo?
Owner: I did. How bad is it?
Manager: It's pretty bad. There's mold 1 _______ _
Owner: How did this happen?
Manager: It was our 2 ___ _ ____ . He wasn't trained on 3 ___ _
Owner: Well, 4 ___ _ ____ he gets trained.
Manager: Of course. We're also checking the 5 ___ _ system. There's too much air moving in
there. Owner: Use the 6 _____ _ ____ until you fix it. And keep me updated.
Speaking
1. With a partner, act out the roles below based on Task 2 in the Listening part.
Then, switch roles.
USE LANGUAGE SUCH AS:
How bad is it?
How did this happen?
Use the ... until ...
Student A: You are a teacher. Talk to Student B about:
• crop
• food plants
• medicine
Student B: You are a storage manager. Answer Student A's questions.
Writing
1. Use the conversation from Task 1 of the Speaking part and the email to fill out the
storage manager's message to farm workers.
ATTENTION
Bunker silo 13_____________
This was caused by________________
and__________________.
Use_____________________ until it is fixed.
There is training on________________ for all new
employees this week.
Week
3
Theme \ Content
Dates
Make a presentation on the theme:Plants and man September , 2023
in Kazakhstan . Don’t put much text into the
slides as the text is in your head. You need to
actively use the vocabulary of the Unit 3.
REFERENCES:
1. Parts – Reading, speaking, writing and listening in this unit are taken here: Neil Q'Sullivan
James D. Libbin Career Paths: BOOK 1 p. 20-21
2. Internet links to Grammar is given in the unit.
Trimester 3 UNIT 4
Lexical material: Cereal processing.
Grammatical material: Present Perfect Simple, Present Perfect Continuous
Grammar
Internet links on “Present Perfect Simple, Present Perfect Continuous ” theme:
1) https://www.youtube.com/watch?v=TVVn9MddtmM
2) check your knowledge here: https://www.englishclub.com/grammar/verb-tenses_present-perfec
continuous_quiz.htm
Now practice the rules in the following exercises.
Task1. Make questions using either Present Perfect or Present Perfect Continuous.
1. My friend is waiting for me at the station. (How long…?)
2. He translates books. (How many…?)
3. Mother is making a cream cake. (How long…?)
4. Bill is travelling in Europe at present. (How many countries…?)
5. My parents are decorating the fir-tree. (How long…?)
6. They are married. (How long…?)
Task2 Correct the mistakes if any.
1. They are discussing the problem for hours, but has not solved it yet.
2. Somebody has been playing tennis since 2 o’clock.
3. Is it still raining? No, it have stopped.
4. John has been winning the championship two times.
5. The boys have fished for 3 hours.
Vocabulary
analysis
An analysis is a careful study or examination
An animal performance assessment
a test that examines the effects of biotech
products on animals.
A biotech seed
one that has been altered by genetic
engineering.
A conventional seed
one that has not been altered by genetic
engineering.
A genetically modified organism
an organism that was produced through genetic
engineering.
A trait
a genetic characteristic.
Nitrogen efficiency
the ability of a plant to use little nitrogen and
grow to its full potential.
Reading
SMITH'S cereals Inc.
1.Before you read the passage, talk about these questions.
1)How can genetically modified organisms help farmers?
2)How do consumers feel about genetically modified organisms in your country?
2. Match the words (1-5) with the definitions (A-E).
1 drought-tolerant
2 GMO
3 animal performance assessment
4 nitrogen efficiency
5 yield enhancement
A increasing the size of a harvest
B able to withstand dryness
C the ability to use minimal nitrogen
D organism produced by genetic
engineering
E a test of the effects of a product
SMITH'S cereals Inc.
About Us
Smith's cereals offers the best seeds that technology can produce. Each biotech seed contains
favorable traits carefully selected by our genetic engineering team. Sustainability is important to
us, and that's why we're producing more than a conventional seed.
Available seeds.
Soy #7: This variety is characterized by both herbicide-resistance and insect-resistance. If pesky
insects are affecting your crop yields, this is the seed for you. These plants will withstand many
conventional herbicides.
Wheat #5: This variety is characterized by its incredible output.
Wheat #5 seeds can be planted more closely together than conventional wheat seeds. Because
these plants occupy little space, you can expect marked yield enhancement.
Corn #10: This variety is characterized by its great yields that result from nitrogen efficiency.
These seeds will grow even in compromised soil conditions. If soil quality has decreased your
corn production Corn #10 is your solution.
Sorghum #2. This variety is characterized by its drought- resistance. If you farm in a dry area
that receives irregular rainfall, this is the perfect variety for you Expect a hardy plant
and big yields from this remarkable seed:
Safety Concerns
All of our genetically modified organisms (GMOs) undergo extensive analysis before they are
sold performance assessments guarantee the safety of our products, animal
3. Read the textbook passage. Then, mark the following statements as true (T) or false (F).
1)Soy #7 is designed to thrive in poor soil
2)Sorghum #2 grows well in dry climates.
3)The company tests their products on animals.
Listening:
1.Listen to a conversation between a seed developer and a salesman. Choose the correct
answers.
1)What is the main benefit of the seed?
A nitrogen efficiency
B drought-resistance
C insect-resistance
D herbicide-resistance
2) Why does the woman believe the seed will benefit the environment?
A Less land will be used per season.
B More farmers will plant in dry regions.
C Animals will have healthier feed.
D Less irrigation will be needed.
2.Listen again and complete the conversation.
Salesman: Carol, please come in. 1 _______ _______ your new seed is almost ready for
marketing.
Developer: It is. After the animal performance assessments, it will will be 2 ______ _____
______
Salesman: Wonderful. 3 ____ _______ _____ ___ _____ . I want to know the best way to
advertise it.
Developer: Well, the main benefit is that it's extremely 4_____-______ .
Salesman: Okay. So we'll 5 _____ _____ it to farmers in dry regions.
Developer: Yes. We'll 6 ____ ____ where rainfalls are unpredictable.
Salesman: Okay. What else?
Developer: We should emphasize the dependability of our seed. Tests showed that the yields
produced during rainy seasons and those produced during droughts varied very little and they're
better for the environment than conventional seeds.
Salesman: How?
Developer: With fewer crops failing during drought seasons, there'lI be greater yields. That
means 7 _______ ______ ______ _______ _____ per season.
Salesman: Excellent, Carol.
Speaking
1. With a partner, act out the roles below based on Task 2 in the Listening part. Then,
switch roles.
USE LANGUAGE SUCH AS:
I want to know the best way to advertise
it.
We should emphasize ...
Excellent point.
Student A: You are a salesman. Ask Student B about:
• a new seed
• seed benefits and traits
Student B: You a seed developer. Answer Student A's questions.
Writing
1. Use the conversation from Task 1 of the Speaking part and the web page to write
product descriptions of two new seeds. Include the crop types, seed traits, and benefits.
Crop Type: ________________
Traits:
____________________________________________
Benefits:
____________________________________________
____ Crop Type:
_________________________________
Traits: _____________________________________
Benefits:____________________________________
Week
5
Theme \ Content
Dates
Make a presentation on the theme: Perspectives of Sep.28 – Oct.03, 2020
Cereal production in Kazakhstan. Don’t put
much text into the slides as the text is in your
head. You need to actively use the vocabulary of
the Unit 4.
OFFICE HOURS: do the task given in the website, use the link:
https://quizizz.com/admin/quiz/59d258b36c91331100ab924e/carbohydrates
Write out the words that were difficult for you from the language point of view to discuss and
get explanations during the lesson.
REFERENCES:
1. Parts – Reading, speaking, writing and listening in this unit are taken here: Neil Q'Sullivan
James D. Libbin Career Paths: BOOK 3 p. 32-33
2. Internet links to Grammar is given in the unit.
SEMESTER 3. UNIT 5.
LEXICAL MATERIAL:
1) Utilization of cereals– video
2) Meals– texts and exercises
GRAMMATICAL MATERIAL:
3) Conjunctions: Although/ despite
I. YOU ARE GOING TO WORK WITH THE VIDEO.
Use the link to watch the video –Cereals. Before you watch, write down one idea on what is this
video is going to be about. After watching write down one question to ask your partner or the
whole group, but you should also the answer for your question from the video yourself. Let us
start.https://youtu.be/vlnjdA9j1Bc
NOW, YOU WILL WORK WITH GRAMMAR.
Read the tasks carefully and do all the Grammar tasks.
Use the link to go the appropriate website. The website will offer you a quiz or a small test on
the Grammar that you learned during the first course. You will have the opportunity to revise the
Grammar materials on: Conjunctions: Although/ despite in the way of tests. Do it with a partner
or in the class with the groupmates and the teacher. After you see the answers, explain the rule
where you had a mistake in the test.
1.Let us start.https://www.usingenglish.com/quizzes/89.html
2.Choose the right answer:
1.
she is beautiful, everybody hates her.
2. The children slept deeply
3.
the noise.
earning a low salary, Sara helped her parents
4. Jane rarely sees Alan
they are neighbors.
5. Kate did not do well in the exam
working very hard.
6.
I was very hungry, I couldn't eat.
7.
the difficulty, they managed to solve the math problem.
8. Liza never talked to him
9.
she loved him.
it was cold, Marie didn't put on her coat.
10. Clare did the work
being ill.
NOW, YOU WILL WORK WITH READING.
Read the tasks carefully and do all the reading tasks.
Get ready!
1.Before you read the passage, talk about these questions.
1 Which meals are eaten during the early part of the day?
2 What are some names for small dishes, served before or between meals?
Reading
2. Read the advertisement. Then, choose the correct answers.
The Sea View Restaurant
at Sea Coast Family Resort
Light meals - Fine dining
Join us for breakfast on the outdoor deck.
Full breakfast served from 7:00 am to 10:00 am. Our brunch menu is available on weekends
only. Saturday and Sunday brunch served from 10:00 am to 2:00 pm.
Weekday lunch menu available 11:30 am to 3:00 pm.
Guests can choose from our appetizer and snack menus.
These are available daily from noon until 10:00 pm.
Dinner options:
Available from 5:00 pm to 10:00 pm.
Fine dining is available nightly in the main dining room. Prix-fixe menus include hors
d'oeuvres, dinner, side dishes and dessert. Casual supper served every night on the outdoor
deck.
1. What is the purpose of the advertisement?
A. to describe the dinner menu
B. to invite guests to stay at the resort
C. to compare the outdoor deck with the dining room
D. to tell people when meals are available
2. When does the restaurant serve brunch?
A. daily from 11:30 am to 3:00pm
B. every morning on the outdoor deck
C. weekends from 10:00 am to 2:00 pm
D. on weekdays only
3. When is the snack menu NOT available?
A. weekdays
B. mornings
C. weekends
D. afternoons
Vocabulary
3 Write a word that is similar in meaning to the underlined part.
1. The man asked the woman to meet him for a meal eaten in the middle of the day. _ u_ _ h
2. The menu lists a choice of salad or chips as a dish served alongside the main course. s _ _ _
3. The children were hungry for something small eaten between meals. _ n _ c _ _
4 Place the words from the word bank under the correct headings.
Dinner, breakfast, hors d’oeuvres, appetizer, supper, dessert, brunch
Morning meal
Evening meal
Served before or
after a meal
NOW, YOU WILL WORK WITH LISTENING.
Read the tasks carefully and do all the listening tasks.
5Listen and read the advertisement again. Which menus can guests choose from on
weekdays at 2:00 pm?
Listening
6 Listen to a conversation between a restaurant manager and a guest. Mark the following
statements as true (T) or false (F).
1.The woman wants to know when brunch is served. ______
2.It is not possible to make a reservation for four o'clock. ______
3. The reservation is for six people. _______
7
Listen again and complete the conversation.
Manager: Sea View 1 ________, can I help you?
Guest: Hi. Can you please tell me what time you 2 ______ _______ in the main dining room
tonight?
Manager: Certainly 3 ______ ________ _________ from five o'clock to ten o'clock.
Guest: Is there any chance we can make a reservation for 4 __________ _____________?
Manager: No. I'm sorry, dinner service is not available before five.
Guest: Okay. In that case I'd like to make a 5 _______ for five o'clock.
Manager: For how many people?
Guest:6 ______ ______. Thank you.
NOW, YOU WILL WORK WITH SPEAKING.
Read the tasks carefully and do all the speaking tasks.
Speaking
8With a partner, act out the roles below based on Task 7. Then switch roles.
USE LANGUAGE SUCH AS:
Can you please tell me ...?
...is available from….
In that case, I’d like to …
Student A: You are a restaurant manager. Talk to Student B about:
• the hours when a meal is available
• whether a meal can be served at a different time
• a reservation
Student B: You are a guest.Talk to Student A about a reservation for a meal.
NOW, YOU WILL WORK WITH WRITING.
Read the tasks carefully and do all the writing tasks.
Writing
9 Use the advertisement and the conversation from Task 8 to fill out a reservation request
form.
Reservation request form.
Meal/Menu: ________________________________________________
Number of People: __________________________________________
Reservation Time: ___________________________________________
Guests’ Name: ______________________________________________
Hotel Guests: Y/N
Week
5
Go to the link and do as appropriately said to do.
Theme \ Content
Dates
URL
Make a presentation on
theme Meal.
OFFICE HOURS: Make a presentation on theme Meal.
REFERENCES:
1. Parts – Reading, speaking, writing and listening in this unit are taken here:V. Evans, J.
Dooley, R. Hallum Career Paths: BOOK 1 p. 14-15
2. Internet links, to Grammar and video, are given in the unit
SEMESTER 3. UNIT 6.
LEXICAL MATERIAL: FARM ANIMALS.
GRAMMATICAL MATERIAL: Adjectives as nouns. Adjective order.
NOW, YOU WILL WORK WITH GRAMMAR.
Read the tasks carefully and do all the Grammar tasks.
Use the link to go the appropriate website. The website will offer you a quiz or a small test on the
Grammar that you learned during the first course. You will have the opportunity to revise the Grammar
materials on a) Adjectives as nouns. b) Adjective order in the way of tests. Do it with a partner or in the
class with the groupmates and the teacher. After you see the answers, explain the rule where you had a
mistake in the test.
Let us start. https://www.youtube.com/results?search_query=adjectives+used+as+nouns+
1. Choose the best answer for each sentence.
A. The house is __________________.
 large and white  white and large  large white
B. They live in a __________________ house.
 large and white  white and large  large white
2. Which sentence uses the correct order of adjectives?
A. We took a ride on a blue, old Chinese bus. B. We took a ride on a Chinese, old, blue bus. C. We took a
ride on an old, blue Chinese bus.
3. Which sentence uses the correct order of adjectives?
A. I’d like three good reasons why you don’t like spinach. B. I’d like a good three reasons why you don’t
like spinach. C. I’d like good reasons three why you don’t like spinach.
4. Which sentence uses the correct order of adjectives?
A. I like that really big red old antique tractor in the museum. B. I like that really big old red antique
tractor in the museum. C. I like that old, red, really big antique tractor in the museum.
5. Which sentence uses the correct order of adjectives?
A. My brother rode a beautiful big black Friesian horse in the parade. B. My brother rode a beautiful
Friesian big black horse in the parade. C. My brother rode a big, black, beautiful Friesian horse in the
parade.
Vocabulary
agriculture
the study or process of growing plants and raising animals.
To farm
to grow plants or raise animals.
husbandry
production of plants and animals
poultry
Birds such as chickens, ducks
dairy products
cattle
Foods made from milk, butter and cheese
Large ruminant animas
hog
Domesticated pig
NOW, YOU WILL WORK WITH READING.
Read the tasks carefully and do all the reading tasks.
Get ready!
1.Before you read the passage, talk about these questions.
1. What are farm animals and where do they live?
2. Are farm animals important sources of food for people?
2. Match the words (1-5) with the definitions (A-F).
1. Animal husbandry
A.Domestic fowl
2. cattle
B.Care, cultivation breeding of crops
3. dual purpose
C.Trained animal to do work
4.draft cattle
D.Large animal kept for milk or meat
5. poultry
E.Serving two functions
Reading
Read and translate the text: FARM ANIMALS.
Animal husbandry, a branch of agricultural production, includes the breeding of farm animals and their
use. Farm animal are highly important sources of food for man. They are known to produce highly
nutritious products such as milk, meat and eggs. In addition, the skin of animals, down and feather of
poultry and wool of sheep are used as raw materials to produce clothing and for many other purposes. The
most important group of farm animals is cattle. There are four types of cattle. They are dairy cattle, beef
cattle, draft cattle and dual-purpose cattle. Dairy cattle, that is, dairy cows provide milk that may be used
in making various dairy products. Beef cattle are the producer of beef. One can raise dual-purpose cattle
producing both milk and meat. Draft cattle and horses are almost everywhere replaced by agricultural
machinery. Important sources in producing human food are sheep and hogs. Sheep are raised for two
purposes: wool and mutton production. The production cycle of hogs is much shorter than that of cattle or
sheep. In other words, like the other farm animals hogs are rapid growing ones. They may be fattened in
less than six months. That is why hog breeding is one of the most important and economic ways of
solving the problem of supplying the population with meat.
3.True or false :
1. One should provide farm animals with proper feeds.
2. We know that farm animals are important sources of food for people.
3. Products that are produced by farm animals are low nutritious.
4. The problem of supplying the population with meat is the one that must be solved in the "near future.
5. Concentrates, that is, the feeds high in protein and energy are good for hogs.
4. Answer the questions
1. Why are farm animals so important for man?
2. What raw materials do farm animals supply industry with?
3. What are the four types of cattle?
4. What are sheep raised for?
5. Why is hog breeding the most economical way of producing meat?
NOW, YOU WILL WORK WITH LISTENING.
Read the tasks carefully and do all the listening tasks.
5 LISTENING GAP FILL http://www.listenAminute.com/a/animals.html
I’m ______________________ lover. I’m fascinated by the whole animal kingdom. I loved animals
when ______________________ . I used to read every book I could find on animals. I knew all the
different ______________________ . The most exciting thing for me was going to the zoo. I
______________________ hours just watching the animals walk around, sit, ______________________
. When I was older, I went on a safari to Tanzania. I ______________________ animals in the wild.
Everyone should do this once in their lives. Looking at animals ______________________ habitat is a
real honour. Now I’m ______________________ the future of many animals. Some of my favourite
animals are ______________________ dying out. We really need to change our lifestyle so our children
can have ______________________ seeing animals in the wild.
NOW, YOU WILL WORK WITH SPEAKING.
THE DISCUSSION ON FARMING:
STUDENT A's QUESTIONS
(1) How important is farming in your country?
(2) Is farming in your country in a healthy condition?
(3) What crops are farmed in your country?
(4) What livestock is raised in your country?
(5) Do you think farming offers a good quality of life?
STUDENT B's QUESTIONS
(1) What are the challenges the farming industry faces today?
(2) Does farming help or add to global warming?
(3) Would you like to be a farmer?
(4) Do you think we could save the world if we all went back to farming?
(5) Are you interested in farming news?
NOW, YOU WILL WORK WITH WRITING.
Write an essay about Farming industry in Kazakhstan
Week
6
Theme \ Content
Farm Animals in Kazakhstan.
Dates
October ,
2023
URL
Make up the presentation
OFFICE HOURS: Make a project ” Farm Animals”
REFERENCES:
1. Internet links, to Grammar and video, are given in the unit
SEMESTER 3. UNIT 7.
LEXICAL MATERIAL: Food from animals
GRAMMAR MATERIAL: Passive Voice
1) Animal Food– video
I. YOU ARE GOING TO WORK WITH THE VIDEO.
Use the link to watch the video – Animal Food. Before you watch, write down one idea on what is
this video is going to be about. After watching write down one question to ask your partner or the
whole group, but you should also the answer for your question from the video yourself. Let us
start.https://youtu.be/0ZOvqYypOuo
NOW, YOU WILL WORK WITH GRAMMAR.
1. Go through the sentences given below and identify the voice used.
2. Shreya Ghoshal sings beautiful songs.
3. The Sun sets in the West.
4. The boy was being beaten by his teacher.
5. Bucky is helped by Steve.
6. The carpenter is building the desk.
2. Rewrite the sentences in the passive voice.
_________________________________________________________________________________
1. I don't remember Jack giving me the tickets.
________________________________________________________________________________
2. We must do something before the situation gets out of control.
_________________________________________________________________________________
3. You can hear the music in all sections of the stadium.
_________________________________________________________________________________
4. The company employs 5 people.
_________________________________________________________________________________
5. They are going to buy a new TV set next week.
Vocabulary
scallop
a sea creature that lives inside two joined flat, round shells and can
be eaten
flesh
he soft part of the body of animal that is between the skin and the bones
muscle
Band or bundle of fibrous tissue
veal
Flesh of a young calf
grasshopper
A plant eating insect with long hind legs
custard
Dessert or sweet sauce made with milk
NOW, YOU WILL WORK WITH READING.
Read the tasks carefully and do all the reading tasks.
Get ready!
1.Before you read the passage, talk about these questions.
1 What are herbivorous animals?
2.What food do farm animals eat?
2. Match the words (1-5) with the definitions (A-F).
1. dairy products
A Band or bundle of fibrous tissue
2. trout
B. Small shellfish with long tails and many legs.
3. caribou
C. Fish that lives mainly in lakes and rivers.
4. shrimp
D.A large North American reindeer
5. muscle
E. Products are made from milk
Reading
Food from animals includes meat, eggs, and dairy products. These foods cost more to produce than do
foods from plants. As a result, foods from animals are eaten more in developed countries than in
developing ones. Meat consists mainly of the muscle, fat, and other parts of an animal‘s body. The word
meat most commonly means the red meat of cattle, hogs, sheep, and game animals. However, the flesh of
fish and poultry is also considered meat. In the United States and Canada, popular red meats include beef
and veal from cattle, pork from hogs, and lamb and mutton from sheep. Many Americans and Canadians
also enjoy kidney, liver, tongue, and variety meats. Favorite fish include cod, perch, salmon, trout, and
tuna. Clams, crabs, lobsters, oysters, scallops and shrimp are favorite shellfish. The most popular kinds of
poultry are chicken, duck, goose, and turkey. In some countries, people enjoy the meat of caribou, goats,
horses, monkeys, rabbits and snakes. They might also eat ants, grasshoppers, snails, or turtles. Much
poultry is marketed as the whole animal. Many other meats are sold as cuts, such as chops and steaks.
Meat usually is heated before it is eaten. Heating develops the flavor and destroys microbes that may
cause illness if present in the meat. Ham and corned beef are preserved before being marketed. Meats also
are processed into such products as frankfurters and cold cuts. Meat is commonly eaten during the main
part of a meal. Farmers raise poultry, especially chickens, for their eggs as well as for their meat. Chicken
eggs are popular as a breakfast or supper dish, or they can be used in custards and other cooked dishes.
The eggs of certain kinds of fish are used to make a delicacy called caviar. In some countries also eat the
eggs of alligators, crocodiles or certain other reptiles. Dairy products are important foods in many
cultures. Cows provide most of the milk used in the United States and Canada. But such animals as
camels, goats, reindeer and sheep supply milk in other parts of the world. Milk and milk products reach
the market in many forms. In addition to whole milk, people can buy buttermilk, skim milk, low-fat milk,
and condensed, dried and evaporated milk. Other products include butter, cheese, cream, ice-cream, sour
cream and yogurt.
Read the sentence pairs. Choose which word or phrase best fit search blank.
1.
Chicken eggs are popular as a ….. or …. dish, or they can be used in custards and other cooked
dishes BREAKFAST/LUNCH
2.
The word meat most commonly means the ….meat of cattle, hogs, sheep, and game animals. Red
meat/sweet meat
3.
The most popular kinds of poultry are ….. chicken/ turkey
4.
The eggs of certain kinds of …fish/ alligators are used to make a delicacy called caviar.
NOW, YOU WILL WORK WITH LISTENING.
Read the tasks carefully and do all the listening tasks.
LISTENING GAP FILL From: http://www.listenAminute.com/a/animals.html
Food safety seems ____________________ issue nowadays. I can’t remember it
____________________ big problem years ago. With today’s technology, it ____________________
problem. But it is. In fact, there are many problems. In my country, GM food is a big issue. People do
____________________ eat food that is genetically modified. They say it is unsafe. I know in America
GM food is everywhere. Another ____________________ safety ____________________ . A lot of
imported food has made people ill. Our government ____________________ of food from certain
countries. This is a good idea. A concern in my country ____________________ and cows. We have
____________________ mad cow disease. It ____________________ to be vegetarian.
NOW, YOU WILL WORK WITH SPEAKING.
DISCUSSION (Write your own questions) STUDENT A’s QUESTIONS
1. ________________________________________________________
2.________________________________________________________
3.________________________________________________________
4.________________________________________________________
5.________________________________________________________
DISCUSSION (Write your own questions) STUDENT B’s QUESTIONS
1. ________________________________________________________
2.________________________________________________________
3._______________________________________________________
4_______________________________________________________
5.________________________________________________________
NOW, YOU WILL WORK WITH WRITING.
WRITE AN ESSAY ABOUT YOUR FAVOURITE FOOD ( 120 W0RDS)
Go to the link and do as appropriately said to do.
Week
7
Theme \ Dates
Content
Passive
Voice –
URL
October
https://www.youtube.com/results?search_query=passive+voice+exercises
OFFICE HOURS: Report on the theme Animal food in Kazakhstan
REFERENCES:
1. Internet links, to Grammar and video, are given in the unit
SEMESTER 3. UNIT 8
LEXICAL MATERIAL: Food processing.
GRAMMAR MATERIAL: Complex Object, Complex Subject.
1. https://www.youtube.com/watch?v=IX5Mgr3yDFI
2. https://www.youtube.com/watch?v=TpAdZh6rkjo
1.Put the verb into the correct form: infinitive (do/make/eat etc.), to + infinitive, or -ing.
1 They don't allow people..........in front of the building, (park)
2 I've never been to Iceland, but I'd like ..............................there, (go)
3 I'm in a difficult position. What do you advise me. ....................... ? (do)
4 The film was very sad. It made me................................................... (cry)
5 Diane's parents always encouraged her.......................hard at school, (study)
2. Write the sentences using the complex object
1. The Smiths want_______________ (we, visit) them next month.
2. Do you want ______________ (she, post) the letter for you?
3. What does the teacher expect ______________ (his pupils, do)during the lesson?
4. When do you expect ____________________ (they, arrive) ?
5. The man wouldn’t like _____________________ (his son, become) a dentist.
Vocabulary
slaughtering
to kill an animal for meat
inhibits
to prevent someone from doing something by making
them feel nervous or embarrassed
palatability
good enough to eat or drink
desiccation
the process of becoming completely dried
substance
material with particular physical characteristics
flauvor
the particular way a substance, esp. food or drink,
is recognized from its taste and smell
Get ready!
1.Before you read the passage, talk about these questions.
1 What is the most important in the food processing?
2.What types of food processing do you know?
3 What is the most common food in Kazakhstan?
Food processing.
Food processing is the set of methods and techniques used to transform raw ingredients into food or to
transform food into other forms for consumption by the people either in the home or by the food
processing industry. Food processing typically takes clean, harvested crops or butchered animal
products and uses them to produce attractive, marketable and often long shelf-life food products.
Food processing dates back to the prehistoric ages when crude processing incorporated slaughtering,
fermenting, sun drying, preserving with salt, and various types of cooking (such as roasting, smoking,
steaming, and oven baking).
Food preservation is as old as human civilization. Preservation of foods inhibits spoilage cause by
bacterial growth, oxidation, insects or desiccation. Salt preservation was especially common for foods
that constituted warriors and sailors' diets, until the introduction of canning methods.
Evidence for the existence of these methods can be found in the writings of the ancient Greek,
Chaldean, Egyptian and Roman civilizations as well as archaeological evidence from Europe, North and
South America and Asia. Thus, food processing is probably one of the oldest avocations man has been
involved with from the time immemorial. Almost all these tried and tested processing techniques
remained essentially the same until the advent of the industrial revolution. Modern food processing
technology in the 19th - 21st centuries was largely developed to serve the public food market needs.
There are several different ways or, to more correct, steps in which food can be produced.
Food is any substance or materials eaten or drunk to provide nutritional support for the body, or for
pleasure. It is usually of plant or animal origin that contains essential nutrients, such as carbohydrates,
fats, proteins, vitamins, or minerals. While many foods can be eaten raw, they undergo some form of
preparation for reasons of safety, palatability, texture or flavour.
Find out which of the following statements are true and which are false.
1. Carbohydrates and proteins are the most important nutrients found in food.
2. Food processing combines various activities.
3. People do not eat raw food.
4. Ethnic foods include various taboos according to the national traditions.
5. Standard food is the most common human food consumed by people.
Answer the questions
1. Give all necessary definitions for food, food processing, cuisine, etc.
2. What is the background of food processing history?
3. Is there any difference between food preparation and food processing?
4. What ways of preparing (cooking) food have you learned from the text?
5. Can you suggest the simplest recipe to prepare a meal?
NOW, YOU WILL WORK WITH LISTENING.
Read the tasks carefully and do all the listening tasks
1. Check your understanding: true or false Do this exercise while you listen. Circle True or False for these
sentences. (Listening skills practice: Eating out – exercises. British council)
1. The customers want two tables. True False
2. There are two customers eating together. True False
3. The two customers order the same starter. True False
4. Both customers order the Thai chicken for their main course. True False
5. The customers order cold drinks. True False 6. Both customers order a dessert. True False
NOW, YOU WILL WORK WITH SPEAKING.
Discussion:
What food and drink from this menu would you order?
NOW, YOU WILL WORK WITH WRITING. WRITE A LETTER TO YOUR
FRIENDS ABOUT FOOD INDUSTRY IN YOUR COUNTRY.
Go to the link and do as appropriately said to do.
Week
Theme \ Dates
URL
Content
1
November https://www.youtube.com/results?search_query=Complex+Object
Complex
Object
OFFICE HOURS: Presentation on the theme: Food processing in Kazakhstan
SEMESTER 3. UNIT 9.
LEXICAL MATERIAL: Food Safety
1)Food Safety– video
2) Restaurants – texts and exercises
GRAMMATICAL MATERIAL:
NOW, YOU WILL WORK WITH GRAMMAR.
Read the tasks carefully and do all the Grammar tasks.
Future Forms: be going to, will/shall.
https://www.youtube.com/results?search_query=Future+Forms%3A+be+going+to%2C+will%2Fshall.
Fill in the correct future tense - will future, going to or present continuous.
1. They ________ (drive) to New York tomorrow morning.
2. I hope the weather _______ (be) nice.
3. I offered him this job. I think he _______ (take) it.
4. I promise I _________ (not tell) your secret to anyone.
5. Take your umbrella with you. It ________ (rain).
I. YOU ARE GOING TO WORK WITH THE VIDEO.
Use the link to watch the video –Food Safety. Before you watch, write down one idea on what is this
video is going to be about. After watching write down one question to ask your partner or the whole
group, but you should also the answer for your question from the video yourself. Let us
start.https://youtu.be/Qt1RnZcKYxU
NOW, YOU WILL WORK WITH READING.
Read the tasks carefully and do all the reading tasks.
Get ready!
1.Before you read the passage, talk about these questions.
1 What are some types of self-serve food service?
2 What types of things are food carts used for?
Reading
2. Read the webpage. Then, complete the table.
Position
Duties
Self service
1.
Cafeteria equipment
2.
Types of carts
3.
State Restaurant Supply Co.
We provide equipment and supplies for all types of restaurants.
State Restaurant Supply specializes in self-serve supplies.
• Cafeteria trays
• Buffet platters
• Salad bar accessories
For our cafeteria clients we provide expert equipment installation
For your soup station
Equipment installation and maintenance
Heating element installation
For your beverage center
• Installation
• Maintenance
Quality beverage stocking
For our high-end clients we provide top quality carts.
• Cart service carts
• Room service carts
Durable carts available for noncommercial clients.
• Tray service carts
• Heating
• Refrigeration
Click on the “Products” link below. Or visit our showroom on Lewis Road.
Vocabulary
3. Match the words (1-5) with the definitions (A-E).
1 _ soup station
2_ buffet
3_ self-serve
4 _ room service
5_ beverage center
A meal in which diners serve their own portions without the aid of a sever
B the location from which beverages are served
C the location from which soups are served
D a service provided in hotels where food can be delivered to guest rooms
E a table where food is arranged on platters from which diners serve themselves
4 Fill in the blanks with the correct words and phrases from the word bank.
Cart service, cafeteria, noncommercial, tray service, salad bar
1. Polly chose greens, carrots and Italian dressing from the __________________.
2. A _________________ food service company provides free meals to the elderly.
3. The noncommercial distributer uses a _______________ to keep meals hot for delivery.
4. The waiter brought out the ________________ tray to prepare the flaming dessert.
5. The diners in the ________________ brought their trays to the tables after paying.
NOW, YOU WILL WORK WITH LISTENING.
Read the tasks carefully and do all the listening tasks.
5Listen and read the webpage again. What services are offered for beverage centers?
Listening
6
Listen to a conversation between a restaurant manager and a restaurant employee. Mark the
following statements as true (T) or false (F).
1 _ The woman just restocked the beverage center.
2_ The man has not refilled the cooler before.
3 _ The beverages are stored in the stock room.
7
Listen again and complete the conversation.
Manager: Cari, when you have a chance, will you please clean the cooler in the 1_________
__________ ?
Employees: Sure I'll do it now.
Manager: Will you 2 ________ _________ too?
Employee: I’ve 3 _________ __________ that before.
Manager: You haven't? Clean the area first, then look to see which 4 _______ need to be refilled.
Employee: Where will I find the beverages?
Manager in the 5 ________ __________. Please put the new bottles in behind the old ones. They will
need to chill.
Employee: 6 _________ _________. Thanks.
NOW, YOU WILL WORK WITH SPEAKING.
Read the tasks carefully and do all the speaking tasks.
Speaking
8With a partner, act out the roles below based on Task 7. Then switch roles.
USE LANGUAGE SUCH AS:
...will you please clean….?
Will you ...too?
Where will I find ...?
Student A: You are a restaurant manager. Talk to Student B about:
• the area that needs to be cleaned
• items that should be refilled
• where items can be found
Student B: You are a restaurant employee. Talk to Student A about a job you are asked to do.
NOW, YOU WILL WORK WITH WRITING.
Read the tasks carefully and do all the writing tasks.
Writing
9 Use the webpage and the conversation from Task 8 to fill out a refill form.
Refill form
Beverage center/Soup Station: _______________________________________
Items to be refilled: ________________________________________________
Where are items located? ____________________________________________
Refilling completed? Y/N
Items need to be reordered from the supplier? Y/N
Week
9
Theme \ Content
Make a presentation on theme
Restaurants in Astana
Dates
URL
November
REFERENCES:
1. Parts – Reading, speaking, writing and listening in this unit are taken here:V. Evans, J. Dooley, R.
Hallum Career Paths: BOOK 1 p. 18-19
2. Internet links, to Grammar and video, are given in the unit
SEMESTER 3. UNIT 10.
LEXICAL MATERIAL: Food preservation. Quick Snacks
GRAMMATICAL MATERIAL: Modal verbs present 2: Obligation, necessity, prohibition, advice
NOW, YOU WILL WORK WITH GRAMMAR.
Read the tasks carefully and do all the Grammar tasks.
Use the link to go the appropriate website. The website will offer you a quiz or a small test on the
Grammar that you learned during the first course. You will have the opportunity to revise the Grammar
materials on Modal verbs present: Can/ be able to. Obligation, necessity, prohibition, advice in the way
of tests. Do it with a partner or in the class with the groupmates and the teacher. After you see the
answers, explain the rule where you had a mistake in the test.
Let us start.
a) https://www.englisch-hilfen.de/en/exercises/modals/can.htm
b) http://www.autoenglish.org/modalverbs/ModalsObligation.html
I. YOU ARE GOING TO WORK WITH THE VIDEO.
Use the link to watch the video – Food preservation. Before you watch, write down one idea on what is
this video is going to be about. After watching write down one question to ask your partner or the whole
group, but you should also the answer for your question from the video yourself. Let us start.
https://www.youtube.com/watch?v=l1W_lH633Fo
NOW, YOU WILL WORK WITH READING.
Read the tasks carefully and do all the reading tasks.
Get ready!
1.Before you read the passage, talk about these questions.
1 What are some characteristics of a franchise?
2 What is the difference between curb service and a drive through?
Reading
2. Read the web page. Then, mark the following statements as true (T) or false (F).
Quick Snacks:
Quick Snacks was the first chain restaurant opened in the state of Delaware. We now have franchises
across the Mid-Atlantic. Our fast food brand is quickly spreading to New England.
Quick Snacks began with one location. We offered quick curb service. We also took phone orders for
take-out. Within two years we expanded our business. We offered a menu of carry-out items and weekly
specials. All served with little wait time. In our fifth year, we added a seating area. Later that same year,
a drive-through was added. The Quick Snacks system took shape. The look of that original building
informs every franchise.
Enjoy your meal!
1. Quick Snacks is spreading to New England. _____
2. There is a long wait time for carry-out items. _____
3. Every Quick Snacks location has a seating area. ____
Vocabulary
3 Read the sentence pairs. Choose which word or phrase best fit search blank.
1. fast food/ seating area
A. The customers carried their trays to the ____________ to look for a table.
B. The bus stopped for a quick lunch break at a __________ restaurant.
2.wait time/take-out
A. Can you tell me how long the ___________ will be for my order?
B. The man ordered a ________________ pizza to eat at home.
4 Place the words and phrases from the word bank under the correct headings.
Carry out, franchise, curb service, drive-through, chain, phone order:
Type of restaurant
Type of order
Type of service
NOW, YOU WILL WORK WITH LISTENING.
Read the tasks carefully and do all the listening tasks.
5Listen and read the webpage again. What was added after the restaurant had been open for five
years?
Listening
6
Listen to a conversation between a customer and a fast food restaurant employee. Mark the
following statements as true (T) or false (F)
1 The woman's order is not ready. ____
2 The order is ready early. ____
3 The woman will come back in five minutes to see if her order is ready. _____
7
Listen again and complete the conversation.
Customer: Hi. I called in a 1 _____ - _____ _____. Can you tell me if it is ready?
Employee: Sure. What is 2 _______ _______ ?
Customer:It's under Miller.
Employee: Just a minute while I check ... No. It's 3 ______ ______ ______
Customer: That's okay. I came a 4 ______ _______ ________
Employee: Your wait time will be about 5 minutes. Do you want to wait in the 5 ______ ____ ?
Customer: Sounds good.
Employee:6 _____ _____ _____ when your order is ready.
Customer: Thank you.
NOW, YOU WILL WORK WITH SPEAKING.
Read the tasks carefully and do all the speaking tasks.
Speaking
8With a partner, act out the roles below based on Task 7. Then switch roles.
USE LANGUAGE SUCH AS:
I called in a ...
Do you want to wait ...?
Your wait time is ...
Student A: You are a fast food restaurant employee. Talk to Student B about:
• the phone order placed for take-out
• how long it will take for the order to be ready
• where the customer can wait
Student B: You are a restaurant customer. Talk to Student A about your order.
NOW, YOU WILL WORK WITH WRITING.
Read the tasks carefully and do all the writing tasks.
Writing
9 Use the webpage and the conversation from Task 8 to fill out a take-out order.
Take-out order
Customer Name: __________________________________
Eat-in or take-out? _________________________________
Time called in: ____________________________________
Pick-up time: _____________________________________
Notes: the customer arrived __________________________
She waited in the __________________________________
Her order was ready after ____________________________
Was the customer satisfied? Y/N
NOW, YOU WILL WORK WITH GRAMMAR.
Read the tasks carefully and do all the Grammar tasks.
Use the link to go the appropriate website. The website will offer you a quiz or a small test on the
Grammar that you learned during the first course. You will have the opportunity to revise the Grammar
materials on Modal verbs present: a) Can/ be able to b) Obligation, necessity, prohibition, advice in the
way of tests. Do it with a partner or in the class with the groupmates and the teacher. After you see the
answers, explain the rule where you had a mistake in the test.
Let us start.
a) https://www.englisch-hilfen.de/en/exercises/modals/can.htm
b) http://www.autoenglish.org/modalverbs/ModalsObligation.html
Week
Go to the link and do as appropriately said to do.
Theme \ Content
Dates
URL
10
Modals
November http://www.autoenglish.org/modalverbs/ModalsObligation.html
OFFICE HOURS: Report on the theme: Healthy snacks
REFERENCES:
1. Parts – Reading, speaking, writing and listening in this unit are taken here:V. Evans, J. Dooley, R.
Hallum Career Paths: BOOK 1 p. 20-21
2. Internet links, to Grammar and video, are given in the unit
WEEK 11. UNIT 11.
LEXICAL MATERIAL: Catering
2) Catering– texts and exercises
GRAMMATICAL MATERIAL: Sequence of tenses. Reported speech in statements.
NOW, YOU WILL WORK WITH GRAMMAR.
COMPLETE THE SENTENCES
1. They noticed they
2.
Tom said that it
(fly) for three hours already.
(take) him an hour to get to the station.
3. She asked them if they
(play) tennis in the afternoon
4. Mary asked her brother if he
(can) tell her the way to the shop.
5. Peter and John told me they
(go) to the Kremlin the day before yesterday.
Change this direct speech into reported speech:
1. “He works in a bank” She said
___________________________________________________________
2. “We went out last night” She Said
________________________________________________________
3. “I’m coming!” She said
___________________________________________________________
4. “I was waiting for the bus when he arrived” She told me
________________________________________________________
5. “ I’d never been there before” She said
___________________________________________________________
Vocabulary
Catering
business or activity of providing food and drink at events
Tent
a shelter consisting of a sheet of cloth supported by poles and ropes, used
especially for camping
Folding chairs
a chair that can be collapsed flat for easy storage or transport
Dinnerware
objects, especially plates and bowls of different sizes, used
for serving and eating food
Setup
an arrangement of things that allows something to happen, or
the process that prepares this arrangement
NOW, YOU WILL WORK WITH READING.
Read the tasks carefully and do all the reading tasks.
Get ready!
1.Before you read the passage, talk about these questions.
1 What are some events that typically use catering?
2 What services do caterers provide?
Reading
2. Read the webpage. Then, mark the following statements as true (T) or false (F).
Carries’s Catering Services
We offer catering for a wide range of events. This includes weddings and corporate functions. We
provide all the materials necessary for your event First, we have quality tents. You can choose from a
variety of styles. We also provide folding chairs and tables.
Our banquet setup is impossible to beat. We serve delicious food that is always piping hot. To make that
happen, we use only the best equipment. This includes aluminum steam pans and chafer dishes .Our
chafers use fuel to ensure the food stays hot. Finally, our dinnerware is of the highest quality available.
Call Carrie's to make your event a success!
1. The company onlycaters wedding and corporate events. _____
2. The company provides a tent, chairs and tables at events. _____
3. The chafers use fuel to keep the food hot. ____
3 Read the sentence pairs. Choose which word or phrase best fitseach blank.
1. tent/ chafer
A. The banquet was protected by the ____________ when it rained.
B. The mashed potatoes were kept hot in a __________ .
2.catering/wedding
A. Carmela’s ___________ took place outdoors.
B.Ryan’s business does ________________ for parties.
3. folding chairs/steam pans
A. Terry ordered 500 ______________ for the guests to sit on at the wedding.
B. The food at the banquet was kept hot by using _______________ .
4 Match the words or phrases (1-4) with the definitions (A-D).
1 _ event
2_ corporate
3_ chafer dish
4 _ dinnerware
A.the state of being associated with a
corporation
B.the container that holds food in a chafer
C.a gathering of people for an occasion
D.the dishes and platters used for serving a
meal
NOW, YOU WILL WORK WITH LISTENING.
Read the tasks carefully and do all the listening tasks.
5Listen and read the webpage again. What event supplies does the compony provide?
Listening
6
Listen to a conversation between a caterer and a client. Mark the following statements as true
(T) or false (F).
1. The woman called to reassure the man that the plans are running smoothly. _____
2.The man chose blue porcelain dinnerware. _______
3. The catering company is supplying chairs for the event. ____
7
Listen again and complete the conversation.
Caterer: Hi, Mr. Fennimore. My name is Kate and I'm calling from Carrie's Catering.
Client: Hi, Kate. Are all of the 1 ________ ________ coming along smoothly?
Caterer: Yes. I just have a 2 ________ __________ to clarify with you.
Client: Okay. What are they?
Caterer: You wanted the 3 ________ ___________ dinnerware, right?
Client: That's 4 ________ .
Caterer: And you also requested twenty-five tables and one-hundred fifty 5 _______ _______ ?
Client: Yes, there are going to be 6 _______ _______ seated at each table.
NOW, YOU WILL WORK WITH SPEAKING.
Read the tasks carefully and do all the speaking tasks.
Speaking
8With a partner, act out the roles below based on Task 7. Then switch roles.
USE LANGUAGE SUCH AS:
I have a few details to clarify ...
You wanted…, right.?
And you also requested ...?
Student A: You are a caterer. Talk to Student B about:
• whether or not the catering plans are developing smoothly
• the dinnerware he or she wants
• the number of tables and chairs needed for his or her event
Student B: You are a client. Talk toStudent A about the catering plans for your event.
NOW, YOU WILL WORK WITH WRITING.
Read the tasks carefully and do all the writing tasks.
Writing
9 Use the webpage and the conversation from Task 8 to fillout the event planning form.
Event planning form.
Who is the main contact for the event? __________________________________
Details for the event: ________________________________________
Go to the link and do as appropriately said to do.
Week
11
Theme \ Content
Make the presentation
Dates
URL
November https://learnenglish.britishcouncil.org/generalenglish/video-zone/portrait-of-oussama
OFFICE HOURS: Make a project on the theme Catering
REFERENCES:
1. Parts – Reading, speaking, writing and listening in this unit are taken here:V. Evans, J. Dooley, R.
Hallum Career Paths: BOOK 1 p. 22-23
2. Internet links, to Grammar and video, are given in the unit
WEEK 12 UNIT 12
LEXICAL MATERIAL: The food of the Nomad
GRAMMAR MATERIAL: Orders, reporting verbs, paraphrase.
Reported speech in questions:
1. What is your name? → She asked him
2. Where did you live? → She asked him
3. What do you do for a living? → She asked
him
4. What time will you wake up? → She asked
him
5. Do you have a shower every morning? → She asked him
Reported speech in requests:
1. Don't be late. → She warned me
2. Please, park your car away from the factory. → The security agent asked
her
3. Don't call me anymore. → She asked
him
4. Enjoy your stay in Paris → The hotel manager told
her
5. Please, keep quiet. → She asked the
kids
Vocabulary
Herding
Arable
plentiful
to make animals move together as a group
suitable for growing crops:
existing in great plenty
Consumption
the act of using, eating, or drinking something:
Millet
a type of plant that grows in hot countries and produces very small seeds
Confectionary
sweets or chocolate
Get ready!
Before you read the passage, talk about these questions.
1. What kind of food do Nomads eat?
2. Where do Nomads live?
The Kazakhs‘ traditional diet depended on their basic economic activities: herding and arable
farming, and consisted almost exclusively of what they produced themselves: milk, meat, grains
and other plants. In many respects this dietary pattern is still followed by the Kazakhs of today.
They consume a great variety and quantity of dairy food. All possible types of yoghurt and sourcream products are made from the milk of sheep, goats and cows, as well as many kinds of dried
cheese, which can be preserved for a long time and are highly calorific. There are also
sweetmeats made of milk beverages to which millet, wheat or rice are added. Mare‘s milk,
koumiss, specially prepared in a wooden bowl, is highly valued for its nutritional and medicinal
properties. In the same way a drink called shubat is made from camel‘s milk. Today, these
beverages are used effectively in the treatment of various illnesses in modern medical
institutions. Meat also figured largely in the nomad‘s diet. There was a plentiful supply from
domesticated animals: sheep, goats, camels and large horned cattle, and also from wild sheep,
elik (hornless small deer), steppe antelope and other animals caught by hunting. A special place
in the Kazakh cuisine belongs today, as it did in the past, to horse sausage and various other
delicacies are made. Horse meat, smoked and dried, is usually prepared for the winter. Fish is
also eaten. In the southern regions there is a higher consumption of fruit and vegetables. A great
variety of dishes and many types of bread are made from cereals, particularly wheat, millet and
rice. Grain is first boiled, then roasted and crushed in a mortar, after which creamy butter and
sugar are added. These and various milk based sweets take the place of other types of
confectionery. One of the favorite drinks of the Kazakhs is tea. The black varieties are drunk
with or without milk. In the southern regions green tea is popular. In the past the Kazakhs had no
alcoholic beverages. The cuisine of the modern Kazakh is much more varied, since it has
assimilated the traditions of many peoples. Certain Kazakh national dishes are now prepared
only for holidays or special celebrations. New words Nomad, diet, herding, arable farming,
pattern, consume, preserve, bowl, cuisine, consumption, assimilate.
Match the words (1-5) with the definitions (A-E).
Herding
1.A Drink of any type
Arable
2. Sweets or chocolate
Beverages
3.Use for growing crops
Confectionery 4. Look after domestic animal
NOW, YOU WILL WORK WITH LISTENING.
Read the tasks carefully and do all the listening tasks
Work in pairs. Discuss the questions.
1.
Which of these cuisines have you tried?
2. Do you like ‘foreign’ food? Japanese; Mexican; Spanish; Caribbean; Moroccan;
Australian; Indian; British
3. Can you name any dishes from these cuisines?
4. Which ingredients are common in these styles of cooking?
5. Which other cuisines are popular where you live?
Listen to a radio interview with a woman who has organised a food festival.
Write a word or phrase in each gap to complete the text.
Sarah works for a local charity organisation that gives poor children an opportunity to (1)
__________. This year ‘Wish you were here’ has organised a food festival to raise enough
money to send (2) __________ children to Cornwall in the summer. They are hoping to attract a
lot of visitors and they have already decided that if the food festival is popular, it will take place
(3) __________ year. There is plenty to do and see at the festival. You can buy food from many
(4) __________ and you don’t need to break the bank because meals are inexpensive. Children
are welcome and their meals only cost (5) __________. You can learn new skills at the festival
too. A famous chef is going to teach festival-goers how to cook (6) __________. Organisers are
hoping this will attract a lot of would-be chefs. Other events at the festival include face-painting
and a (7) __________ competition which is open to participants from all age groups. Families
will be especially pleased to see an area where their children can (8) __________. The food
festival is on (9) __________ and it starts at 10 o’clock. There is parking space for around 200
cars and admission is (10) __________.
HTTPS://PDF4PRO.COM/VIEW/A-FOOD-FESTIVAL-AUDIO-SCRIPT-BRITISH-COUNCIL-BBC587BA3.HTML
NOW, YOU WILL WORK WITH SPEAKING.
Work in pairs. Imagine you are invited to an international food festival in the UK.
1. What would you expect to find at the festival?
2. Make a list of six to eight things on the back of this worksheet.
3. Compare your ideas with another pair and agree on a combined list of six to eight items.
4. Work with your classmates and teacher to make a definitive class list.
NOW, YOU WILL WORK WITH WRITING. WRITE A LETTER TO YOUR
FRIENDS ABOUT FOOD FESTIVAL IN OUR COUNTRY.
Go to the link and do as appropriately said to do.
Week
Theme \ Content
Dates
URL
1
Write Indirect Speech –
Orders, reporting verbs,
paraphrase.
November
OFFICE HOURS: Presentation on the theme Kazakhs‘ traditional diet
Trimester 3 UNIT 13
Lexical material: The Challenges of Growing Seasons
Grammatical material: Zero, The First Conditional sentences .
Grammar
https://www.youtube.com/results?search_query=conditionals
Put the verbs in brackets into the correct tenses.
1 If I see him, I
(give) him a lift.
2 The table will break if you
3 If he
(sit) on it.
(eat) all that, he will be ill.
4 If I find your passport, I
5 The police
(telephone) you.
(arrest) him, if they catch him.
Vocabulary
agriculture
the study or process of growing plants and raising animals.
To farm
to grow plants or raise animals.
To harvest
to collect a crop.
Irrigation
the practice of bringing clean water to plants.
To plant
to put seeds in the soil and help them grow.
To produce
to make something that can be sold.
A shortage
a lack or lower than usual amount of something that is wanted or needed
Reading
The Challenges of Growing Seasons
1.Before you read the passage, talk about these questions.
1)How long are the growing seasons in your country?
2)How can farmers extend growing seasons?
2. Match the words (1-6) with the definitions (A-F).
1 base temperature
2 last frost date
3 greenhouse
4 site selection
5 mean temperature
6 growing degree day
A The act of choosing a place to plant
crops
B the last day during which plants may
freeze
C the minimum temperature at which
plants may grow
D a structure that retains solar energy
E the average temperature in an area
F a measure of how much heat a plant
will receive in a day
One of the most critical concerns for any agriculturist is the changing of seasons.
Specifically, the decline in temperature, often sharp and precipitous, that occurs as each fall turns
to winter. Plants have varying degrees of tolerance for cold, so different strategies for coping
with the cold may be used with each type of crop. Next to the characteristics of the plants
themselves, the most important issue to consider is site selection.
Each agricultural site has its own unique characteristics. Different sites have differing
growing seasons based on elevation, growing degree days, and last frost dates. For example, one
site may have very high growing degree days while in another area, the mean temperature may
barely rise over the base temperature. Agriculturists can protect their crops from the cold by
selecting sites with long photoperiods and higher mean temperatures.
Of course selecting a new site isn’t always an option. After all, humans have cultivated
crops in nearly every region on Earth. Less favorable sites may require special care. For example
there are several methods of freeze protection that an agriculturist can use Greenhouses and hoop
houses can be used to absorb and trap whatever heaters the region does receive. Additionally
heaters can be used to raise the temperature of the air around tree crops.
3. Read the textbook passage. Then, mark the following statements as true (T) or false (F).
1 The author believes site selection is the most important aspect of planting crops.
2 Areas with short photoperiods have colder temperatures.
3 Hoop houses increase air temperature.
Listening:
1.Listen to a conversation between two farmers. Choose the correct answers.
What does the man want to do?
A reduce fuel costs
B extend the growing season
C construct a second hoop house
D purchase less expensive heaters
2 When does the man suggest they use heaters?
A in the fall
B in the winter
C in the spring
D in the summer
Listen again and complete the conversation.
Farmer 1: I want to try to extend our growing season.
Farmer 2: How would we do that?
Farmer 1: Well, we could plant our tomatoes, radishes, and spinach a month or two early if we
used a hoop house.
Farmer 2: Perhaps. It would be nice to plant early.
Farmer 1: I'm trying to figure how we could extend our season into the late fall.
Farmer 2: Well, what about heaters?
Farmer 1: Oh, I see. When it starts to 1_______ _______ in the fall, we could use heaters at
night.
Farmer 2: Exactly. We could probably have 2_______ _______ ________ in a year.
Farmer 1: Hmm ... We could plant early, before the 3_______ _________ ______. Then we
could plant again in the late summer after harvest.
Farmer 2: Right. The only problem is size. The hoop house can't hold that many plants.
Farmer 1: That's a 4_________
Farmer 2: Let's 5_____ _______ ________ the spinach and 6_____ _______ ________
_______
Speaking
1. With a partner, act out the roles below based on Task 2 in the Listening part. Then,
switch roles.
USE LANGUAGE SUCH AS:
I want to try to ...
It would be nice to plant early.
We could use the heaters at night.
Student A: You are a farmer. Talk to Student B about:
• longer growing seasons
• hoop houses
• heaters
Student B: You are a farmer. Talk to Student B about growing seasons.
Writing
1. Use the conversation from Task 1 of the Speaking part to write a letter to a farm owner.
Include: how to extend the growing season, equipment needed, and the benefits.
Dear ------__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
___________________
__________________________________________
_
Week
4
Theme \ Content
Make a presentation on the theme: Seasons in
Kazakhstan Don’t put much text into the slides as
the text is in your head. You need to actively use
the vocabulary of the Unit 4.
Dates
Sep.21 – Sep.26, 2020
OFFICE HOURS: do the task given in the website, use the link:
https://quizizz.com/admin/quiz/5730de096899841c87de5017/nutrition
REFERENCES:
1. Parts – Reading, speaking, writing and listening in this unit are taken here: Neil Q'Sullivan
James D. Libbin Career Paths: BOOK 3 p. 14-15
2. Internet links, to Grammar and video, are given in the unit.
WEEK 14. UNIT 14.
LEXICAL MATERIAL: Hamburger
GRAMMAR MATERIAL: The Second Conditional: if, were, might, could, were to.
1. Choose the correct form:
If you
2He
free tonight, we might go out for a drink, or to the cinema.
depressed if he fails the exam.
3If I didn't know you, I
you were crazy.
4Tell me the truth if you
.
5If you had a bigger salary, you
more unnecessary things.
2.Circle the correct words.
1 Andrew will water the garden if he comes / will come home.
2 We will buy our tickets if we will have / have enough money.
3 We will be late for the show unless you hurry / will hurry.
4 I will take / take an umbrella if it rains.
5 If it is / will be a nice day tomorrow, we will go for a bike ride.
Vocabulary
apply
to request something, usually officially, especially in writing or by sending in
a form
obscure
to prevent something from being seen or heard:
availability
the fact or possibility that you can buy, get, or have something:
bun
A small piece of bread
patty
pieces of food, esp. meat, formed into a thin, circular shape and then
usually cooked
chop
Cut smth into pieces
condiments
a substance, such as salt, that you add to food to improve its taste
. NOW, YOU WILL WORK WITH READING.
Read the tasks carefully and do all the reading tasks.
Get ready!
1.Before you read the passage, talk about these questions.
1 Do you like hamburger?
2 What kind of meat are most hamburgers made of?
Read the text: Hamburger.
Hamburger is also called burger, or ground beef. The term is applied variously to a patty of
ground beef, sometimes called hamburger steak, Salisbury steak, or Vienna steak, a sandwich
consisting of a patty of beef seed within a split bread roll, with various garnishes or the ground
beef itself, which is used as a base in many sauces, and other dishes. The origin of hamburger is
obscure. An American chef from Connecticut, Louis Lassen is believed to have made and sold
the first hamburgers in America in 1898. He called them hamburgers because sailors from
Hamburg in Germany gave him the recipe Students from Yale University and businessmen loved
them and bought them, with time popularity of the new product expanding far outside
Connecticut. The importance of the hamburger in the 20th-century American culture is indicated
by its virtually universal use at backyard barbecues as well as its availability at various types of
cafes, the so-called hamburger stands and fast-food restaurants, the best known chains being
McDonald's, Burger King, and Wendy's. Hamburgers are usually eaten as a sandwich, between
two halves of a round bun. Mustard', mayonnaise, ketchup, and other condiments, along with
garnishes of lettuce, onion, tomato, and cucumber are the most commonly used dressings. In the
variation known as the cheeseburger, a slice of cheese is melted over the patty. The patty, itself
is often seasoned with chopped onions, spices, or bread crumbs before cooking. According to the
USDA standards, hamburger meat may be defined as either hamburger, chopped beef or ground
beef. It must be ground from fresh beef with no by-products or nonmeat additives, but the USDA
does permit the addition of some beef fat and other condiments in meat labeled “hamburger”.
Also, by law, hamburger and chopped or ground beef sold commercially may contain no more
than 30 percent fat. Fifteen percent fat is regarded as the ideal proportion in terms of juiciness
and flavour of the cooked product.
1. Fill in the blanks:
1) Louis Lassen is believed to have made and sold the first hamburgers in ……
2) …………. is also called burger, or ground beef.
3) The importance of the hamburger in the 20th-century American culture is indicated by its …….. and
fast-food restaurants, the best known chains being McDonald's, Burger King, and Wendy's.
2. Read the textbook passage. Then, mark the following statements as true (T) or false (F).
1. The importance of the hamburger in the 19th-century American culture is indicated by its
virtually universal use.
2.The origin of hamburger is obscure.
NOW, YOU WILL WORK WITH LISTENING.
Read the tasks carefully and do all the listening tasks. Listen to two people talking a new burger
restaurant.
1 Mike ate a chicken burger with bacon and fries at Burger Fest.
Yes
No
2 Lucy only eats at fast food restaurants on special occasions.
Yes
No
3 Mike doesn’t think that a vegetarian restaurant would be popular in Mayfield.
Yes
No
4 Lucy thinks there’s nothing wrong with eating fast food occasionially.
Yes
No
5 Burger Fest does nothing to educate people about healthy eating.
Yes
No
(Free Practice Tests for learners of English)
NOW, YOU WILL WORK WITH SPEAKING.
Task 1. Work in pairs. Read this conversation. Make up your own dialogues.
Waiter: Good afternoon, sir.
Tim: I would like a table for two.
Waiter: All right. Follow me please.
Tim: Can we have the menu, please?
Waiter: Here you are, sir.
Tim: What would you like to eat, Katya?
Katya: I would like a vegetable soup and some grilled fish.
Waiter: Are you ready to order?
Tim: Yes, two vegetable soups and one grilled fish with salad and one roast beef.
And two strawberry ice creams for desert.
Waiter: Would you like some bread? Tim: Yes, please.
Reference: https://srcaltufevo.ru/en/dialog-po-angliiskomu-na-temu-eda-dialog-lyubimaya-edamy-favourite-food.html
NOW, YOU WILL WORK WITH WRITING.
Write about 5 lines of advantages and disadvantages of Fast food for you
Advantages of Fast Food:
1. Convenience: Fast food is readily available and can be quickly prepared, allowing individuals to save
time and effort in their busy lives.
2. Variety: Fast food chains offer a wide range of menu options, catering to different tastes and
preferences. This variety allows customers to choose from a diverse selection of foods.
3. Affordability: Fast food is often cheaper compared to dining at a traditional restaurant, making it a
more budget-friendly option for individuals and families.
4. Job Creation: The fast food industry generates numerous job opportunities, providing employment to a
significant number of people in various roles such as cooking, serving, and management.
5. Quick service: Fast food restaurants are designed to provide fast and efficient service, enabling
customers to get their meals promptly, especially for those in a rush.
Disadvantages of Fast Food:
1. Unhealthy Ingredients: Fast food is typically high in unhealthy ingredients such as saturated fats,
sodium, and sugar. Regular consumption can lead to health issues like obesity, heart disease, and
diabetes.
2. Lack of Nutrition: Fast food often lacks essential nutrients like fiber, vitamins, and minerals. Relying
on it as a primary food source can result in a poor diet and nutrient deficiencies.
3. Overeating and Portion Sizes: Fast food portions are often larger than recommended serving sizes,
leading to overeating and weight gain. The excessive calorie intake can contribute to obesity and related
health problems
4. Addictive Nature: Fast food can be addictive due to its high fat, sugar, and salt content. This can lead to
cravings and an unhealthy dependence on these types of foods
5. Environmental Impact: The production and disposal of fast food packaging contribute to environmental
pollution. Additionally, the reliance on factory farming for ingredients can have negative implications for
animal welfare and the environment.
Go to the link and do as appropriately said to do.
Week
1
Theme \
Content
Dates
URL
Conditionals December https://www.youtube.com/results?search_query=conditionals+0+1+2+3
Revision
OFFICE HOURS: Report on the theme: Different types of hamburgers.
REFERENCES:
1. Internet links, to Grammar and video, are given in the unit
WEEK 15. UNIT 15.
LEXICAL MATERIAL: Hot dog
GRAMMAR MATERIAL: The Third Conditional. Mixed conditional.
Put the verbs in the correct form:
1. If the government __(give) more money to the factory it _ (not close).
2. If the government ____ (build) flood barriers, we _ (not have) the floods last year.
3. If Dan ___________ (know) how to swim, he __(not drown).
4. If Molly __________ (listen) to the weather- forecast, she _(know) it was going to rain.
5. If Greg _____________ (tell) me he was ill, I _ (be) more sympathetic.
https://www.youtube.com/results?search_query=Mixed+conditional.
Vocabulary
Water tank
A container for storing water
bun
A small round piece of bread
row
a number of objects arranged in a usually straight line
To yell
A loud cry
Funny drawing
Caricature
combo
Combination of different food
. NOW, YOU WILL WORK WITH READING.
Read the tasks carefully and do all the reading tasks.
Get ready!
1.Before you read the passage, talk about these questions.
1 Do you like hot dog?
2 Why is eating Hot Dog so popular?
Read the text: Hot dog.
In its home country of Germany, the hot dog was called the frankfurter. It was named after Frankfurt,
a German city.
Frankfurters were first sold in the United States in the 1860s. Americans called frankfurters
"dachshund sausages". A dachshund is a dog from Germany with a very long body and short legs.
"Dachshund sausage" seemed like a good name for the frankfurter.
Dachshund sausages first became popular in New York, especially at baseball games. At games,
men who kept them warm in hot water tanks sold them. As the man walked up and down the rows of
people, they yelled, "Get your dachshund sausages! Get your hot dachshund sausages! People got the
sausages on buns, special bread.
One day in 1906, a newspaper cartoonist named Tag Dorgan went to a baseball game. When he
saw the men with the dachshund sausages, he got an idea for a cartoon. The next day at the newspaper
office, he drew a bun with a dachshund inside – not a dachshund sausage, but a dachshund. Dorgan did
not know how to spell dachshund. Under the cartoon, he wrote, "Get your hot dogs!"
The cartoon was a sensation, and so was the new name. If you go to a baseball game today, you
can still see sellers walking around with hot – water tanks. As they walk up and down the rows they yell,
"Get your hot dogs here! Get your hot dogs!"
I.
Complete the sentences:
1. The special bread used for a hot dog is a _________.
a. sausage
b. bun
c. dachshund
2. Another word for TO SHOUT is to _________.
a. name
b. draw
c. yell
3. A line of objects or people is a __________.
a. row
b. game
c. cartoon
4. Large containers for water or other liquids, sometimes made of metal, are called _________.
a. tanks
b. sellers
c. cartoonists
5. A funny drawing is a __________.
a. cartoonist b. frankfurter
c. cartoon
II.
1.
2.
3.
4.
5.
6.
Find out the information from the text
Frankfurters were first sold in the United States in the 1960s.
A duchshund is a dog with a long body and short legs.
At baseball games today you cannot sellers walking around with hot – water tanks.
Tag Dorgan got an idea for a cartoon in his office.
Tag Dorgan drew a bun with a sausage inside.
The words under Tag Dorgan's cartoon were "Get your hot dogs!
NOW, YOU WILL WORK WITH LISTENING.
LISTENING GAP FILL: From: http://www.listenAminute.com/f/fast_food.html
Do you like fast food? Lots of people …… about it but I think a lot of it’s quite tasty – as long as
you go to one of the international chains like McDonalds or Kentucky. I think in today’s world,
it’s difficult …… eating in fast food restaurants. They are so …… and seem to be everywhere.
Of course they’re not the same as real restaurants. I wonder if they are restaurants. There aren’t
any waiters. Anyway, the most important thing to remember about fast food is that it isn’t so …..
People who eat it every day develop health problems. I don’t understand why schools …. fast
food during lunch time. Schools should encourage students to eat healthily. If you have time,
look at a …… on slow food.
NOW, YOU WILL WORK WITH SPEAKING.
Task 1. Work in pairs. Read this conversation. Make up your own dialogues.
Cashier: Hello, may I take your order?
Customer: Hi, I'll have a double cheeseburger.
Cashier: With everything on it?
Customer: No onions, please.
Cashier: Sure, would you like the combo deal or just the sandwich?
Customer: How much is the combo?
Cashier: The combo is $4.99, it comes with medium fries and drink.
Customer: Okay, let's change it to a combo then.
Cashier: Certainly, what would you like to drink?
Customer: Coke, please.
Cashier: Diet Coke or regular?
Customer: Regular.
Cashier: Of course, Would you like anything else?
Customer: No, that'll be all. Thanks.
Cashier: For here or to go?
Customer: For here.
Cashier: That will be $5.45 please.
Customer: Thank you. Here you go
.Reference:https://srcaltufevo.ru/en/dialog-po-angliiskomu-na-temu-eda-dialog-lyubimaya-eda-myfavourite-food.html
NOW, YOU WILL WORK WITH PRESENTATIONS .
Prepare a short presentation on one of the problems given below
1. National varieties of the British cuisine.
2. Fast food: for and against.
3. Food and health: what should we eat?
4. Chemicals and natural ingredients in food processing industry.
5. Food processing: ways of food preservation.
6. Genetically modified food: risk to human health?
Go to the link and do as appropriately said to do.
Week
1
Theme \ Content
The Third Conditional.
Mixed conditional.
Dates
URL
December https://www.youtube.com/watch?v=4H3-2smRJJY
OFFICE HOURS: Report on the theme Hot Dog History
REFERENCES:
1. Internet links, to Grammar is given in the unit
MATERIALS FOR INDEPENDENT WORK OF STUDENTS
TASKS FOR INDIVIDUAL WORK OF STUDENTS
1. Perform exercises on grammar topics
2. Reading and translation of texts in the original language on thematic topics.
3. Compilation of a dictionary and glossary.
4. Preparation of an abstract on the topic.
5. Write abstracts of articles related to the topic.
6. Selection and processing of Internet materials.
7. Defence of mini-project work.
Task for self - study (week 1)
1) Do the tasks on Grammar:
a) https://www.youtube.com/watch?v=VP8MRGAjgAs
b) https://www.youtube.com/watch?v=EZQ9zHeObiU&t=272s
c) check your knowledge here: https://www.usingenglish.com/quizzes/290.html’
Task for self - study (week 2)
1) Do the tasks on Grammar:
a) https://www.youtube.com/watch?v=1wU2L071_js&t=47s
b)https://www.youtube.com/watch?v=jDV3x6bqKtQ&t=16s
c) check your knowledge here: https://www.englishclub.com/grammar/verb-tenses_futurecontinuous-quiz.php
Task for self - study (week 3)
1) Do the tasks on Grammar:
a) https://www.youtube.com/watch?v=gyeORf5qFjE
b) check your knowledge here:https://www.youtube.com/watch?v=O9YRy8m1Rf8
Task for self -study (week 4)
1) Do the tasks on Grammar:
a) https://www.youtube.com/watch?v=D3wQ5dgFPms
b)https://www.youtube.com/watch?v=7dOBMUESkqk
c) check your knowledge here: http://guidetogrammar.org/grammar/quizzes/preposition_quiz1.htm
Task for self - study (week 5)
1) Do the tasks on Grammar:
a) https://www.youtube.com/watch?v=TVVn9MddtmM
b) check your knowledge here: https://www.englishclub.com/grammar/verb-tenses_present-perfec
continuous_quiz.htm
Task for self - study (week 6)
1)Do the tasks on Grammar:
a)https://youtu.be/vlnjdA9j1Bc
Task for self - study (week 7)
1) Do the tasks on Grammar:
a) https://www.usingenglish.com/quizzes/89.html
Task for self - study (week 8)
1) Do the tasks on Grammar:
a)https://youtu.be/Qt1RnZcKYxU
Task for self - study (week 9)
1) Do the tasks on Grammar:
a) https://www.englisch-hilfen.de/en/exercises/modals/can.htm
b) http://www.autoenglish.org/modalverbs/ModalsObligation.html
Task for self - study (week 10)
1) Do the tasks on Grammar:
a) https://youtu.be/0ZOvqYypOuo
Task for self - study (week 11)
1) Do the tasks on Grammar:
a)https://www.youtube.com/watch?v=cW3pdeTYFZc&t=164s
Task for self - study (week 12)
1) Do the tasks on Grammar:
a)https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/reported-speechreporting-verbs
b) https://youtu.be/nec6ozGJli0?si=r5yHnt1pSNgWJ5oR
Task for self - study (week 13)
1) Do the tasks on Grammar:
ahttps://www.youtube.com/watch?v=IX5Mgr3yDFI
b)https://www.youtube.com/watch?v=TpAdZh6rkjo
Task for self - study (week 14)
1) Do the tasks on Grammar:
a)https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/conditionals-zero-first-second
b) https://youtu.be/wA85Nu5mo68?si=CRV2kYUm_H102Jwo
Task for self - study (week 15)
1) Do the tasks on Grammar:
1)https://youtu.be/1VSg2bksipE
2) https://www.youtube.com/watch?v=FuWk4lTt3UE&t=2s:/u.be
GENERAL GUIDELINES FOR SIS
Guidelines for the implementation of SIS
Guidelines for working with a dictionary
1) Write the words in a notebook in their original form with the appropriate grammatical
characteristics, i.e. nouns in the singular; verbs - in an indefinite form (in the infinitive),
indicating the main forms for irregular verbs.
2) Pay attention to the ambiguity of words:
- internationalisms - words borrowed from other languages, mainly from Latin and Greek;
Guidelines for working with texts on financial topics
In order to successfully organize your work in reading, understanding and retelling texts in
English, the following actions are recommended:
1) carefully study the title of the text, on the basis of which you should build a guess about the
content of the text;
2) Read the text carefully without a dictionary. Try to understand everything you can in it on the
first reading;
3) using a dictionary, read the text, filling in the information that was not understood by reading
the text without a dictionary;
4) in difficult-to-understand sentences, after establishing knowledge of unknown words in the
dictionary, pay attention to the predicate (verbal-temporal forms) and other grammatical features;
5) when translating unfamiliar words, use a guess, but check with a dictionary;
6) set the value of the data in the text of phrases that will serve as supporting elements in the
process of understanding the text.
7) read the text paragraph by paragraph;
8) after reading the text, check your understanding with questions or other tasks after the text.
Guidelines for performing exercises on the text
Exercises are given to perform in order to ensure the assimilation of the lexical and grammatical
minimum.
1) to successfully complete the exercise of the Vocabulary Practice section, learn the words of
this section, including their derivatives and the most common phrases with them. Translate all
examples. Pay attention to the prepositions in the phrases;
2) all exercises of studying and cognitive reading provide access to oral communication - read,
translate, answer questions about the text, highlight the main idea. Refer to the Vocabulary List
while doing the exercises;
3) do the paraphrase and translation exercise in writing. When translating from English into
Russian, try to ensure that the sentences are grammatically correct. When translating from
Russian into English, use ready-made phrases and phrases from the texts of the lesson;
4) when doing grammatical exercises, carefully read the rules, study examples, use the tables
“Temporal forms of the English verb”.
Guidelines for preparing retellings
1) When preparing to retell the text, first draw up a short logical plan for it. To do this, carefully
read (perhaps more than once) the text, highlighting the main information in it and focusing on
the paragraphs. If necessary, use the list of meanings of unfamiliar words that you have compiled.
2) Put questions to the text, paying attention not only to their correct grammatical form, but also
to their logical sequence. Answer these questions based on the text and then without looking at
the text.
3) Retell the text, using its brief logical plan, compiled by you in writing. At the same time, do
not try word for word to remember everything that you understood in the read text. To do this,
divide complex and long sentences into several simple ones, paraphrase lexically difficult places,
simplify complex grammatical constructions.
4) If you want to use the first encountered English words when retelling, then write them in the
appropriate paragraph of your plan.
5) When retelling the text, make sure that when you start an English phrase, you have a clear
idea of how you will finish it.
6) Retell the main provisions of the text in their logical sequence, if desired, omitting secondary
information.
Guidelines for compiling dialogues
1) When composing your dialogues, replace individual elements of the dialogue with material
known to you and reproduce the dialogue again. Then act out the dialogue by substituting your
expressions into the dialogue.
2) Use fully or partially learned dialogues in new situations.
Guidelines for preparing a message (monologic speech)
When preparing a message, it is advisable to use the following recommendations:
1) understand for yourself the essence of the topic that is offered to you;
2) carefully study the material of the textbook on this topic, so that it is easier to navigate and not
make elementary mistakes;
3) study the selected material, highlighting the most important in the course of reading;
4) make a message plan;
5) write the text of the message.
Remember:
1) choose only interesting and understandable information;
2) do not use words and special expressions that are unclear to you;
3) the information must be relevant to the topic;
4) do not make the message very bulky.
Never read the message! In order not to get lost, use the plan. Speak loudly, clearly, and take
your time. Pause or change intonation at critical points.
GENERAL GUIDANCE FOR OFFICE HOURS
Guidelines for working with the dictionary
1) Write out the words in the notebook in the original form with the appropriate grammatical
characteristic, i.e. nouns in the singular; verbs - in an indefinite form (in the infinitive),
indicating the main forms for irregular verbs.
2) Pay attention to the ambiguity of words:
- internationalisms – words borrowed from other languages, mainly from Latin and Greek;
Methodological guidelines for working with texts on financial topics
In order to successfully organize your work on reading, understanding and retelling texts in
English, the following actions are recommended:
1) carefully study the title of the text, on the basis of which you should make a guess about the
content of the text;
2) carefully read the text without a dictionary. Try to understand everything in it that you can at
the first reading;
3) using a dictionary, read the text, filling in the information that you did not understand, reading
the text without a dictionary;
4) in sentences that are difficult to understand, after establishing knowledge of unknown words
in the dictionary, pay attention to the predicate (verb-time forms) and other grammatical
features;
5) when translating unfamiliar words, use a guess, but check the dictionary;
6) set the meaning of the phrases given in the text, which will serve as reference elements in the
process of understanding the text.
7) read the text by paragraphs;
8) after reading the text, check your understanding on questions or other tasks after the text.
Guidelines for performing exercises in the text
Exercises are given to perform in order to ensure the assimilation of the lexical and grammatical
minimum.
1) to successfully complete the exercise of the Vocabulary Practice section, learn the words of
this section, including their derivatives and the most common phrases with them. Translate all
the examples . Pay attention to the prepositions in the phrases;
2) all the exercises of the student and cognitive reading provide access to oral communication read, translate, answer questions about the text, highlight the main idea. When performing
exercises, refer to the Vocabulary List;
3) do the rephrasing and translation exercise in writing. When translating from English into
Russian, strive to ensure that the sentences are grammatically correctly constructed. When
translating from Russian to English, use ready-made phrases and phrases from the lesson texts ;
4) when performing grammar exercises, carefully read the rules, study examples, use the tables
"Modern forms of the English verb".
Methodological guidelines for the preparation of retellings
1) When preparing to retell the text, first make a short logical plan for it. To do this, carefully
read (perhaps more than once) the text, highlighting the basic information in it and focusing on
paragraphs. If necessary, use the list of meanings of unfamiliar words that you have compiled.
2) Put questions to the text, paying attention not only to their correct grammatical form, but also
to the logical sequence. Answer these questions based on the text, and then without looking at
the text.
3) Retell the text using its short logical plan, drawn up by you in writing. At the same time, do
not try to memorize word for word everything that you have understood in the text you have
read. To do this, divide complex and long sentences into several simple ones, rephrase lexically
difficult passages, simplify complex grammatical constructions.
4) If you want to use English words that you have met for the first time when retelling, then
write them in the appropriate paragraph of Food your plan.
5) When retelling the text, make sure that when starting an English phrase, you clearly imagine
how you will finish it.
6) Retell the main provisions of the text in their logical sequence, omitting secondary
information if desired.
Methodological guidelines for composing dialogues
1) When composing your dialogues, replace individual elements of the dialogue with the
material you know and reproduce the dialogue again. Then act out the dialogue by substituting
your expressions into the dialogue.
2) Use fully or partially learned dialogues in new situations.
Methodological guidelines for the preparation of a message (monologue)
When preparing a message, it is advisable to use the following recommendations:
1) understand for yourself the essence of the topic that is offered to you;
2) carefully study the textbook material on this topic to make it easier to navigate and not make
elementary mistakes;
3) study the selected material, highlighting the most important things as you read;
4) make a message plan;
5) write the text of the message.
Remember:
1) choose only interesting and understandable information;
2) do not use words and special expressions that are unclear to you;
3) the information should relate to the topic;
4) don't make the message very cumbersome.
Never read a message! In order not to get lost, use the plan. Speak loudly, clearly and take your
time. In particularly important places, pause or change the intonation
TASKS FOR OFFICE HOURS (ЗАДАНИЯ СРОП)
SEMESTER 3
LEVEL B1 B2
UNIT 1 WEEK 1
Task 1. Make presentations on the themes: Agriculture in Kazakhstan.
UNIT 2 WEEK 2
Task 1. Make presentations on the themes:Two brances of Agriculture
UNIT 3 WEEK 3
Task 1. Make a presentation on the theme: Plants and man
UNIT 4 WEEK 4
Task 1. Make presentations on the themes: Cereals in Kazakhstan
UNIT 5 WEEK 5
Task 1. Make presentations on the themes: Utilization of cereals
UNIT 6 WEEK 6
Task 1. Make presentations on themes: Farm Animals
UNIT 7 WEEK 7
Task 1. Make presentations on the themes: Food from Animals
UNIT 8 WEEK 8
Task 1. Make presentations on the themes: Food processing
UNIT 9 WEEK 9
Task 1. Make presentations on the themes: Food Safety
UNIT 10 WEEK 10
Task 1. Make presentations on the themes: Quick snacks
UNIT 11 WEEK 11
Task 1. Make presentations on the themes: Catering
UNIT 12 WEEK 12
Task 1. Make presentations on the themes: Food of Nomad
UNIT 13 WEEK 13
Task 1. Make presentations on the themes:The challenges of growing season
UNIT 14 WEEK 14
Make presentations on the themes: Hamburger
UNIT 15 WEEK 15
Make presentations on the themes: Hot dog
“
Monitoring students’ achievements
Questions for Current control
ҚАЗАҚСТАН РЕСПУБЛИКАСЫНЫҢ АУЫЛ ШАРУАШЫЛЫҚ МИНИСТРЛІГІ
С.СЕЙФУЛЛИН АТЫНДАҒЫ ҚАЗАҚ АГРОТЕХНИКАЛЫҚ ЗЕРТТЕУ
УНИВЕРСИТЕТІ
Шетел тілдері кафедрасы
«Professionally oriented English»
Пәні бойынша емтихан билеттері
Қаржылық аналитика мамандығының студенттеріне арналған
(B1, деңгейі, 3 семестр)
Құрастырушы:
Alimzhanova B.Y.
Гуманитарлық факультет
отырысында қаралып бекітілді:
26, маусым 2023 ж.
№12 хаттама
Кафедра меңгерушісі:
п.ғ.к. Э.А. Утеубаева
Астана – 2023
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 1
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 1 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 2
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 2 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 3
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 3 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 4
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 4 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 5
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 5 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 6
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 6 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 7
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 7 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 8
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 8 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 9
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 9 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 10
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 10 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 11
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 11 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 12
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 12 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 13
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 13 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 14
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 14 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 15
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 15 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 16
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 16 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 17
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 17 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 18
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 18 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 19
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 19 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 20
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 20 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 21
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 21 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 22
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 22 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 23
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 23 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 24
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 24 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
MINISTRY OF AGRICULTURE OF THE REPUBLIC OF KAZAKHSTAN
S.SEIFULLIN KAZAKH AGRO TECHNICAL RESEARCH UNIVERSITY
EXAMINATION CARD 25
Listening: Listen to the tape script and choose the correct option.
Reading: Read the Text 25 and answer the questions.
Writing: Write an essay on the given topic.
Speaking: Speak on the given conversational topic.
Lecturer
Alimzhanova B.Y.
The map of educational and methodological provision of the discipline "Professionally
oriented English"
№
The
number
of
students
studying
the
discipline
(expected
number)
Educational
literature (title,
publisher, year of
publication,
author(s)
Educational,
methodical,
scientific
literature (title,
publisher, year of
publication,
author(s)
Educational and
scientific
literature on
digital media
(title, year of
creation,
author(s))
Number of copies
At
the
libra
ry
At
the
de
par
tm
ent
on
electroni
c media
(with
reference
)
Main Literature
1.
70
Food
Technology .Expres
s Publishing 2016,
Virginia
Evans,
Jenny Dooley ,Dr.
Ellen Blum.
2.
70
Food Service
Industries. Career
Paths.2015 Virgina
Evans. Dooley ,Dr.
Ellen Blum.
Food
Technology .Expr
ess
Publishing
2016,
Virginia
Evans,
Jenny
Dooley ,Dr. Ellen
Blum. Teacher’s
book
Food Service
Industries. Career
Paths.2015
Virgina Evans.
Dooley ,Dr. Ellen
Blum. Teacher’s
book
Food
Technology .Ex
press Publishing
2016, Virginia
Evans,
Jenny 10
Dooley ,Dr.
Ellen Blum. .
http:///expresspu
blishing.co.uk
Food Service
Industries.
Career
Paths.2015
Virgina Evans.
Dooley ,Dr.
Ellen Blum.
http:///expresspu
blishing.co.uk
10
1
1
http:///ex
presspubl
ishing.co.
uk
https://lc
cn.loc.go
v/201903
9139
3
Plant production,
Express Publishing
2019,Clare
Reynolds-Jenny
Dooley
Plant production,
Teacher’s
Book.Express
Publishing 2019,
Reynolds-Jenny
Dooley
Plant
production
Express
Publishing 2019,
Clare Reynolds- 10
Jenny Dooley
1
http:///
expresspublishi
ng.co.uk
http:///
expressp
ublishing
.co.uk
Дополнительная литература
4
70
Murphy Raymond.
Essential Grammar
in Use. Intermediate.
Cambridge
University Press. –
2018. –
Murphy
Raymond.
Essential
Grammar in Use.
Intermediate.
Cambridge
University Press.
–
2018.
–
Teacher`s book
1
1
https://w
ww.amaz
on.co.uk/
EcologyEnviron
mentConserva
tionAnneOffit/dp/
1682860
612#deta
ilBullets_
feature_d
iv
5
70
Английский язык
(для студентов
факультета ВиТЖ,
обучающихся по
специальности
5В072700
«Технология
продовольственных
продуктов» Астана,
2015. – 121 стр.
Teacher’s book
Vocational
English, Pearson
Longman,
Rosemary
Richey,
2018
Series
editor
David Bonamy
Teacher
The Philosophy
of
Ecology,2021,
Cambridge
1
University
Press.
Alimzhanova B.Y.
signature
Head of the Department
______
signature
name
Uteubayeva.E.A
name
1
www.pea
rsonlong
man.com
/vocation
alenglish