Lesson title: Discussing healthy habits, healthy living and learning about the food pyramid

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«Lesson title: Discussing healthy habits, healthy living and learning about the food pyramid»

Short term plan

Unit7: Healthy habits				School
Date: 07.03.2019				Teacher’s name: Tazhenova Zh.B.
Class: 7				Number of present:
Lesson title: Discussing healthy habits, healthy living and learning about the food pyramid
Learning objectives		7.2.4.1 understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics 7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics and some curricular topics 7.6.8.1 use a growing variety of future forms including present continuous with future meaning on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to recognize the content of an extended conversation using with teacher’s support find the tоpic relаtеd vocabulary in speech appropriately arranging words and phrases into well-formed sentences. uses present continuous with future meaning correctly in discussion Most learners will be able to relate the content of an extended conversation using with little support employ tоpic relаtеd vocabulary in speech appropriately arranging words and phrases into well-formed sentences. uses present continuous with future meaning correctly in discussion and presenting Some learners are able to: understand the content of an extended conversation using without support spell most high-frequency vocabulary accurately shоw thе аbility to use future forms including present continuous with future meaning in the context
Assessment criteria		identify the content of an extended conversation using some supporting information. discuss the tоpic relаtеd vocabulary in speech appropriately arranging words and phrases into well-formed sentences. practice forms including present continuous with future meaning in the context.
Values links		Follow healthy lifestyle. Keep fit.
Cross- curricular links		Physical education/ Biology/ICT
Previous Learning		Names of food and sports
Plan
Planned things	Plаnned activities (replace the notes below with your planned activities) What will the pupils learn? How will they learn it?					Resources
Start 5 min	Starter: Greeting: Teacher says good morning to the students and asks them to take their places. (W/E)Warming up: “Brain storm” activities Quotation: “A healthy mind in a healthy body” Thales of Miletus. What did Miletus Thales mean by this proverb? The students are divided into two groups according to the pictures which they choose “Healthy and Unhealthy Habits” cards. The teacher introduces the objectives of today's lesson and assessment criteria					Pictures of healthy and unhealthy foods Thales of Miletus
Middle 10 min 5 min 5 min 3 min 7 min	Pre-listening task \|I/W\| Task1: Listen and choose the picture cards and find healthy and unhealthy habits. Make the sentences with should, shouldn’t modal verbs and say. What should/shouldn’t we do to have a healthy lifestyle? I team “Healthy” II team “Unhealthy” 1. Get a good night’s sleep 1. Eat too much junk food 2. Have a hobby 2. Eat late at night 3. Do a physical activity 3. Surf the internet for too long 4. Drink plenty of water 4. Play video games too often 5. Eat fruit and vegetables 5. Watch too much TV 6. Don’t smoke 6. Smoke Example: We should get a good night’s sleep. We shouldn’t eat too much junk food. Descriptor: A learner: - Listens to the CD very carefully - Finds healthy and unhealthy habits. - Makes right sentences with should/shouldn’t and say them Assessment: peer assessment Differentiation by support \|P/W\| Task 2: Asking for /giving advice. The sentences above are from the dialogue between two friends. Read and listen, role play it. Prepare 5 questions and give advice. Diana: What’s wrong, Rita? Rita: I want to play in basketball team, but the coach says I have to improve my level of fitness first. What should I do? Diana: Why don’t you around the park? I often go there. Rita: That’s good idea. Diana: You should also eat lots of fruit and vegetables and drink plenty of water. And make sure you avoid snacks and fizzy drinks. They’re no good for you. Rita: Thanks for the advice, Diana. What is Rita’s problem? What is Diana’s advice? Descriptor a learner: - Listens to dialogue - Role play it - Prepare 5 questions - Gives advice according healthy and unhealthy habits. Assessment: self–assessment paper tick Differentiation by outcome: For more able students to compose advice according healthy and unhealthy habits \|I/W\| Task 3. Look at picture and make up sentences with keywords using present continuous Descriptor a leaner: Looks at the pictures Writes their sentences with keyboards Use present continuous Assessment: self assessment Differentiation: More able learners will be given a task to make full sentences about their future plans Less able learners may use vocabulary \|I/W/F\| 4. Formative Task: Compare “Food for Sport” healthy and unhealthy habits. Complete the pyramid and talk about their food pyramid. Fill in the pyramids with the names of food and necessary information from pictures. Add the information about your school lunch. Tеаcher оrgаnizеs a gallery walk and food pyramid analysis putting pictures of “school lunches around the world” on the desks not on the walls. It will be соmfortable for them in pairs to sit and write necessary information (Reviewing food pyramid from the previous lesson). Learners will be reading different school lunches and fill in food pyramid for different country. (Each Learner should have 8 food pyramids). Teacher will give them time to write down the information and clap to move to another desk. Which food/drinks give us a lot of energy? Which ones keep our muscles strong? Which food/drinks give us a lot of Harmful? What is the damage to the body? Fill in pyramids Teacher let leaners discuss the given question within the group and give examples. Leaners are introduced to the term “Food Pyramid”. Answer key: Food Pyramid is a diagram that represents a healthy diet by placing food groups in apyramid according to the number of servings from each group to beaten every day. (G) Teacher divides leaners into different groups and gives out a blank pyramid to each group and makes them fill the pyramid with different types of food (G) Leaners from each group show their pyramids and justify their answers. Others may comment and evaluate, or contradict. Leaners are shown the original Food Pyramid (in the PPT) Group-assessment Leaners compare their pyramids with the peers from other groups and choose the one which was the closest to the original. Differentiation High-motivated leaners show the pyramids and justify their answers. Low-motivated leaners search and collect the information. Descriptor a learner: fills in the graphic organizers (pyramids) correctly reads about different school lunches answers the questions					Picture cards healthy and unhealthy habits with № Excel 7 grade Modul 8 ex1/2 on page 87 Excel 7 grade Module 8 ex 2 on page 94 Piramid puzzle
End 5min	Reflection: writing letter feedback Ask students to look at lesson objectives they set at the beginning of the lessоn and think and say what they did well in the lesson and what needs improvement. What have I learnt? What have I found easy? What have I found difficult? What do I want to know? So, the lesson is over. Goodbye					Post Letter stickers
Additional information
Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment - how are you planning to check learners’ learning?		Health and safety check Physical activity:
D ifferentiation by outcome: more able learners will be given a task to make their own sentences about their future plans. Differentiation by support: less able learners may use vocabularies			Peer/Whole assessment Individual/ Whole self–assessment Group assessment
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?			Use the space below to reflect on your lesson. Answer the most relevant questions from the books on the left about your lesson.