Unit of a short term plan“Healthy habits”

School: S.Kozhanov.

Date:

Teacher name: Moldabaeva A.

CLASS:7

Number present: 12

absent:

Lesson title

Healthy and Unhealthy habits.

Learning

objective(s) that

this lesson is contributing to:

7.L4understand with little supportsome of theimplied meaning in extended talk on a limited range of general and curricular topics

7.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

7.UE8 use a growing variety of future forms including present continuous with future meaning on a range of familiar general and curricular topics

Lessonobjectives

All learners will be able to

• Listen and divide words into healthy and unhealthy habits groups

• Name healthyandunhealthyhabits

• Make up sentences with keywords using present continuous

Most learners will be able to

• Listen and fill in missing words to the dialogue.

• Give advice according to healthy and unhealthy habits.

• Make sentences with future and present continuous.

Some learners will be able to

• Make and act out the dialogue by identifying particular information

Assessment criteria

• Recognize particular information and details about healthy and unhealthy habits.

• Apply the topicrelated vocabulary in speech

• Compose present continuous forms with present and future meaning in the dialogue

Values links

Knowledge, understanding and application

Cross-curricular links

Sport

Previous learning

Names of healthy and unhealthy habits.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

7 min

• Greeting:Hello,students! How are you?

The students are divides into two groups according to the stikers which they choose, “healthy and unhealthy habits” .

The teacher introduces the objectives of today's lesson and assessment criteria.

Students watch the video and listen to the song.Teacher asks some question to elicit the topic of the lesson.

Pictures of healthy and unhealthy foods.

Video-Song

Healthy habits.

5min

6min

6min

I.Task: Choose the picture cards and findhealthy and unhealthy habits. Make the sentences withshould, 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:

• Finds healthy and unhealthy habits.

• Makes right sentenceswith should/shouldn’t and say them

AFL- “Numbers speak” activities

.Task:2Listen and asking for /giving advice.

The sentences above are from the dialogue between two friends. Read and listen, roleplay 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.

R ita: Thanks for the advice, Diana.

What is Rita’s problem?

What is Diana’s advice?

Descriptor a learner:

• Listens to dialogue

• Gives advice according healthy and unhealthy habits.

AFL- Self–assessment papertick

“Wordplay” activities

I/W 3.Task.Knowledge tree. Look at the blackboard and make up sentences with keywords and students must hang the stickers to the tree.

More able learners will be given a task to make their own sentences .

Less able learners will be given more support by given them

keywords:eat, do morning exercises, go, run, drink

Descriptor a leaner:

• d evelophis/her personal objectives

• write their sentences

• presenttheir words to the class

Relax time.Lets come and dance.

“Conversation pyramids” activities

4.Task: Watch the video about healthy and unhealthy food .Then do poster and complete the pyramid and talk about their food pyramid.

Which food/drinks give us a lot of energy?

Which ones keep our muscles strong?

Which food/drinks give us a lot ofHarmful?

What is the damage to the body?

F ill in pyramids

AFL- “Auction”

Picture cards healthy and unhealthy habits with №

Leaves and tree

Pyramid puzzle

Video about healthy food.

End

4 min

Conclusion of the lesson. Test yourself about your healthy habits.

Reflection.Writing feedback.

Think and say what they did well in the lesson and what needs improvement.

• What have Ilearnt?

• WhathaveI found easy?

• What have I found difficult?

• What do I want to know?

Giving marks.S1 S2 S3.

Giving homework. Ex.3 p.100.

So, the lesson is over. Goodbye

Post

L etter 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

Learner’s learning?

Health and safety check

Differentiation 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 will be given more support by given them key words: eat, do morning exercises, go, run, drink

Descriptor a leaner:

• develops his/her personal objectives

• writes their sentences

• presents their words to the class

“Brain storm”, “Self - assessment paper”, “Post it”, “Number speaks”, “Auction”, “Knowledge tree”, “Letter stickers” “Conversation pyramids”

P hysical exercises

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?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?