Unit 8: Healthy Habits

School:

Date:

Teacher’s name:

Class:

Number of present: 11Absent:1

Lesson title: Health problems

Learning objectives

7.R9 recognize inconsistencies in argument in short, simple texts on a limited range of general and curricular subjects

7.W5 develop with some support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics

Lesson objectives

All learners will be able to

- understand the meaning of the topic

- know a limited range of vocabulary according to the theme “Health problems”

Most learners will be able to

- recognize a limited range of general and curricular subjects

- use with some support coherent arguments supported when necessary by examples

Some learners will be able to

- applythe meaning of the topic

- improve written genres in familiar general and curricular topics

Assessment criteria

• Identify the main idea of text on unfamiliar and curricular topics

• Write a text using appropriate style and plan of a given genre

• Connect sentences into paragraphs with basic connectors and linking words with some support

Values links

The Patriotic Act “ MangilikYel” 2^nd value: National unity, peace and harmony in our society

Cross- curricular links

PE & Biology

Previous Learning

Name of sports and healthy food

Plan

Planned things

Planned activities

Resources

Start

3 min

8 min

Greeting: Teacher greets pupils and students respond to teacher’s greeting

I will divide into three groups by names of sport (football, basketball, volleyball)

Differentiation by teacher’s support:

- more able studentsmake up sentences without support

- less able students understand the meaning of phrases and make up sentences with some support

Task 1. Warm up.

(G) Group members are given a worksheet with illustrations. There is also a slide with pictures and key words on the interactive board. Teacher asks the question: What should/shouldn’t you do to have a healthy lifestyle? The first group’s members find and identify healthy habits, the second group members identify unhealthy habits. They may add their own sentences using should/shouldn’t.

Suggested Answer Key: We should get a good night’s sleep. We shouldn’t eat too much junk food and so on.

Teacher: What do you think? What is today’s theme? Learners give their own ideas.

Teacher introduces pupils with the theme, Lesson objectives and Assessment criteria.

AFL : Oral feedback

worksheets

Student’s book English7

Express Publishing

cutting

letters

a worksheet with illustrations

ICT

Middle

7 min

9 min

8min

Differentiation by type of task:

• more able students write their response helping to less able students by using word combinations and sentences

Task 2 . While-reading activity: Double Entry Journals

Students are given a worksheet to take notes directly from the text and write their response by using word combinations and sentences. Learners read the text and recall information in the text, do “Clusters” on Healthy and Unhealthy habits.

AFL: Gallery- “Best cluster” nomination.

Differentiation by ability

• more able students make up own sentences about healthy or unhealthy habits and correct the false statements

• less able students read the text and mark statements 1-6 as T (True) or F (False ).

W) Task 3. Post-reading task “True or false” activity

Learners read the text again and mark statements 1-6 as T (True) or F (False ). Correct the false statements.

1.Teenagers think they get enough sleep

2. Teenagers have the same sleeping habits as adults.

3. Sleep protects you from illnesses.

4. Sleeping less can improve your diet.

5. Technology can stop you from sleeping.

6. It’s a good idea to keep the same bedtime.

Answer Key

1 F (They are trying to get a little more.)

2 F (They feel sleepy later and take longer to wake up.)

3 T

4 F (It can harm your diet, and you may eat more unhealthy food to keep you awake.)

5 T

6 T

Descriptor: A learner

- make up sentences using should/shouldn’t

-reads the text attentively write response by using word combinations and sentences

-finds true or false sentences;

-corrects the false sentences.

AFL: Teacher’s assessment in orally

Pictures,

worksheet with key words

Ex1 p 88

Ex 3 p 88

Posters, stickers

& colored markers

End

5min

Reflection

Ask students to look at lesson objectives and think and say what they did well in the lesson and what needs improvement.

Self-assessment: «Success criteria»

• I can use should/shouldn’t in speaking

• I will be able to write response by using word combination and sentences

• I can find T or F sentences by listening text

• I will be able to correct false statements

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

To keep fit and be healthy, always do exercises and have healthy food

Physical activity: Nose and Ears

Differentiation by type of task:

More able students write their response by using word combinations and sentences

Less able studentsread the text and recall information in the text

Differentiation by support:

Teacher helps less able students to understand the text by highlighting key words, expressions and giving translation of them.

Differentiation by ability: More able Students make up own sentences about healthy or unhealthy habits.

- Oral feedback.

- Gallery - “Best cluster” nomination.

- Teacher’s assessment in orally

Reflection

Were the lesson objectives / learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning?

What was the learning atmosphere like?