Lesson 97

Unit: 7.3С Healthy Habits

Topic: Healthy and Unhealthy Eating Habits

School: №99 School-gymnasium

Values: Work and Creativity, Life-long learning

Date:

Teacher’s name:

Grade: 7

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

7.R1 understand the main points in a growing range of short, simple texts on general and curricular topics

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

7.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics

Lesson objectives

- Understand the main points of the text by answering to the questions

- Use speaking and listening skills to do survey cooperatively in groups

- Write a summary of the survey using basic connectors correctly

Language objective

To use new active vocabulary and correct grammar constructions in their speech

Previous learning

Reading: What can I eat?

Cross-Curricular Link

Biology, Chemistry

Use of ICT

Smart Board and projector to present the material

Intercultural awareness

to develop ability to understand different cultural contexts and viewpoints expressed in writing

Kazakh culture

viewing personal peculiarities through Kazakh culture

Pastoral Care

Provide sufficient capacity and resources to meet student’s needs

Health and Safety

Make sure power cords are not a tripping hazard

Everyday classroom pre-cautions

Planned timings

Planned activities

Resources

Start

2mins

5mins

Middle

3mins

10mins

5mins

7 mins

3 mins

The teacher explains lesson objectives in a simplified form.

Warm-up activity

To revise subject-specific vocabulary students are divided into 3 groups. Teacher uses “Fruit salad” game to make groups.

Students draw mind map and write subject-specific vocabulary according to the themes. Then they need to move clockwise and add their own words to other groups’ mind maps. (W, G)

Group 1 – fruit and vegetables

Group 2 – healthy food

Group 3 – unhealthy food

Pre-reading

Students watch the video “8 Tips For Healthy Eating” and discuss whether they agree or not.

While-reading

7.R1 understand the main points in a growing range of short, simple texts on general and curricular topics

Students are distributed the text “How to Stay Healthy”. They read the text individually and do the tasks according to the levels. Then in their groups they check peers’ answers. (peer assessment) (W, G, f)

• low level students – Task 3

• mid-level students – Task 2

• high level students – Task 1

Teacher observes and writes whether students achieved the tasks or not.

Pre-writing

Students do the survey “Healthy eating” and write the answers on the table.

While writing

7.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics

Students individually write summary of the survey.

Descriptors

Group 1 (low and mid-level students)

• Writes 4-5 sentences

• Uses new vocabulary (2-3 words)

• Uses Present Simple correctly (2-3 errors)

Group 2 (high level students)

• Writes 6-7 sentences

• Uses new vocabulary (4-5 words)

• Uses Present Simple correctly (1-2 error)

(Differentiation)

Post writing

Students do “Self-assessment sheet” and find out whether they achieved the learning objective or not (self-assessment)

Video

Reading Text

Survey_eating

End

5mins

Teacher stimulates learners to summarize the main idea of the lesson and explain what and how they have learnt them.(W)

• Reflection

- What have they learned?

- Did they reach the objectives?

- What questions do you have for the teacher?

- What was the most difficult part?

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?

Cross-curricular links

Science,
Critical thinking

Value links

More support:

• Some questions are more difficult than others

• Allow thinking time.

More-able learners:

• Encourage students to use more complex words in a sentence.

• Language support

• by monitoring the spelling, pronunciation,

• Speaking

• Peer assessment

All of these lesson features reflect NIS values as suggested in the NIS Trilingual Implementation Strategy, and correlate with the aims of critical and creative thinking, and effective communication set out in the Subject Programme for G7 English.

Innovative Technology

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?