Helthy food

Long-term plan: Unit:4.3C Healthy World (Content with language)

School:

Date:

Teacher name:

Grade:5

Number present:

absent:

Theme of the lesson

Healthy food

Learning objectives(s) that this lesson is contributing to

5.R6 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics

5 .S7 contribute a limited range of suitable words, phrases and sentences including giving opinions during short pair, group and whole class exchanges;

Lesson

objectives

All learners will be able to:

• to understand the vocabulary on the topics

• Read, find some detailed information to describe in phrases

Most learners will be able to:

• Complete all the tasks without support

• Find some detailed information from the text, answer to all the questions

Some learners will be able to:

• Complete all the tasks independently

• Analyze the text and use specific information to justify their answers

Assessment

criteria

• Achieve assessment criteria

• Talk about healthy food

Language objectives

Healthy and junk food

Previous learning

Food, much\many

Cross curricular links

Biology

ICT skills

Using videos, PPT

Plan

Planned timings

-*

Planned activities

Resources

3 mins

5 mins

2 mins

2 mins

30 mins

Teacher greets students; students respond to greeting and take their places.

Hello, children! How are you?

Psychological training “wishes”

Warm up

Learners will be divided into three groups: ‘vitamin ’, ‘protein’ and ‘fruits’. They will be divided into groups by choosing pictures ( groups ability is mixed)

Successful assessment paper will given to each learner.

Description for each column:

Full answer – 3 point

Half answer -2 point

Not all – 1 point

Checking last lesson’s lexis by revision exercises

-I will give different exercises accord of their level

A. Name the food on the pictures

B. Find the odd word.

1.milk –cake –juice –tea

3. carrots –cabbage –tomatoes –fish

2. apples –oranges –potatoes –bananas

4. sweets –ice-cream –chocolate –meat

5. cheese- yogurt – onion- milk

6. garlic – carrot – strawberry

C Divide into group

Juice, milk, biscuits, coffee, crisps, lemonade, porridge, pizza, ham, coke.

Formal assessment “traffic light”

Give formative assessment by round cards

(red- so-so, yellow- good, green-excellent )

After listening song students will try to find the theme, will ask different answers and will have found the theme

-What do you think what is the theme of our lesson today?

- Maybe food? Is it about food? I it healthy food?

-Yes, you are right. The theme of our lesson is “Healthy food”

(слайд 2)

Pre –reading

Students will do “Bubble maps” with

“Healthy food” and “Junk food”

Look at these words you should divide them into two group. What kind of group we can divide?

Coke, orange, porridge, lemonade, milk, egg, tea, ham, sweet, coffee.

While – reading

Students will read the text “Healthy food”

INSERT 1 Stage. Stage of call.

Explain to the students that they will read the text and making notes with pencil. For it they will use the following signs.

! – Бұл мені қызықтырды; It’s interesting;

-(minus) – Мен бас қаша ойлаймын; I think otherwise;

V – Мен оны білемін; I know it;

+ - Жаңа деректер; New information;

? - Түсінбедім; Don’t understand.

On the board the title of the topic “Healthy food”. Board is divided into two parts: on the left column “I know” .After writing what they know, write on the right column :I want to know”.

Students in turn report the information they know about the issue. The teacher shortly writes them on the left board.

Then the teacher asks the question : “What would you like to know about this topic?”

Stage 2. Stage of thinking. Students will be divided into group according to the level

Text is distributed. There will be two different texts for different level. There will be differentiation by task. Given time to read and make the necessary notes.

Text for low level students will be easier than for high level. Then work in pairs and discuss and use constructions like:

I think, I know it, I read about it earlier, I’m of the same opinion, I don’t agree with it, I couldn’t say for sure, Impossible etc…

Then the teacher conducts a frontal conversation.

She reads the first entry on the board in the left column and asks the students to refute or confirm it with the text. The same work on the right column makes it possible to find out what questions the students didn’t answer the text. If this questions are complex the teacher answers. Or you can give your home work the answers in the directories and prepare short massages. Sometimes the consequence of this work is the project.

Further, students in group of 4 people on A-4 sheets with markers do a cluster(Knowledge Systemized, graphic organizer) those. Record graphically all the information learned.

Stage 3. Stage of reflection.

Students have a story about the presentation of their cluster. Summing up the results of the lesson, assessing for the master task.

Successful assessment page

A

________ ______ ________

__________ __________ ___________

Traffic light

https://www.youtube.com/watch?v=5iS8hOJ

Assessment criteria

1. Informative cluster

2. Find at list 3 facts from the text

What hasn’t turned out

What has turned out

What has turned out

3 min

Students will complete the “Pyramid”

They will write their answers to sticker

What to repeat to the

following lesson

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

Health and safety check
ICT links

Support for weaker students: working in pairs/groups, phrases

Challenges for more able students: Encouraged to do more writing; assist weaker students.

Pair work, group work

Monitoring

Teacher observation about individual progress

FA according to the set criteria

Peer assessment

Health promoting techniques

Breaks and physical activities used.

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?

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 orachievements/difficulties of individuals that will inform my next lesson?