Lesson 98

Unit: 7.3С Healthy Habits

Topic: I’ll have pizza please

School: №99

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.S6 communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges

7.UE16 use conjunctions if, when, where, so, and, or, but, because, before, after to link parts of sentences in short texts on a growing range of familiar general and curricular topics

7.R3 understand the detail of an argument on a limited range of familiar general and curricular topics

Lesson objectives

• To communicate at sentence level while working in pairs

• To use conjunctions and new vocabulary in speech

• To understand the detail in text while answering to the questions

Language objective

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

Previous learning

Speaking: Healthy and Unhealthy Eating Habits

Cross-Curricular Link

Biology, Chemistry, Geography

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

7mins

5 mins

5mins

7 mins

3 mins

The teacher explains lesson objectives in a simplified form.

Warm-up activity

Students are shown a riddle on the Interactive Board to guess the name of the food. (critical thinking)

I was first discovered in Naples Italy.

I am chewy and hot and kids like me a lot.

You roll me out of dough, don’t you know.

You can put any toppings you want on me.

What am I?

1. Cupcakes

2. Popcorn

3. Pizza

Teacher asks:

Where did pizza originate or come from? (Italy)

After allowing the students to guess pizza, teacher shows them world map and asks a volunteer to find Italy. Point out that Italy is an island because it is a piece of land almost entirely surrounded by water and connected to a larger piece of land.

Teacher asks questions:

-Do you like eating pizza?

- How often do you eat pizza?

Teacher explains descriptors and discusses it with students. Students work in pairs asking and answering to the questions about pizza. (W, P)

7.S6 communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges

Descriptors:

• To have full answer

• To use new vocabulary (3-4)

• Use conjunctions while answering to the questions (1-2)

Pre-reading

Teacher distributes KWL paper to fill it. (W, P).

K- What they know about the history of pizza.

W – What they want to know about the history of pizza. (critical thinking)

While-reading

Students individually read a text about “History of Pizza”.

Post-reading

After reading the text students prepare questions according to the text.

Teacher asks what they have learnt about pizza. They need to fill KWL table. (W)

Slide 1 (PPT)

Slide 2 (PPT)

Conversation about pizza

Slide 3 (PPT)

Reading Text

End

3mins

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

What have I learnt?

What new words have I learnt?

What are my problems?

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?