Theme of the lesson: Healthy Daily Routine

Sport, Health and Exercise

School:

Date:

Teacher name:

Grade: 8

Number present:

absent:

Theme of the lesson: Healthy Daily Routine

Learning objectives(s) that this lesson is contributing to

8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups

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

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

Lesson objectives

Students will be able to:

• describe their daily routine

• recognize most of the specific information

• explain their answers

Assessment criteria

Learners have met 8.3.7.1 if they can use targeted vocabulary in discussion.

Learners have met 8.2.2.1 if they can understand most of the specific information correctly.

Value links

Respecting each other, collaborative culture, open-mindedness, honesty.

Cross curricular links

Kazakh or Russian languages, PE

ICT skills

Smart board

Previous learning

Daily routine vocabulary

Plan

Planned timings

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

Resources

Beginning

5 minutes

Middle

5 minutes

10 minutes

2 minutes

10 minutes

5 minutes

(P) Warm up

Students are introduced with the objectives and expected lesson outcomes. They discuss the following questions: What is a daily routine?

What should we do during the day to stay healthy?

The learners are introduced with the vocabulary of the lesson by matching the given pictures with the words and phrases:

(to) get up, (to) get dressed, (to) have a shower, (to) have breakfast, cereals, (to) go to the gym, (to) go swimming, (to) go jogging, (to) quit smoking

Differentiation

Some students can write the words and phrases without being given a list.

(P) Speaking

The learners work in pairs and discuss the following questions using the vocabulary from the previous exercise whenever possible:

What’s your daily routine like?

What time do you get up?

What time do you start and finish school?

Do you do any activities after school? What do you do?

What time do you go to bed?

(I) Listening

1. Before students listen they write a number (1-5) to put the activities in the normal order in the day.

1. Wake up and have a shower.

2. Get dressed and have breakfast.

3. Have classes and lunch.

4. Have dinner and watch TV.

5. Go to bed.

2. Now the students listen to the interview with a swimmer and do the exercises to practice and improve their listening skills.

2. Listening comprehension exercises

c) Check your understanding: True or False

Do this exercise while you listen. Circle True or False for these sentences. If the answer is False, students should explain why it is incorrect.

1. True

2. False

3. True

4. False

5. False

6. True

d) Check your understanding: gap fill

Do this exercise while you listen. Fill the gaps with an activity from the box to complete Dan’s diary.

1. get up

2. go swimming

3. have breakfast

4. go to university

5. have lunch

6. meet friends

7. have dinner

Provide feedback to the students and if necessary read tapescript.

Learners discuss how their daily routine is different from the swimmer’s in the listening task.

Home task: write a paragraph on the following questions: Do you like playing sports? What are the benefits of doing sports?

Power Point presentation

Handout 1

http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/interview-swimmer

Handout 2

Handout 3

End

3 minutes

At the end of the lesson, learners reflect on their learning:

- What has been learned.

- What remained unclear.

- What is necessary to work on.

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 links
Make sure cords are not tripping hazard.

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Support for weaker students: The teacher will support struggling students by re - explaining the set tasks; extra prompts will be given to these students to ensure comprehension.

The teacher will challenge students by asking them the meaning of certain sentences during the vocabulary stage.

Learning will be assessed through oral feedback.

Formative assessment of listening objective.

Kazakh or Russian languages, PE

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 or achievements/difficulties of individuals that will inform my next lesson?