6 grade the lesson's theme '''Food and drink'

Our health

School:

Date:

Teacher’s name:

Class: 6

Number present:

absent:

Theme of the Lesson:

Food and drink. Talking about eating habits.

Learning objective(s) that this lesson is contributing to

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

6.3.1.1 provide basic information about themselves and others at discourse level on a range of general topics;

6.3.4.1 respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics;

6.3.6.1 communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges;

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

Lesson objectives

• To discuss the topic and ask and answer questions to recognize speaker’s opinion

• To create a menu for healthy life style and share with other classmates

Assessment criteria

• A learner can talk about healthy and unhealthy foods and their impact on people

• A learner can create a special menu for healthy life style.

Value links

Cooperation, respect to each other, collaborative work

Cross curricular links

Biology, Chemistry

Previous learning

Healthy diet

Plan

Planned timings

Planned timings

Resources

Beginning

0-2

2-7

Organizational moment

Greeting students. Teacher draws students’ attention to the title of the lesson and discusses Learning Objectives with the students.

Warm –up. Ask learners if they or their parents choose what they eat. Which do you think is better?

PPT slides 1-2

Middle

7-12

12-17

17-20

20-25

25-35

Practice

Ex4 p118 put the words in ex 1 in to the the correct column. can you add some more words?

ex 5 p 118 complete with a/an or some

an apple some juice some potatoes some coffee some biscuit a fruit some butter

Ex 7 read what some students say about their PE lessons

Let us do ex8 read the texts again. Write the names.

Ben likes the teacher Ivan has PE only in summer Sam loves PE very much

Mary doesn’t like jumping. Sam and Ivan has PE outside

Production

ex10 p 120 Put the words in the correct column

cheese sandwich sausage sugar vegetable fish chicken mushroom

Focus on speaking

Divide learners into pairs. Hand out a worksheet to each student. Ask them to look at the list of words together and place them in the right columns. Point out that there is not always correct answer as the healthiness of some foods is a matter of opinion. Set a time limit of 5 minutes.

When they are ready, ask them to add at least five more words to each group.

Find out if all pairs have made the same decisions about the foods. They take it in turns to tell the class what other foods they added to the lists. Encourage learners to justify their decisions. Teacher may want to introduce the vocabulary of nutrition at this point.

Answers: Healthy: apples, carrots, bread, cheese, eggs, fish, fruit juice, milk, olive oil, oranges, pears, rice, spaghetti, tomatoes, water.

Unhealthy food: beefburgers, butter, chips, chocolate, cola, garlic, lemonade, pizza, salt, sausages

To brainstorm how to use too much, too many and not enough, show a video to students. It is highly recommended to show the video, because learners have to use quantifiers in speaking activity.

Learners think about their typical diet and decide if it is healthy. They should refer to the healthy eating pyramid. They must identify five foods they should eat less of, and five foods they should eat more of. They discuss their choices with their partner. Encourage them to use phrases like too much/many and not enough.

Focus on writing

In pairs, learners plan a healthy life lunch menu for a school for five days. They will need to choose a main course, dessert and drink for each day. Explain that they should try to include plenty of different foods and make the menu appealing for teenagers.

Presentation

They present one day of their menu to the rest of the class (or to groups if this would take too long.) The class makes comments on whether the choice of food is tasty, healthy, expensive or suitable for vegetarians.

Pair work and group work

Multi-level photocopiable activities for teenagers

Meredith Levy, Nicholas Murgatroyd

Cambridge University Press

Page 43

Video https://www.youtube.com/watch?v=8M9pekHd2So

PPT Slide 3

Pair work and group work

Multi-level photocopiable activities for teenagers

Meredith Levy, Nicholas Murgatroyd

Cambridge University Press

Page 44

End

35-40

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

• What have we studied today?

• What did you find difficult?

Home task: W.B. p.42, a menu

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 rules

Support more –able and less-able learners with some vocabulary if necessary.

Monitoring learners’ while doing different activities during the lesson and providing different types of feedback for speaking (on the sport or delayed).

At the end of a pair or group work activity, learners can be asked to tell their peers one or more thing they did well.

Make sure power cords are not a tripping hazard

Everyday classroom precautions