Lesson plan. healthy habits

Long-term plan unit: 7.3C: Healthy Habits (Content with language)

School: NIS

Date:

Teacher name:

Grade:7

Number present:

Absent:

Theme of the lesson:

Healthy habits (Food pyramid)

Learning objectives that this lesson is contributing to

7.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

7.L5 understand most specific information and detail of supported, extended talk on a range general and curricular topics

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

7.R5 deduce meaning from context on a limited range of familiar general and curricular topics, including some extended

7.UE8 use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics

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

Lesson objectives

All learners will be able to:

• listen with getting specific information;

• use topic related vocabulary in their speech

Most learners will be able to:

• properly use 1^st conditional structure talking about Healthy habits

Some learners will be able to:

• organize listened information into categories;

• follow the rules and instructions willingly.

Success criteria

Learners have met this learning objective if they:

• understand most specific information and detail of supported, extended talk on a range general and curricular topics

• Follow the rules and instructions.

Value links

Respect for self and others. Cooperation. Academic honesty. These values can be fostered through pair or group work, when students read the texts then discuss them in groups of experts and after that present the information gained to the whole class. Students should bear in mind the rules of academic honesty while doing their formative assessment tasks.

Cross curricular links

Biology, Physical education

ICT skills

Be able to retrieve information from the Internet.

Previous learning

Topic related vocabulary (adjectives describing food)

Intercultural awareness

• Learning healthy habits students can gain valuable learning experience.

Kazakh culture

• Comparing American and Kazakh food

Pastoral culture

• Assure you met all learners’ needs.

Health and safety

• Make sure power cords are not a tripping hazard;

• Everyday classroom precautions.

Plan

Planned timings

Planned activities

Resources

Beginning

2’

Middle

8’

20’

20’

25’

Introducing learning and lesson objectives.

“Find your pair” (W)

1. Each student chooses one card and those who have a “Word” card find its definition.

2. Ss fill in the gaps with appropriate word.

Grammar (I)

1. Ss get acquainted with 1^st conditional;

2.write sentences using the photos on slides as prompts;

3. do exercises 2,3,5,7

Food pyramid (P, I)

1.T explains Ss that there are 5 food groups. Ss in groups try to guess them. After Ss’ guesses T shows a video with right answers.

2.Ss write down new vocabulary from the video about Food pyramid.

Jigsaw reading (P)

Ss read their food groups, check understanding. Ss then pair up with someone from the other group and

1. tell them about their story, and listen to the other one (complete the table)

2. try to find the words to the definitions from the texts.

Differentiation: Provide support to LAS, let them refer to their texts.

PPT Slide 1,2

PPT Slide 3

Handout 1

cards with definitions

Family and friends 5 SB

p 73 ex 1, 2

PPT Slide 4-10

Handout 2

Grammar friends

p 59-60 ex 2,3,5,7

PPT Slide 11

Handout 3

(Food pyramid)

https://www.youtube.com/watch?v=O0T3EP4NEpI

PPT Slide 12

Handout 4

Family and friends 5 SB

p 76 (text) p 77 (words)

End

5’

The Plenary (I)

Ss say a sentence about healthy habits using 1^st conditional.

HOMEWORK: Learn new vocabulary, retell the text about Food Pyramid

PPT, Slide 13

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 check

Differentiation:

• Pair work;

• Group work;

• Teacher’s support

• By outcome

• By task

• Observing;

• Feedbacks;

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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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?