План урока по английскому языку

Long-term plan: Unit8 Health habits

School:

Date:

Teacher name: Akdauletova Kymbat

Grade: 7

Number present:

absent:

Lesson title: The food pyramid

Holidays

Learning objectives

7.L5 Recognize the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics.

7.S6 Begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges.

Lesson objectives

All learners will be able to:

• Understand about Food Pyramid

Most learners will be able to:

• Answer the questions on specific information according to what they learn

• Brainstorm ideas into writing a short description

Some learners will be able to:

• talk about the food they would like to eat.

• lead the discussion on healthy eating

Assessment criteria

• use new words and phrases while speaking

• listen and complete the table correctly

• talk about extreme eating abilities

Value links

Learners are taught to be responsible and tolerant to each other’s ideas and habits.

A secular society with high spirituality. (“Mangilik Yel”3)

Cross curricular links

Biology

ICT skills

Smart board for showing a presentation

Previous learning

Healthy habits and healthy living

Plan

Planned timings

Planned activities

Resources

Starter

5 min

Greeting.

Teacher greets the class and explains lesson objectives in a simplified form.

Warm-up activity

Today we are going to speak about health and problems with health. There is a poem about the healthy life-style/ let’s read it together.

• To be healthy in your life,

Don’t forget to do all five!

Get up early, quick and bright

Exercise with all your might.

I’ll divide learners into 2 groups. I’ll give you stickers with pictures. There are healthy food and unhealthy food. Who has got healthy food, you are the first group and Who has got unhealthy food, you are the second group. Then say wishes for your group mates.

chalkboard

Middle

5 min

9 min

5 min

4 min

4 min

4 min.

Differentiation by task

(W)Speaking. Activity 1

1) Now, learners what can you see on the board?

Food Pyramid is a diagram that represents a healthy diet by placing food groups in a pyramid according to the number of serving from each group to be eaten every day.

(G) Making a poster

*each group draws a pyramid and fill the pyramid with different types of food. At the top of it, write the name of category the lest healthy products, at the bottom – of the healthiest ones.

*Learners from each group show their pyramids and justify their answers. Others may comment and evaluate, or contradict.

2) (I) Tasks for more able learners:

Answer the questions.

-What Food Group serves as the base of the Food Pyramid? Why?

-Which food group should you eat the most of?

-How do you think what is the most healthy food?

Descriptor

A learner :

- Makes a poster.

- Speaks on the topic clearly.

(I) Listening. Activity 2

Lead-in and pre-listening

Task:

Which of these words and word expressions do you know:

Protein, carbohydrates, saturated fat, unsaturated fat, vitamins, minerals, fibre, sugar, salt

Use the words to write the letters in right order:

a. White bread, white rice and potatoes are high in ___ rPotieni____

b. Butter and cheese are high in ___ tsadutrate tfa____

c. Oily fish, for example salmon, is high in ____ dunrstuatea fat __

d. Brown rice and wholegrain bread are high in __ sitamivn, __ smnieral

e. Salted nuts, cheese and olives are high in ____ bifre,__ tsla_____

f. Chicken, beef and lamb are high in ____ bcyarohdrsate______

g. Chocolate is high in _____ guars______

(f) While listening

Listening for specific information

-Learners watch the video (2 times)

-While listening learners complete the table (see Appendix 1)

While listening and watching the video complete the table.

Descriptor

- selects an appropriate answer for each question

- complete at least 80% of the information correctly

(P ) Post-listening

Task: Talk with your partner about some of the food you eat. Explain why you think a food is unhealthy or healthy.

For example:

‘I think chocolate is unhealthy because it …………………………… sugar and saturated fat.’

‘I think brown rice is healthy because it ……………………….. fat and ………………... fibre.’

• What do we need to eat more of to keep healthy?

• What do we need to eat less of to keep healthy?

Feedback.

Strategy “Draw your brain”.

Learners draw outlines of brain, then they fill it with everything they have learnt during the lesson.

Flashcards

Mangilik Yel, 3

Cards

Video “Our food” www.makemegenius.com

Appendix 1: Formative assessment sheet

End

4 min

Evaluation:

Give the learners the stickers where they can give the reflection according to the content of the lesson:

Learners should write three best moments during the lesson, and one moment which was not so good.

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

• More support can be given in the speaking activity when learners define new words, express their opinion on the matter.

• More able learners can be appraised with providing them a kind of creative work to express their opinions

• Facilitate and structure discussions, check students’ understanding through procedural questions

• Through estimating written tasks

• Through formative assessment

• Learners will be safely seated at a comfortable distance away from electrical outlets and cables, monitors and recorders.

Reflection

Were the lesson objectives/learning objectives realistic?

Did my planned activities work well?

Did I stick to timings?

What changes and differentiation should I make next time?

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 can improve the lesson (consider both teaching and learning)?

1:

2:

What have I learned from the reflection of the learners? (difficulties of individuals or all the learners)

Subject: English

Grade : 7

Unit : 7.3C Healthy habits

Theme: Healthy habits and healthy living

Learning objective:

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

Skill: Listening

Task: Watch the video “Our food” two times and complete the table below.

Learning objectives

Skill

Success criteria

Achieved

Working towards

Conclusion

Achieved

Working towards

L5

Listening

Student can understand specific information from listening and complete at least 80% of the information correctly

Type of food

What do they contain?

What they give? Why are they important?