|
LESSON: Healthy habits
(Content with language)
|
School: NIS
Pavlodar
|
|
Date: Feb,
|
Teacher name: Issabekova B.M.
|
|
CLASS: 7 D / 7 F
80
min.
|
Number present:
|
absent:
|
|
Learning objectives(s) that this lesson is
contributing to
|
7.C1 use speaking and listening skills to solve problems
creatively and cooperatively in groups
7.S6 communicate
meaning clearly at sentence and discourse level during, pair, group and whole
class
7.L4
understand
with limited support the main points of extended talk on a range of general
and curricular topics
7.L5 understand most specific information and detail of
supported, extended talk on a range general and curricular topics
|
|
Lesson objectives
|
All learners
will be able to:
|
|
·
Speak about healthy lifestyle
·
Speak about favourite food
·
use the pre-taught simple vocabulary in
speech to express personal ideas and thoughts
|
|
Most learners
will be able to:
|
|
·
talk about healthy habits
·
use vocabulary and create a word list to
ensure they know all meaning of the words;
·
understand with limited support the main
points of extended talk
|
|
Some learners
will be able to:
|
|
·
some learners will be able to create
in-depth meaning and insightful comments on the topic;
·
give their own formulated opinion using
complex sentences and seamless speaking skills
|
|
Previous
learning
|
Health/illnesses
vocabulary
|
|
Plan
|
|
Planned
timings
|
Planned
activities
|
Resources
|
|
5 min.
6-15 min
|
Warm-up and
lead-in:
Learners watch a video about healthy lifestyle. Then share opinions. W
Discussion
Students add
their own tips of healthy lifestyle.
Learner work in
pairs and do a task “Healthy-Unhealthy life”. P
Discuss
in the whole class. W
|
Video “10 tips for healthy lifestyle”
Worksheets “Healthy-Unhealthy”
|
|
16-35
min
|
Learners
discuss health problems. G
-
Students revise illnesses
-
Students find out how to treat different illnesses
Then
check and discuss in the open class. W
|
Worksheets “Health-problems-multiple-choice”
|
|
5 min
|
Feedback.
-
Learners
discuss in groups what they have learnt.
-
What
was difficult for them?
-
Revise
new vocabulary
|
Class discussion
|
|
Break
|
|
3 min
|
Warm-up:
Learners
sing a song about food. W
|
http://www.youtube.com/watch?v=GaLvxVnn8Yg
|
|
4-12
min.
|
Listening
practice Formative Assessment. W
Learners
listen and answer the questions with multiple choice
|
“Listening A2 –free time”
Answer sheets
|
|
13-16
min.
|
New
Vocabulary
Learners
match the words with the pictures. I
|
“Messages 2” SB p.102 ex.1a
|
|
17-25
min.
|
Listening
practice
1) Close
your book and listen to the conversation. How many “food and drink” words can
you hear? I
2) Listen
again and do True/False task
|
“Messages 2” SB p.102 ex.2a,b
p.103 ex.2c
|
|
26-35
min.
|
Grammar
practice
Countable/Uncountable nouns W
1) Teacher
explains briefly countable and uncountable nouns. Learners do exercises.
2) I’d
like + a/some…
Could I have a/
some...?
Learners
do grammar exercises.
|
“Messages 2” SB p.103 ex.3a, b
p.103
ex.4a, b
p.104
ex.6a
|
|
End
36-40
min.
|
Reflection
Find
out:
What
did they learn during the lesson: e.g. new vocabulary, similar words in L1,
L2 and English, facts and opinions about health and illnesses?
What skills did
they develop? e.g. critical analysis, keeping fit.
|
Learners write their ideas in notebooks.
|
|
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
Health and safety check
ICT links
Values links
|
|
· More
support:
· (13-18)
Provide less able learners with the translation of some new vocabulary
· (8-13)
Create mixed ability groups for discussion. Ensure they are not always in the
role of timekeeper.
· More
able learners:
· At
start of lesson, they think of lesson theme.
· (3-6)
They encourage the group to give more hobbies and leisure activities.
· (30-35)
Encourage them to justify their opinions.
|
· Observe
learners when participating in discussion. Did the group dynamics work? Did
each learner contribute to the discussion? If not, why not? (e.g. didn’t
understand what to do; not so confident speaking English; not interested in
topic; other)
· Record
what they considered they had learned from the lesson. Could they express
what they had learned about content and language? Could they express which
skills they had developed?
|
· Respecting
diversity of opinion
|
|
Reflection
Were the lesson
objectives/learning objectives realistic?
What did the
learners learn today?
What was the
learning atmosphere like?
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 individuals that will inform my
next lesson?
|
|
|
|
|
|
|
|
|
|
Оставьте свой комментарий
Авторизуйтесь, чтобы задавать вопросы.