Открытый урок на тему: «Healthy eating»

1. Lessonplan
Long-term plan: Unit: 4. Healthy World (Content with
language) School: Secondary school of Zubair
Date: _dd.mm.2017 Teacher name: Akhmetov Yershat
Grade: 5 Number present: absent:
Theme of the lesson Healthy eating
Learning
objectives(s) that
this lesson is
contributing to
5. L3 understand the main points of short, slow, carefully articulated talk on a limited
range of general and some curricular topics
5. S7. contribute a limited range of suitable words, phrases and sentences including
giving opinions during short pair, group and whole class exchanges;
Lesson
Objectives
All learners will be able to:
 Find the main points of short carefully articulated talk and explain it with
teacher's support
 Contribute with suitable words into discussion
Most learners will be able to:
 Define the main points of short talk with some teacher's support
 Contribute suitable phrases into discussion
Some learners will be able to:
 Identify the main points without support
 Contribute with suitable sentences into discussion
Assessment
Criteria
 Talk about eating disorders
 Can correctly pronounce the new words.
 Can act to teacher’s instructions.
 Can answer the questions.
Language
objectives
To use new food vocabulary and correct sentences structures in their speech
Previous learning Food
Cross curricular
links
Biology
ICT skills PPT
Plan
Planned
timings
Planned activities Resources
Before beginning the new lesson I'll give to learners
KWL chart:
Know Want to know Learnt

2. 5 mins
Warm up
Learners are working in pairs: (Pairs work). Instructor gives two
cards (from the set of 10). The learner opposite asks questions about
the card: For ex:
1. What is it?
2. Do you like it?
3. When do you eat?
4. Do you cook it? ect.
After a minute or two, the learner changes the cards and asks the next
learner about the food on the card.
T presents the LO, this lesson is about Healthy eating. We are going
to watch video which offers some useful tips on how eat a better diet.
You will also take some notes and practice listening for specific
information. (possible answers might be: overeating etc)
Flash cards
Middle
5 mins
5 mins
Explain the new word using the pictures and its definitions.
Vocabulary
Learners repeat the vocabulary (Group work).
junk food - food that is high in calories but low in nutritional content
chopped fruit - to cut into small pieces
pure juice - not mixed with anything else
non - leafy - having a lot of leaves
dried fruit - fruit that has been dried to stop it from decaying
Assessment criterion: Giving smiles for active working.
Pre - listening.
Teacher offers learners to watch video in order to revise the theme of
the lesson. Before watching the video, make some notes about the
diet you eat now. All learners answer the following questions (group
work) and teacher offers learners a competition for three best
answers.
1. Would you say you eat a healthy diet? Why/why not?
2. How many portions of fruit and vegetables do you eat a day?
3. Do you think you eat enough fruit and vegetables?
4. How often do you eat snakes between meals?
5. What things could you do to improve your diet?
Teacher completes the Observation sheet for the Group work for
assessment and asks those learners who gave the best answer to
name them again in order to support learners’ abilities, appraise
them and build up an atmosphere of confidence (Differentiation by
support)
While - listening.
 Watching the video below to see how many tips for eating a
healthier diet you can pick out.
 Think about suggestions made in the video.
 After watching the video, students discuss and share with the
information with their classmates.
Puzzle
Pictures
Slide 1
Slide 2
Appendix 1
https://youtu.be/
IZxnhfSQcns

3. 13 mins
15 mins
Post - listening.
 Learners watch the video for a second time and listen to find
the answers for the questions below. There is only one correct
answer for each question.
1. How many portions of fruit and vegetables should you eat a day,
at minimum?
a) __?_ five portions of fruit and vegetables
b) __?_ five portions of fruit and five portions of vegetables
c) __?_ the video doesn't say
2. True, false or we don't know? "Low - fat" or "zero - calorie" foods
are healthy food choice.
a) __?_ the video doesn't say
b) __?_ false
c) __?_ true
3. Which type of food is the least healthy choice?
a) __?_ fresh foods
b) __?_ frozen foods
c) __?_ canned foods
Differentiation by task: First task for less able learners, second task
for average learners and the third task for more able learners.
Formative assessment: Smiley Faces.
Post - listening.
Numbered Heads Together
Here students work in groups (large or small). To begin, a group
member asks a question, and then others in the group put their
heads together and make sure everyone knows the answer. To
close, the question asker picks one from the group to answer the
question.
Ask another student or a friend the questions below, and discuss
your answers. Then each group judging their posters.
1. Did you learn anything new about healthy eating from watching
the video?
2. Do you feel motivated to eat a healthier diet after watching the
video? Why/ why not?
3. Has this lesson changed the way you feel about your diet?
Why/why not?
4. Did you learn any new words? If so, what new words did you
learn?
Differentiation by support - more able learners help to less able
learners to tell about their opinions.
Differentiation by types of learners: Visual learners pay attention
to the main visual things in the video, audial learners listen to the
video and elicit the details of the video.
Assessment criteria:
 All learners speak
 Keep time limit (5 min)
How toEatBetter.mp4
quiz
questions
Slide 3
Presentation
posters
Appendix 2

4.  Oral presentation is clear and concise
Formative assessment: At the end of the activity, learners reflect
on their class activities fulfilling the KWL chart:
Know Want to know Learnt
2 min Plenary: Teacher stimulates learners to summarize the main ideas of
the lesson and explain what and how they have learnt them.
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
ICT links
Support for weaker students: working in
pairs/groups, phrases
Challenges for moreable students:
Encouraged to do more writing; assist
weaker students.
Pair work, group work
Monitoring
Teacher observation about
individual progress
FA according to the set criteria
Peer assessment
Health promoting
techniques
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?
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 orachievements/difficulties of individuals that
will inform my next lesson?

5. Appendix 1
Observation sheet for the Group work
3 Best answers 1 2 3
1. Would you say you eat a healthy diet?
Why/why not?
2. How many portions of fruit and vegetables do
you eat a day?
3. Do you think you eat enough fruit and
vegetables?
4. How often do you eat snakes between meals?
5. What things could you do to improve your diet?
Appendix 2
KWL chart
Know Want to know Learnt