Мета уроку-формування здорових звичок у харчуванні.Сприяння розвитку критичного мислення й навичок співпраці.
Lesson Title: Food for Health
Target Level: 6th form
Time Requirement: 45 minutes
Materials Required: blackboard and chalk, tables “Food Pyramid” for every student, a set of flashcards “Food”, a students’ book by O.Karpyuk
Objectives: better understand what healthy food is, review food vocabulary and effectively apply food words by creating “Food Pyramid” and making a few word advice how to be healthy and beautiful
Key words: crisps, apples, bread, milk, milkshake, corn, fish, meat, cheese, mushrooms, bananas, pizza, hamburgers, hot dogs, macaroni, pasta, ice-cream, nuts, chocolate, tomatoes, potatoes, cucumbers, carrots, lollipops, beans, onions, yogurt, turkey, chicken, fish, oranges, cakes, French fries, salad, orange juice, sausage, rise, lemonade
Review words which were learned at the previous lesson. Remind that there are two types of food: healthy and unhealthy. Give students a set of flashcards “Food” and ask them to divide all food into two columns, then write them quickly on the blackboard. You can say that you want to check their memory. Discuss what snack is better: crisps or an apple.
Give a problem for solving while reading a text. I created a story about my daughter who doesn’t like vegetables but likes Coca-Cola and hamburgers very much. Engage students to investigate her diet like nutrition experts do using new knowledge they are going to get from the text.
Main part of the lesson
Pre-reading activity (Ex.5 p.94)
Ask students to look at the photos and pull their ideas what this text is about.
Remind that people need energy for everyday activity. Ask students if they know which food gives energy. Students look at two lists on the blackboard and say their thoughts. Put ticks.
1) Students work individually reading the text and checking their predictions. They can compare their answers in pairs before reading aloud.
2) Elicit reading techniques from the students: to read the questions or the alternative answers before reading of the text.
3) Give students time to look through the headings. Go around and help some students if they need.
4) Students work individually reading the article “Food for Health” and matching headings with paragraphs. Then they can compare their answers in pairs before reading them to the class.
5) When checking answers ask students to refer back to the text and add some specific information to their answers.
1-E Different Food
T: How does food help us?
S: Some kinds of food help us to grow.
2-D The Fruit and Vegetable Group
T: How many times a day do you have to eat fruit and vegetables?
3-C Good Snacks
T: Find two snacks in these lists on the blackboard.
S: Chocolate, nuts.
T: What can we eat instead?
S: Apples, nuts.
4-F Meat Group
T: Which food from the meat group helps you grow and be strong?
S: Meat, eggs, fish, nuts, turkey, chicken, beans.
5-B Milk Group
T: I don’t like milk. What can I eat instead to help my bones stay healthy?
S: Food made with milk.
6- Your Diet
T: how many food groups are there?
7-G The Bread and Cereal Group
T: Find grain group food on the blackboard.
S: Bread, macaroni, pasts, cereal
8-A Your Diet
T: What is the best drink?
Completing the table
1) Students work individually completing the table “Food Pyramid”. They use material from the lists on the blackboard.
2) Students compare their tables before reading aloud.
1) Discuss Anya’s diet. Students see how much new information they have about food for life.
2) Encourage students to write a few word advice about how to stay healthy and beautiful for Anya. They can work in small groups. The groups then report to the class their ideas.
Summing up activities
1) Briefly review what students have learned.
2) Give a clear explanation of homework (Ex.5 p.97)
3) Provide positive as well as feedback in terms of grades for the lesson.