Esempio uda lezione simulata Inglese ab25 concorso scuola secondaria: titolo Healthy food

ESA METHOD ENGAGE

7. …AND

METHODS STUDY

ACTIVATE 17

8. DESCRIPTION OF PROCEDURES

Lesson Activity Interaction Aims Duration

→

Oral T S To implement vocabulary

→

1 comprehension & 60 min

S T about healthy food

→

vocabulary S S

→ To understand a text

T S

Reading →

2 about healthy food and 60 min

S T

comprehension → implement vocabulary

S S

→

T S

Written To write a simple text

→

3 60 min

S T

production about healthy food

→

S S 18

LESSON N.1 19

➢Teacher will show the pictures of two children on IWB

➢Whole-class discussion aided by questions written on IWB

➢Interaction: →

T S

STAGE 1: WARM UP (10

min) ➢Aim: to introduce the topic

➢Differentiation: demotivated students would be stimulated

20

Which one of these children do you think has a healthy lifestyle? Why? 21

➢ SS will discuss in pairs, helped by the following questions and

images, projected on the IWB

➢ Pair work

STAGE 2 – PAIR ➢ →

Interaction: S S

DISCUSSION (10min) ➢ Aim: to activate prior knowledge about food vocabulary

➢ Differentiation: pictures are good for visual/spacial intelligence

ENGAGE 22

Do you think vegetables are good for your

health? What are your favourite vegetables? Which among these foods are healthy?

Do you normally go to fast food restaurants? If so, what

kind of food do you like? 23

➢T

eacher will give a brief introduction

➢Students will watch the video Food at school

➢Pair activities before and after the video

➢Aim: to improve listening comprehension and learning new

STAGE 3: VIDEO ACTIVITY vocabulary

– 40 min ➢Differentiation: the video has subtitles in order to faciliate

comprehension

STUDY 24

Before watching, students will complete in pairs, the following exercises: 25

https://webtv.loescher.it/home/zoomPublic?contentId=1185 26

Students will watch the video 2 times in order to complete in pairs, the following exercises. A third time watching

will be used to check the answers.

Students will discuss in pairs a final question: Are there any differences between your food habits and the ones of

the teenagers in video? Briefly discuss with your partner. 27

LESSON N. 2 28

➢Students will complete individually the pre-reading activity;

Teacher will explain the meaning of the terms harvest and crop if not

inferred through the pre-reading activity

STAGE 1: VOCABULARY ➢Use of digital and Internet connection in the Informatic Lab;

ACTIVITY BEFORE ➢Students will answer individually the questions of the vocabulary

READING (15 min) activity

➢Inteaction: S individually

➢Differentiation: activity on the Internet, more suitable also for

dyslexic students. The text could also be listened to

STUDY 29

30

STAGE 2: Individual reading of the text (15 min)

Students will underlie unknown words 31

32

➢Teacher will write on IWB the unknown words and will

STAGE 3: EXPLANATION explain their meaning

OF NEW WORDS & ➢Students will answer in pairs, some reading comprehension

READING questions

COMPREHENSION (30 ➢Differentiation:

min) dyslexic students can answer the questions

orally

STUDY 33

34

EXTRA QUESTION FOR FAST-FINISHERS

What do you think about the project of Madison school?

Imagine a similar project for your school.

Write down about a healthy habits’ proposal for your school. Here are some examples:

- a healthy menu for the school canteen;

- growing vegetables in the school garden;

- trying a healthy recipe suggested by your classmates

Students will have to find on the Internet, examples of healthy recipes 35

LESSON N. 3 36

➢Teacher will show an example of a recipe

➢Students and teacher will analyse the recipes found by students

➢Students and teacher point out the main elements and the

structure of a recipe

➢Interaction: →S, →T

T S

STAGE 1 (10 min)

STUDY 37

38

➢Students will do in pairs, the following exercises

STAGE 2 (10 min)

STUDY 39