Shared by Begoña Roldán:

2ND ESO, ENGLISH SUBJECT TOPIC: HEALTHY LIVING CONTENTS:  Vocabulary: Health words, food items and sports.  Grammar. Modals: Can, Could, Must, Mustn´t, Should, Shouldn´t. STRATEGIES Step 1: Forming groups. Teachers should first form groups of four or five students. Then, teachers need to appoint group leaders. While forming groups, it is worthwhile taking several factors such as behaviour, academic achievement, artistic abilities and social abilities into consideration. Step 2: Introducing the project to the class. Students will be asked what they see in the pictures on a health information website called “webdoc” (doctors, sick and injured people). You may want to hand out the project instructions to the class on a piece of paper and go over the various steps to ensure that everything is clear and students fully understand what they are expected to do at each stage. Step 3: Purpose. Everyone needs to make healthy choices to live longer, be healthy and stay fit. Let´s do a project to stay healthy. Step 4: DRIVING QUESTIONS:  What are the ideal habits for teenagers in terms of eating and exercise?  How could we improve each member of the group’s present lifestyle? Step 5: Brainstorming  Vocabulary: CALP  Cooperative learning: THINK/PAIR/SHARE. Encourage students to generate statements about what they already know about the topic and questions about what they do not know and need to research. Brainstorming can be done as a whole-class activity. Then, you may want to ask a student to come to the board and write the statements and questions. If students do not come up with all the points you would expect them to note, you might elicit them from the class. Next, have students work in their groups to complete the following chart. What we know about the topic What we need to find out in order to do the project Possible questions to consider: • Do you eat breakfast? If yes, what? If not, why not? • What do you usually have for lunch and for dinner? • What do you have for snacks? How often do you eat snacks? • How many calories a day do you eat? • How much fat, sugar and salt does your diet include? • How much fruit and vegetables do you eat? • How often do you eat fast-food? • What do you usually drink and how much? How much water do you drink? • How often do you exercise? What types of sport do you do? What other types of sport do you enjoy? • Do you enjoy doing sport? Why don’t you do more sport? • How can you fit more exercise into your timetable? Do you need other people, equipment, a venue or a coach to do the sport? Step 6: 21st Century Skills: Critical thinking, Collaboration, Communication and Creativity. Creating a research plan and assigning tasks. Students will answer the questions generated during the brainstorming stage. Instruct students to write which group member will be in charge of researching each item of information needed. It is also advisable to include a timeline for this process of research. Researching information does not have to be carried out in class. Students can be told to do this outside of class hours. Teachers can then decide how much of the remaining work on the project they want done in class and how much at home. The potential advantage of doing the work in class is that teachers can then check what each student actually does. Step 7: Sharing findings with group and developing the final product. Once the research is completed, instruct students to present their findings to the whole group and to then start to prepare the final product: Healthy March Ideas. Let´s make a list of ideas for a health month at your school. While students are working in groups, teachers should be walking around the class, monitoring the groups, asking questions and encouraging students to work efficiently and cooperatively. Step 8: Public presentation. Presentation of final product. Students should always be required to present their work. Teachers may decide to have them present their work to the class or to another class. After all groups have presented their projects, you may want to ask your students to vote for the project they think is the best and have them explain the reasons behind their choice.