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Group 4

ENGLISH 10
UNIT 2 - YOUR BODY AND YOU

Teacher’s activities Students’ activities Forms of assessment

WRITING 1 - Observation
- Ask the students to Students can give - Peer-assessment:
work individually and appropriate answers In task 1, students after
produce a food that and share ideas with producing the lists are
may give them: their friends. asked to compare their
allergies, bad breath, answers with the others in
stress, sleeplessness - allergies: shellfish, a group of 5 to see the
and sleepiness. mussel, shrimp, crab, similarity or difference in
seafood, milk, wheat, the answers.
- Ask students to soya, peanuts
work in groups of 5 to
share and compare - bad breath: garlic,
their lists of food with onion, fish, curry,
the others. alcohol, cabbage

- Pick 5 students to - stress: caffeine-

read the answers out containing food:
loud for the class. coffee, cola,
chocolate tea,
alcoholic drink,
refined sugar, white
flour, salt, saturated
fats, processed food,
junk food, fast food
containing synthetic
additives

- sleeplessness:
caffeine containing
coffee, strong tea,
coffee, alcohol,
fatty/spicy food,
(seasonings, artificial
colors, flavorings).

- sleepiness: dairy
product, cottage
cheese, milk, soya
milk, tofu, nuts,
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honey, almonds,
banana, poultry,
whole grains, beans,
rice, avocado, sesame
seeds, sunflower
seeds, or papayas

WRITING 2
Read the facts below. - Self–assessment: in task
Do you have some of Read the text and 2, students will have to
these foods on your note down new look at the list in the book
list? words. and then compare it to the
student’s one in order to
Ask student: Now, - allergies: shellfish, make an assessment on
let’s look at the book mussel, shrimp, crab, their own. If they do not
at page number 21 seafood, milk, wheat, have any foods in their
and compare your list soya, peanuts list, add the appropriate
to the one in the book. one.
Do you have some of - bad breath: garlic,
these foods on your onion, fish, curry,
list? alcohol, cabbage

- stress: caffeine-
containing food:
coffee, cola,
chocolate tea,
alcoholic drink,
refined sugar, white
flour, salt, saturated
fats, processed food,
junk food, fast food
containing synthetic
additives

- sleeplessness:
caffeine containing
coffee, strong tea,
coffee, alcohol,
fatty/spicy food,
(seasonings, artificial
colors, flavorings).

- sleepiness: dairy
product, cottage
cheese, milk, soya
milk, tofu, nuts,
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honey, almonds,
banana, poultry,
whole grains, beans,
rice, avocado, sesame
seeds, sunflower
seeds, or papayas

3
- Ask the students to - Give the appropriate - Informal questions:
work in pairs to read answers: teachers ask some
the letters from questions related to the
readers and analyze + Which parts are lessons in order to obtain
the writing styles. necessary in a letter students’ levels of
After that, ask form? understanding.
questions:
·An appropriate - Observation
+ Which parts are greeting: Dear
necessary in a
letter form? · A short paragraph
stating the purpose of
+ What problems the letter and why
does each writer you are writing.
encounter?
· An appropriate
sign off

+What problems
does each writer
encounter?

·Scott: sitting an
important exam

· Anna: having job

interview

·Mike: asking a girl

out for dinner

·Jane: having trouble

with her sleep
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Sample:
- Divide the class into Dear Expert, - Peer assessment:
4 groups I have been very students work in groups
stressed for the past and discuss the task.
- Ask the students to few months. I tried to
work in groups to unwind by doing -Semi-formal exercises:
select a problem and some activities but write a similar letter.
write a similar the stress still hasn’t
request-for-help disappeared. I have
letter. also heard that what I
eat may have some
effect on my body. I
was wondering if you
- Ask each group to could advise me what - Peer-assessment: after
read the letters they to eat in order to reading out loud their
have just written out improve my situation. letters, they will receive
loud and ask for Alice. comments from their
comments from the peers so that they can
class. evaluate each other and
improve their writing
- Provide support and skill.
comments when
necessary. - Observation: teachers
observe the students
- Select two of the when they are
best writings to show discussing/working and
to the class. make comments as well
as support if necessary.

4
- Ask students to Sample: - Observation: the teacher
study the reply to observes the students
Scott’s letter. Then, Dear Alice, when they are writing and
assign Groups 1 and 3 make comments as well
to be food specialists There are many ways as support if necessary.
by responding to the to manage and even
finest writing created reduce stress levels - Peer-assessment:
in the preceding when you’re feeling students work in groups
exercise, while tense. Food can be to complete the reply
Groups 2 and 4 will one of your biggest letters.
do the same with the allies — or enemies.
second best writing. It can make your
stress levels go down
or up, so it’s critical
to pay attention to
what you’re eating.
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You are advised to

eat when you’re
stressed: fish,
poultry, fruits,
vegetables, fruits,
whole grains, and
healthy fats. Green
vegetables, fruits, and
nuts from plants are
being examined in
order to give us with
many vital vitamins
and minerals for the
body. Using this diet
during stressful times
allows the body to
relax, work
efficiently, and
reduces the symptoms
of stress disorders.

When you are

stressed and tired, it
will lead to many
unpleasant illnesses
such as colds and flu.
This proves that the
problem of stress is
related to the body's
immune system.
Therefore, including
foods high in vitamin
C is critical for
lowering stress levels,
such as orange,
grapefruit, and hot
water mixed with
lemon.

Beside foods that can

help lower stress
levels, there are other
foods that you have to
avoid, such as junk
food, fast food that
contains food
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coloring, refined
sugar and stimulants
like tobacco, alcohol
and caffeine, etc.
These foods can make
those who suffer from
stress feel much
worse.

Hope you will

overcome your stress
and get a healthy
diet.

Best wishes.

PROJECT 1. - Go round the class - Do as appointed - Observation:

and ask other studentsDiets observe students’ works
to rank the others of Personal hygiene - Peer-assessment:
importance in the Medical Care students work in group
following categories Leisure Activities
in staying healthy. Lan thinks/ believes
that
- Ask students to In Lan's opinion
work in groups and do ... is the most
the task. important to stay
healthy
... is more important
than..
.... is less important
than..
... is the least
important.

2. - Listen to the
- Divide the class into instruction of the
4 groups. Provide teacher and ask
each group with an questions if
A2 sheet of paper and necessary.
ask them to present
health protection
measures in the form
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of propaganda
posters, mind maps or
colorful illustrations.

- 2 groups will
promote a healthy
diet, the other 2
groups will do healthy
activities.

Now, you guys have

15 minutes to create a
poster, based on the
ideas you’ve gathered
from the previous
activity, as well as the
knowledge you’ve
known from books,
newspapers, or most
recently, the exercises
and readings in unit 2
you’ve just learned in
previous classes to
suggest our
classmates the
measures to protect
and improve our own
health. The first 2
groups will think
about healthy diets for
the body, the other 2
will work on activities
that improve people's
health.

You can optionally

choose the form of
presentation on
paper. My
requirements for the
product are intuitive,
vivid, many pictures,
and few words.
Because in a little
while you will present
your product in front
of the class in the
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form of an oral
presentation.

- Students make their Observation: observe and

- Go around the class own products. listen to students'
and supervise the discussion process,
interaction of the thereby assessing
groups. students' understanding
and ability to apply
knowledge, as well as
working attitude and
positivity in their work.

- Continue making Informal questioning:

Make some informal their own products. assess students'
questions to make - Answer the understanding and work
sure that they are on teacher’s questions. progress, from which to
progress and offer - Ask for help if give suggestions to orient
help if necessary, for necessary. the work and to help
example: students improve their
products.
How many methods
are you going to
introduce to
everyone?

How are you going to

present your product
to our class?

Which of these
measures do you think
is the most feasible
for students today?

- Display their
- After 15 minutes, products on the
ask the groups to board.
display their products
on the board. - A presenter presents
their products.
- Let each group
present their product - Apply the words
in front of the class. and phrases about
body system and
Here, I have found healthy living, as well
many interesting as the grammar topics
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drawings and about the “will”, “be

information. Now, going to” and the
each of you should passive voice learned
send a representative in unit 2 into the
to tell us more about presentation.
your poster, so that
we can fully
understand what you
guys are trying to say
through your
products.

Please try to apply the

words and phrases
about body system
and healthy living, as
well as the grammar
topics about the
“will”, “be going to”
and the passive voice
learned in unit 2 into
the presentation.

The rest of the class,

please listen carefully
to give your friends
comments after the
presentation.

- Make a Observation:
- Listen to the presentation.
student’s - Listen to student
presentations. - Observe the results presentations to evaluate
of other groups. the effectiveness of the
application of phrases
- Jot down the ideas about body system and
of healthy diets and healthy living, as well as
healthy activities the grammar topics about
collected from other the “will”, “be going to”
group’s presentation and the passive voice
learned in unit 2.

- Assess the progress of

the final product
compared to when the
product was in progress.
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- Assess the student's

presentation style.

- Assess the cooperative

attitude of other class
members.

- Make comments Peer-assessment:

- Let the other
students give - Receive comments - Students working on the
feedback to their from other groups. same topic as the
peers’ products. presenting group will
- Pay attention to the review their work to
improvements supplement the
suggested by other presenting group with
friends. health protection and
promotion methods that
group has not thought of,
as well as self-improve
the methods of the group
of friends that their group
has not thought of yet.

- Groups of students
working on different
topics will evaluate each
other's presentation and
content.

- Receive comments Portfolio: assess students'

- Give final feedback from the teacher. comprehensive
to each of the groups. understanding about the
- Pay attention to the methods of creating a
improvements healthy lifestyle and
suggested by the ability to apply the words
teacher. and phrases about body
system and healthy
living, as well as the
grammar topics about the
“will”, “be going to” and
the passive voice learned
in unit 2 through
students’ work.