Nabin Duthraj Living to Eat, or Eating to Live 90 Minutes

Grade Seven G

Lesson: Conversation (Shopping for Food)

Unit Overview
Main Idea (Claim) Summative Assessment
 Listening and Conversation 

Guiding Questions Objectives (know/understand/do/value)

1. When do you eat with others? And who
do you eat with?
2. Eating lots of vegetables is healthy.
What are three other healthy eating
habits?
Time Instructional Procedures and Strategies
The student will be able to…
 Understanding Schematic Table
 Listening and understanding the main
ideas and details
 Distinguishing between teens and tens
 Identify the Stressed words
 Compare Unreduced and Reduced
Pronunciation
 Distinguishing Between Teens and Tens

15’ Sustain Silent Reading (SSR)

Beginning the Lesson

2’  Greet the students!
 Tell the objective –

Opening Activity
Understanding Schematic Tables – page 58, Part 4
5-10’  Teacher will read the instruction as needed (Based on the reading on pages 44-45,
“Global Diet Choices,” complete the chart below. Select the six appropriate
phrases from the answer choices (A through H) on the chart. Write the letter
under the type of diet it relates to. (Two of the answer choices will NOT be used.)
 After students done with the activity, call them to share their answer to the class.
 Teacher will tell students the correct answer and ask them to fix it.

Chapter Opener (Listening)

 Have students look at the photo on page 40. Ask them questions in the
5’ “Connecting to the Topic sections” from page 41.
 Call on students to share their answers.
Nabin Duthraj Living to Eat, or Eating to Live 90 Minutes
Grade Seven G

Developing the Lesson

5’ Prelistening Questions – Activity 1, page 42.

 Have students look at the photo on page 42 and ask them to describe what is
happening.
 Have students discuss the questions with a partner.

10’ Previewing Vocabulary – Activity 2, page 43.

 Play the recording and ask students to listen to the words and repeat after.
 Ask students any words or phrase they do not understand and discuss it.
 Have students work individually to complete the sentences.
 Call on students to share their answers
5’ Listening for Main Ideas – Activity 3, page 43.
 Read the directions and ask questions about anything they don’t understand.
 Write 3 questions on the board (from page 43).
 Have students close their books.
 Play the recording.
 After listening, have students write down their answers in pairs.

5’ Listening for Details – Activity 4, page 43.

 Tell students to read the three true-false questions.
 Play the recording.
 Write down T if a statement is true and F if it is false.
 Have students correct the false statements.

10’ Listening for Stressed Words -- Activity 5, page 44.

 Play the recording and have students fill in the answers.
 Have students check their answers with a partner.
 Have students fix the wrong answers.

5’ Comparing Unreduced and reduced Pronunciation -- Activity 6, p.45.

 Read the direction.
 Play the recording.
 Have students repeat sentence.
 Give students general feedback.
 Note: The underlined forms are not acceptable spellings in written English.
5’ Listening for Reductions -- Activity 7, page 45.
 Read the directions.
 Play the recording.
 Have students complete the activity.
 Have students correct the answer or spelling.
 Give feedback about pronunciation as necessary.
Nabin Duthraj Living to Eat, or Eating to Live 90 Minutes
Grade Seven G

10’ Using Vocabulary – Activity 8, page 46

 Assign students to do the activity in home (HOMEWORK).

5’ Distinguishing Between Teens and Tens – Activity 9, page 46.

 Read the direction for the activity.
 Play the recording.
 Have students write the answers.
 Have students correct the answers in a pair.
 Go over the answers.
5’ Listening for Teens and Tens – Activity 10, page 47.
 Read the directions.
 Show them the illustrations with the blanks.
 Play the recording.
 Have students write the correct answers on the blank space on the book (p.47).
 Go over the answers.

5-10’ Interview – Activity 11, page 48.

 Read the directions out loud and as much as needed.
 Have students work in a group of 4

Closing the Lesson

5-10’  Review the lesson.
 Check for understanding.
 Tell what does the Bible say our body…
 1-corinthians 3:16-17 “16 Don’t you know that you yourselves are God’s temple
and that God’s Spirit dwells in your midst? 17 If anyone destroys God’s temple,
God will destroy that person; for God’s temple is sacred, and you together are that
temple”.

Formative Assessment Differentiation

 Check for instructions and  Pause the recording and give time to the
understanding. students to think and write the correct
answer on the workbook.
Resources
Interaction 1, Chapter 3, Living to Eat or Eating to Live
Teacher’s Manuel
PowerPoint
Bible
Nabin Duthraj Living to Eat, or Eating to Live 90 Minutes
Grade Seven G