Living Health: ‘‘Not to Go on a Diet“

Subject: Language classes
Summary: Warming – up activity; Karl Popper Debate; Working in groups; Presentation; Asking and answering the questions; Genaralisation
Activity length: 90 minutes

OBJECTIVES: Working in groups, using information  from slides about healthy eating and information from The Internet, the students will be able to give 2-3 arguments for and against; ask a few questions for opponents  and summarise  the speeches.

COMPETENCES: Communication, social, personal, learning to learn, creativity, cognision



The Ss had to prepare the slides about healthy eating ; After the presentation it was discussed by given topic.

The teacher  prepares the sheets of papers with the sentences  which  students have to finish ( for reflection).

I think…

Would you agree that…

The best thing was…

I suggest…

T prepares the assessment  scales.


Warming-up activity:
One Minute Talk:  The class presents the topic  on healthy eating and the student has  to talk one  minute.

1.    The teacher  presents the theme  and objectives of the lesson. She presents  the table of assessment and gets students to know  the sentences  for self evaluation.
2.     The teacher appoints two students who evaluate the speakers. (The teacher evaluates too).
3.    The students  were divided into teams  (one team is positive and the second- negative).The speakers prepare  their speeches .
4.    The speaker of affirmative team presents  his speech  (6 min.). The Ss has to present all arguments for. For example, if he/she has 3 arguments and it is not enough time to explain the third argument,  so  Ss can only  present it ( without  expanation) and to say  that this argument will be explained by the second speaker of  proposing team.
5.    Cross questioning- the third speaker of opposing team is asking the questions of the first proposing speaker.
6.    The speaker  of negative team presents his speech (6 min.). Ss pesents his/her case and he/she tries to deny the arguments of the first speaker  and  wants to  demonstrate what his arguments are more convincing.
7.     After the speech is finished the first speaker of negative team  is cross – examined by  the third member of proposing team  (3 min.)
8.    The second speaker of  affirmative team presents his/her speech.(6 min.) Ss has to restore the arguments of his/her team. The student has to explain why arguments of the negative team are not correct.
9.    Cross-questioning- The first speaker of opposing team is asking for the second speaker of affirmative team. (3 min.)
10.    The second speaker of the opposing team presents his/her speech. The speaker has to show  why the the arguments of propposing  team are not correct and tries to demonstrante what his/her arguments are more convincing. 5 min.
11.    Cross questioning-  The first speaker of proposing team asks for the second speaker of opposing team. 3min.
12.    The third speaker of proposing team presents his/her speech. The student generalizes the debates- reviews the most important arguments between teams and justifies why his/her team  was right.5 min.
13.    The third speaker of opposing team presents his/her speech. Ss concludes the debates – reviews the most important arguments between teams and justifies why his/her team was right. 5min

(During debates every team has 8 minutes for preparation-  they  exploit the time for preparation of cross questioning)


Genaralization of the lesson and evaluation:

The teacher  together  with the  students (who evaluate) summarise  the  presentations of both teams, comment their ideas, arguments and evaluate.

Additional notes:

The students are going to write an opinion essay . This is the topic of the essay: HEALTHY EATING. In the essay  students have to give at least three arguments to support their opinion.
The students should write  180- 230 words.

The students complete the given sentences.

The layout of the lesson  was prepared by English teacher Aušra Andriekiene
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