Cambridge Lower Secondary
Cambridge Lower Secondary Global Perspectives 1129 – example lesson plan
Global Perspectives Stage 8 Challenge: Beliefs about food
This Challenge is an example of how you can provide language support to your learners. This Challenge includes:
• an example lesson plan for one activity in this Challenge
• a short video about how the lesson plan was created.
All Challenges are designed to be adapted to suit your learners and your context. You can find more guidance on language support in the Cambridge Lower
Secondary Global Perspectives Teacher Guide.
CLASS: Global Perspectives Stage 8
DATE: Week 1 of the 6-week Challenge: Beliefs about food
Topic: Values and beliefs
Challenge activity: Introduce the topic and assess prior learning
GP learning objectives Main skills focus:
from Challenge Analysis: 78A.01 Identify ideas and evidence from different perspectives within different sources, on a given issue.
Research: 78Rs.01 Construct relevant research questions.
Reflection: 78Rf.01 Explain personal contribution to teamwork and identify targets for improvement.
Additional GP learning Not applicable
objectives
Learning objectives for Not applicable
cross-curricular links
Lesson focus / success I can develop research questions.
criteria I can identify ideas from different sources.
I can identify ideas from different perspectives.
I can contribute to teamwork.
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I can identify targets for improvement.
Prior knowledge / Vocabulary for talking about food, meals, animal products, countries.
previous learning Question forms.
Identify learner-friendly language to describe the skills in this Challenge.
Language support Create word lists related to the skills and topic to support your learners.
Complete an initial language assessment to review and reuse knowledge and skills-related language to support learners.
Include activities that build and develop your learners language skills.
Language:
Comparatives and superlatives: more / less than, the biggest / the smallest; as…as; not as…as; much/many/some/any.
Opinion/description: I think / believe that; the data shows / demonstrates / illustrates that…
Plan
Lesson phase Planned activities Notes
and timings
Introduction Share learning objectives and success criteria with learners. Be culturally sensitive with
Show pictures of landscapes: wild and farmed land, trees and natural animal habitats versus chicken coops, examples.
barns and mills, to introduce/elicit language around farming and agriculture.
Explore how much learners know about how crops are harvested and how animals have been domesticated for
human consumption.
Introduce language where necessary, e.g. bread is made from wheat which is harvested and milled;
chickens are kept in coops, cows graze on grassland and are kept in barns, etc. Capture vocabulary and
language structures on the board. Ask learners to create similar sentences for other crops and animals.
Take whole class feedback.
Main Ask learners to work in groups and list all animals and insects that people can eat. Groups give their feedback to Be culturally sensitive with
activities the whole class. examples.
Bring images of some
Write down new vocabulary on the board and drill pronunciation. unusual animals or insects
Ask if learners know any places, countries or regions where people might eat these animals and insects (e.g. that people eat.
fish and seafood is more common in coastal areas). Provide ongoing
Ask learners to continue working in pairs to answer the question: Which foods do you know of that come pronunciation, spelling and
from animals? After 2 minutes ask two pairs of learners to get together to share the answers. Have they ever sentence correction.
tried any of these foods? Why/Why not?
Stage 8 Challenge: Beliefs about food Version 1.0 2
Lesson phase Planned activities Notes
and timings
If needed, in advance of
Write down new vocabulary on the board and drill pronunciation. the lesson, create a
Write on the board Why don’t some people eat meat? Learners work in groups and list possible reasons. handout with a blank table.
When asking for feedback elicit the following categories: personal preference (I don’t like beef), religion (My Insert different categories
religion does not allow the eating of beef); health reasons, country/culture, etc. Write these in speech bubbles and allow space for
on the board. questions for each
In groups learners write some questions that they might have about each of the categories, for example, health – category. Give out this
What illnesses are related to food consumptions?, country/culture – What parts of the region/country/world have handout after learners
or don’t have access to certain foods? have brainstormed the
categories.
Monitor each group while they are working and make a note of the questions you notice that are While monitoring, make
grammatically or lexically incorrect. While learners are working write these questions on the board. sure learners are only
writing questions and are
Take examples of questions for each category from different groups. If there are some interesting questions, ask
not trying to answer them
why they would like to know the answer to it. In the end pick two questions only from the ones you heard and ask
at this stage.
if anyone knows the answers.
Show the sentences with errors you have written on the board. Don’t share who made these errors. Give
learners 2 minutes to identify errors. Take class feedback and correct the errors on the board with a different
marker pen, but not red.
Conclude the activity and say that they will answer the questions they have written in the following lessons.
End/Close/ Explain that by the end of this Challenge learners will know different reasons for eating or not eating certain
Reflection/ foods and will present what they learnt and found interesting about this to the whole group.
Summary Remind learners of the learning objectives and success criteria.
Ask learners if they think they have achieved the learning objectives and success criteria (think, pair, share
activity).
Write on the board: What went well today? Ask learners to work individually and make some notes.
Model the language you would like them to use:
I wrote X questions (state number) about ... / to find out …
I thought of X different reasons that affect food choices (state number)
I was surprised to learn that … (state insight)
Write on the board: What I can do differently next time? Ask learners to work individually and make some
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Lesson phase Planned activities Notes
and timings
notes.
Model the language you would like them to use:
Did not…
Have not yet…
Am not yet certain about…
Since I I will now need to…
Am not yet confident about…
Do not yet know…
Do not yet understand…
Take some examples from the whole class.
Comment on learners’ reflection and if language errors are made, elicit self- or peer-correction.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Next steps
Use the space below to plan what you will teach next, based on learners’ understanding of this lesson.
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Stage 8 Challenge: Beliefs about food Version 1.0 5
