Lesson plan on the theme "Talking about health"

Learning objectives that this lesson is contributing to understand most specific information and detail of supported, extended talk on a range general and curricular topics curricular topics; use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics.

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«Lesson plan on the theme "Talking about health"»

Lesson plan

Unit 5. Our health				School: 16
Date:				Teacher’s name: Mukhametzharova M.U.
Class: 6				Number present:	absent:
Theme of the Lesson:		Talking about health
Learning objective(s) that this lesson is contributing to		6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics curricular topics 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 6.6.13.1 use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics
Lesson objectives		To improve listening skills for specific information To apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. To use modal verbs “should” in positive and negative forms correctly
Assessment criteria		A learner can answer at least 3 questions correctly in listening A learner can use some topical vocabulary correctly A learner can give advice using the modal verb “should” correctly
Value links		Cooperation, respect to each other, collaborative work
Cross curricular links		Physical Education, Phycology,
Previous learning		Ordering food
Plan
Planned timings	Planned timings					Resources
Beginning 0-2 2-7	Organizational moment Teacher greets students. Teacher sets positive atmosphere by asking such ice breaking questions as How was your weekend? What date is it today? What is the weather like today? Teacher discusses learning objectives with the students. Warm –up. Teacher shows a PPT slide with the examples. Teacher elicits learners when should and shouldn’t are used. Learners work in pairs and match the problems and the advice. Learners use the advice and should or shouldn’t to write sentence. Open class discussion Teacher can write some additional examples on the board. I have a stomach ache, what should I should I do? You should ……., but you shouldn’t …….. I have a toothache, what should I do? You should ……., but you shouldn’t …….. Or teacher can use Handout 1 to ask learners to match the problems with advice and then learners write the answers.					PPT slides 1-3 PPR Slide 4 Handout 1
Middle 7-12 12-25 25-35	Focus on listening Pre-listening Teacher shows a PPT slide and explains to learners that they should complete the speech bubbles with the new words in the box. Learners should write down the full sentences into their copybooks. Learners listen and check their answers. Teacher drills the pronunciation of the new words. Self-assessment Key: 1. cold 2. headache 3. sore throat 4.runny nose 5. stomach ache 6.temperature 7. toothache 8. earache While-listening Learners listen to a conversation between a doctor and a patient and complete the notes given. Peers assess each other according to the answers provided by the teacher. Peer-assessment: Key: 1. sore throat 2. stomach ache 3. flu 4. take painkillers 5. drink warm tea Teacher asks and makes notes on the number of correct answers and writes down the answers on the board so that learners could correct spelling mistakes. Post-listening: Speaking: Role play Learners work in pairs and use experiences from their life to hold a life-like conversation: Student A imagines s/he has got one of the problems in pre-listening activity and s/he goes to a doctor (Student B). Student A tells Student B what’s wrong with him/her and asks for advice. Student B imagines s/he is a doctor. Student A has got a problem. Student B asks what’s wrong and gives him/her advice. Student B is to use should and shouldn’t and some of the ideas in the box. Pairs act out their dialogues in front of the class. Teacher listens attentively and makes notes on the mistakes made by learners then teacher elicits the correct answers from students.					PPT slide 5 Audio Track 1 (Pioneer Elementary by H.Q. Mitchell-Marileni Malkogianni) Handout 2, Audio Track 2 (Pioneer Elementary by H.Q. Mitchell-Marileni Malkogianni) Handout 3 or PPT Slide
End 35-40	At the end of the lesson, learners reflect on their learning: Learners throw the dice to find out a random question they should answer. I would like to tell you about … I would like to explain why … The key focus was today … The best part of today’s lesson was … One important thing to remember is … Today I have learnt …					Plenary Dice PPT Slide 7
DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners?			ASSESSMENT – how are you planning to check learners’ learning?			Health and safety rules
Teacher can identify different learning abilities and adapt their vocal explanations and support to different academic levels. Teacher should use targeted questions which can produce different responses in pupils of different learning profiles.			Monitoring learners’ while doing different activities during the lesson and providing different types of feedback (on the sport or delayed). Peer assessment			Make sure power cords are not a tripping hazard Everyday classroom precautions

Предмет: Английский язык

Категория: Уроки

Целевая аудитория: 6 класс

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Lesson plan on the theme "Talking about health"

Автор: Мухаметжарова Макпал Узбаевна

Дата: 18.06.2019

Номер свидетельства: 515104

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Lesson plan on the theme "Talking about health"

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