Unit:5

Our Health

Teacher’s name:

Date:

Grade: 6

Number present: absent:

Theme of the lesson:

Sport in our class (This relates to Physical Education)

Learning objectives(s) that this lesson is contributing to:

6.1.8.1- develop intercultural awareness through reading and discussion;

6.2.7.1- recognise the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics

6.3.1.1- provide basic information about themselves and others at discourse level on a range of general topics;

Lesson objectives:

All learners will be able to: memorize the opinion of the speaker of curricular topics.

Most learners will be able to: improve interaction between students through discussion.

Some learners will be able to: describe basic information about themselves and others.

Assessment criteria

-pronounce the topical words correctly

-describe the illnesses people

Value links

Ss will respect each other during the lesson without interrupting each other while somebody expressing thoughts or opinions.

Cross curricular links

Biology

ICT skills

PPT, Video, the use of whiteboard

Previous learning

Ss know the parts of body to understand the characteristics of illness.

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

5 мин.

Organization moment :

1.Greeting.

2. Organization moment.

Teacher shows pictures with different illnesses people. And asks, what is wrong with each person?

Can you say in mother language?

Yes, very good, you are right.

And tell me the theme of the lesson. What is the theme for today? Yes, right.

Ss look at the picture and describe in mother language. And define the theme of the lesson.

The aim: create a new knowledge and name the illness description correctly.

Efficiency: Ss interested in guessing the theme and learn the new topical words.

During the activity teacher after each right answer gives feedback with the method: “The Praise”.

“You are right”

“Great!”

“Good”.

PPP-2

Excel 6. Student’s book.

Page 53, Ex. 1

Pre-learning

Individual work.

10 min.

Teacher explain the meaning of phrases and translate for comprehension.

A sore throat, a stomach ache, a cough, a headache, a cold, a temperature, a rash, an earache.

Then looking at the picture practice the phrases for the correct pronunciation, teacher drills several time. Teacher asks name the pictures and describe them.

A: what’s wrong with Saule?

B: She’s got a sore throat.

Ss listen to the teacher and write down the new phrases. Ss practice the pronunciation of the phrases and name the pictures.

Aim: use description to develop the speaking skills and speak in any theme.

Efficiency:Ss learn new words before starting the new theme. And practice during the exercise. This method helps Ss to reflect the spelling of new words.

During the activity teacher after each right answer gives feedback with the method: “The Praise”.

“You are right”

“Great!”

“Good”.

Whiteboard

PPP-3

Excel 6. Student’s book.

Page 53, Ex. 2

PPP-3

Middle of the lesson

Individual work.

8 min.

What’s with each person?

Find six illnesses in the word to complete the sentences under the correct picture.

Kanat’s got a(n)

1)…………….. .

Laura’s got a(n)

2) …………… .

Gemma’s got a(n)

3) ………………. .

Mark’s got a(n)

4) …….. .

Lucy’s got a(n)

5) …………….. .

Claire’s got a(n)

6) ……………… .

Ss define the words and complete the sentences looking at the pictures. And read to the class.

Aim: use new vocabulary to define the characteristics of pictures.

Efficiency: practice the spelling of the words and pronunciation.

Differentiation:

This task differentiated by the Ss abilities. Less able Ss define words with the help of prompt cards which written the new words.

Descriptor:

-define the word

-complete the sentences.

To constructively feedback T uses the method: “Sandwich”

Well done, you define the words, but there is a mistake in your completing task.

Whiteboard

Work Book

Excel,6.

Exercise 1. page 36

PPP-4

Individual work.

“Fill in”

10 min.

Complete the sentences (A-E) with words from the list, then match them to the sentences (1-5).

• Add

• Enjoy

• Get

• Drink

• Put

Differentiation:

Less able Ss complete only the sentences and more able Ss understand the meaning of the sentences and match the sentences. This task differentiated by the time management.

Ss complete the sentences (A-E) with words from the list, then match them to the sentences (1-5).

And read the answers for the checking to the class.

Aim: memorize the new words and improve vocabulary skills.

Efficiency:

Ss develop their speaking skills and remember the characteristics of illnesses better.

Descriptor:

- complete the sentences

- match them to the sentences (1-5).

Total: 1point

Feedback:

“Sandwich” method.

Whiteboard

Work Book

Excel,6.

Exercise 2. page 36

PPP-8

Individual work.

“Questionaire”

5 min

Teacher asks Ss to tell about their illness time and it doesn’t matter when it is happened, the main thing is talking.

Ss tell about their illness time.

Aim: develop Ss speaking skills and use of vocabulary skills.

Efficiency: feel free during the activity and break down the shyness habits, learn to participate for the lesson actively.

“Sandwich”

Well done, you can tell us about your illness time very good, learn to use the new vocabulary.

Whiteboard

End of the lesson.

Reflection

Individual work:

2 min.

Concept checking questions.

What is the a sore throat?

Can you show me stomach ache?

What is a cold?

Ss answer the questions.

Aim:To know how many Ss understand the theme.

Efficiency:memorize the topical words and their pronunciation correctly.

“Sandwich”

Well done, you can say the topical words correctly, at home repeat words again and learn by heart.

Whiteboard

PPP-9

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

During the lesson some tasks differentiated by outcomes of the students and by their abilities.

All learners memorize the opinion of the speaker of curricular topics.

Most learners improve interaction between students through discussion.

Some learners describe basic information about themselves and others.

Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives.

During the activity teacher after each right answer gives feedback with the method: “The Praise”.

“You are right”

“Great!”

“Good”.

“Sandwich”

Well done, you can say the topical words correctly, at home repeat words again and learn by heart.

Provide some physical exercises for learners

Reflection

Were the lesson objectives/learning objectives realistic?

Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?

Unit:5

Our Health

Teacher’s name:

Date:

Grade: 6

Number present: absent:

Theme of the lesson:

Grade 6 is a healthy class! (This relates to Physical Education)

Learning objectives(s) that this lesson is contributing to:

6.R.6.- recognize the attitude or opinion of the writer in short texts on a growing range of general and curricular topics;

6.S.3.- give an opinion at sentence and discourse level on an increasing range of general and curricular topics;

Lesson objectives:

All learners will be able to: distinguish an opinion of the writer in short texts on a curricular topics.

Most learners will be able to: respond to the basic question on curricular topics.

Some learners will be able to: express the opinion of the writer clearly

Assessment criteria

-read the text and choose correct answer

-respond the basic question intelligibly

Value links

Ss will respect each other during the lesson without interrupting each other while somebody expressing thoughts or opinions.

Cross curricular links

Biology