LESSON 49

Unit 5: Our Health

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Sport in our class

Learning objectives

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

Previous learning

Unit revision

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Beginning

5 min

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.

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 ..

Learners use the advice and should or shouldn’t to write sentence

Individual avaluation

PPT

Handout 1

Middle

30 min

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.

Teacher drills the pronunciation of the new words.

Learners listen and check their answers.

While-listening

Peers assess each other according to the answers provided by the teacher.

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

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.

Learners should write down the full sentences into their copybooks.

Learners listen to a conversation between a doctor and a patient and complete the notes given.

Learners work in pairs and use experiences from their life to hold a life-like conversation

Verbal evaluation

Individual avaluation

Mutual avaluatio

Audio Track 1

Handout 2,

Handout 3

End

5 min

REFLECTION

At the end of the lesson, learners reflect on their learning:

I would like to tell you about …

I would like to explain why …

The best part of today’s lesson was …

One important thing to remember is.. Today I have learnt …

Home task: to learn the new words

Saying goodbye

Learners throw the dice to find out a random question they should answer

Self-assessment

Plenary Dice

LESSON 50

Unit 5: Our Health

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Grade 6 is a healthy class!

Learning objectives

6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics

6.6.8.1 use future form will and going to make offers, promises, and

predictions and plans on a growing range of familiar general and curricular topics

Lesson objectives

To understand specific information from the recording

To use future form “be going to” creating sentences

To enrich vocabulary with new topical words

Previous learning

Sport in our class

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Beginning

5 min

Organizational moment

Teacher greets learners and introduces the lesson objectives in a simplified manner.

Warm –up.

What healthy\unhealthy habits do you know?

Do you think it is important to be fit and healthy?

Teacher monitors and encourages students.

Teacher conducts brief class feedback of students’ ideas by discussing them with the whole class.

Learners work in pairs and discuss the questions.

PPT

Middle

30 min

Focus on listening

Pre-listening

Ask learners to predict what Rob is going to do using the words in the worksheet. Do not forget to give out the worksheet with words. Ask learners to follow the structure:

I think he is going to …

Note: In Handout 2 teacher can find the transcript of this audio and video, if it is difficult for learners to follow the speed, teacher can read himself or herself.

Teacher says right answers or shows them on smart board on PPT

Listening

Teacher gives out worksheets with comprehension questions. Teacher asks learners to read the comprehension questions and underline key words before they listen to the recording. Teacher plays the audio or video again.

Teacher shows right answers on PPP.

Teacher tells learners to check their answers together in pairs.

Weaker learners can read the transcript before they watch the video.

Post – listening

Teacher gives out worksheet. Ask learners to work individually to complete the sentences using the correct form of going to.

Teacher monitors and corrects answers where necessary.

Teacher tells learners to check their answers in pairs. The answers can also be found on PPT.

Learners listen to the recording or watch the video following the link and underline the words they hear from Handout 1.

Learners need to answer the questions.

Learners complete the sentences using the correct form of going to.

Verbal evaluation

Mutual avaluatio

Individual avaluation

Handout 1

Video

http://esol.britishcouncil.org/content/learners/skills/speaking/health-and-fitness

Handout 2

http://esol.britishcouncil.org/content/learners/skills/speaking/health-and-fitness

Handout 3

Handout 4

End

5 min

REFLECTION

At the end of the lesson, learners reflect on their learning:

Learners list 3 things they found out/learnt on the lesson.

Home task: to write how you keep fit using future form “be going to”

Saying goodbye

Self-assessment

LESSON 51

Unit 5: Our Health

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6