Ашық сабақ: Module 6 Lesson 1 Healthy bodies 1 -2

LESSON: Module 6 Lesson 1 Healthy bodies 1 -2

School

Date

Teacher name: Ilyassova Z.K.

CLASS: 4

Number present:

Absent:

Learning objectives(s) that this lesson is contributing to

4.UE9 use common present simple forms including short answer forms and contraction, to give personal information and talk about habitual actions, facts and future timetabled events continue to use common past simple forms [regular and irregular]to describe actions and feelings and narrate simple events including short answer forms and contractions

4.UE12 use adverbs of time and frequency: sometimes, often,

always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common –ly manner adverbs to describe actions e/g/ slowly, quickly

Lesson objectives

All learners will be able to:

recognise and use some target language correctly and show comprehension of some written and spoken familiar words in simple sentences. To talk about healthy bodies.

Most learners will be able to:

recognise and use most target language correctly and show comprehension of most written and spoken familiar words in simple sentences. To talk about healthy bodies.

Some learners will be able to:

recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences. To talk about healthy bodies.

Previous learning

Language focus: Consolidation. SA.

PSHE (Ex 1,3 & 4

ICT skills

Using CD & pictures, working with PPT

Plan

Planned timings

Planned activities

Resources

Teacher
Notes

Beginning the lesson

PRESENTATION AND PRACTICE

Step 1 Activities to present and activate the new language.

T: Today we’ll listen, read, write, speak about healthy eating. Then we’ll make a healthy salad.

Say and write on the board: healthy eating. Elicit/explain what healthy eating means. Refer the pupils to the picture and have a picture discussion. Use the questions in the activity to elicit from the pupils orally where the children are, what they are doing, what they are eating and if the food is healthy. Then ask the pupils what they usually eat at school and elicit answers from individual pupils. Ask them to tell you their favourite food and drink.

Refer the pupils to the activity. Allow the pupil's some time to answer the questions. Check their answers.

Presentation of the new vocabulary.

The pupils listen, repeat chorally and/or individually, then rewrite the vocabulary into the dictionaries.

Step 2 Read and choose.

Explain the activity. Go through the prompts and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.

PPT

PPT

CD

(PB ex2 p 83 )

T: Look at this photo on the whiteboard and answer my questions, please!

1.Where are children?- They are at the school cafeteria.

2. Can you name any of food on the photo?-Ps’ answers.

3.Is their food healthy?- Ps’ answers.

4.What do you usually eat at school?- Ps’ answers.

Ss: at the school cafeteria,

salad, sandwich, juice, fruit, etc

(suggested answer)

healthy -
properly –
energy –
school cafeteria -
make fat –
feel sad -
get sick –
get active –
sleep –
drink –

cucumber-

lettuce-

mayonnaise-

sausage-

olive oil-

(Orally)

Step 3 Poster.

Make sentences to complete the poster.

Refer the pupils to the poster in the PB and explain that these are all ways to a healthy body. Read the example and explain the activity. Elicit unknown words. Allow pupils some time to complete the activity.

Go around the classroom providing any necessary help. Ask some pairs to report back to the class.

Poster

(PB ex3 p 83 )

Pair work

Step 4 Making a salad.

In pairs, decide what to include.

Refer the pupils to the cards with the pictures of food (and elicit the names of the food items). Read the dialogue aloud and explain the activity. The pupils, in pairs, ask and answer questions, as in the example. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.

(PB ex26p 84 )

Pair work.

Suggested answer key

A: Let's put some tomatoes in our salad.

B: Yes, sure. Why not?

A: Let's put some carrots in our salad.

B: Oh, no. Let's put some cucumbers.

A: Let's put some mayonnaise in our salad.

B: Yes, sure. Why not? etc

Ending the lesson

Step 5 Giving home task: AB ex

Step 6 Healthy/Unhealthy food Plickers Testing

Plickers

Additional information

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?

Cross-curricular links
Health and safety check
ICT links
Values links

• support weaker learners with further modelling and drilling in their pairs

• stronger learners who complete activities quickly should spell new words aloud for others to copy in their notebooks

• check pronunciation of new language through group and individual drilling

• check comprehension of listening and answering questions

• cross curricular links: PSHE