"The three steps interview " стратегиясын " Health lifestyle" тақырыбына 15 минуттық видео сабақтан үзінді

LESSON 6:

Unit 6 Healthy world

School: №8 of N. Ostrovsky, Taldykorgan town

Date: 12.03

Teacher name: Chakarova R.A

Grade: 4 «А»

Number present:

absent:

Theme of the lesson:

Health lifestyle

Learning objectives(s)

4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics

4.S6 take turns when speaking with others in a growing range of short, basic exchanges

Lesson objectives

• develop learners speaking, listening,reading and writing skills;

• engage in questioning, request additional information

• make an interview using active vocabulary on the theme “Healthy lifestyle”

Success criteria

• Learners can use topic-related vocabulary and ask different questions correctly on the theme

• Participate actively in interview;

• express their opinions;

Value links

To respect each other, to love sport, support, Values of national idea “Mangilik Yel”.

Cross curricular links

Kazakh language , Russian language , biology

ICT skills

Using SMART board, pictures and videos, working with URLs

Previous learning

Healthy world

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

10-minutes

ORGANIZATIONAL MOMENT

1.Greeting. Good morning? Glad to see you! How are you?

What date is it? Who is absent today?

What problem has he (she)?

Are you ready for the lesson?

Let’s start! Division into four groups.(By seasons). Form 4 groups who born in winter-1 group, spring-2 group, summer-3 group, autumn-4 group

Activity 1. Warm up

Method (Guessing)

Look at the screen, watch video and sing.

Guess the theme of the lesson, after watching the video.

Leaners look at the screen, watch the video and sing a song, and then they are asked to guess the title of the lesson.

Today we`ll devote our lesson to speaking, listening,reading and writing, about WHAT??? Have a look at these pictures and guess WHAT ARE WE GOING TO SPEAK ABOUT?

P: I think we are going to speak about smoking…….., alcohol drinking……., taking drugs………., about regular meals……, healthy food and going in for sports.

T: Yes, of cause, you are right we are going to speak about health, health problems and healthy lifestyle.

Activity 2.

1. Do you often eat vegetables and fruit?

2. Do you eat chocolate, sweets, chips and biscuits every day?

3. What do you do to be a healthy person?

4. Do you do sport?

5. Do you sleep enough time?

6. Do you think about health?

7. Are you a healthy person?

Please, have a look at the blackboard, please.

I eat to live, but I don't live to eat

I am sure it is very important to be healthy. Health was valued greatly in all times and in all countries. People can buy different things but they can't buy their health.

https://www.youtube.com/watch?v=jQMoXBtOVuU

Middle

5 mins

Activity 3. Pre- reading

Method (Odd one out.)

Task 1. Find the odd one out on each list.

Learners find the odd one out on each list.

https://yandex.kz/images/search?text=здоровье%20еда&pos=109&p=3&img_url=https%3A%2F%2Fdavlenie.guru%2Fwp-content%2Fuploads%2F2018%2F09%2Fpitanie.jpeg&rpt=simage

15 mins

You know a lot about living a healthy lifestyle, but what does that mean?

Can you say the secrets of a healthy lifestyle?

Answers will be:

Sport:

Exercising is necessary for a healthy life, but don’t overdo it!

Exercising makes you feel good.

Exercising in fresh air is good for brain.

Happiness is the key to life.

Every smiles adds 5 minutes to your life.

I eat to live but I don’t live to eat.

A healthy mind in a healthy body.

Eating a healthy diet is a part of healthy lifestyle.

Activity 4 Active Learning Strategies

 Three step interviews

A cooperative learning strategy, the three step interview encourages students to develop active listening skills by quizzing one another, sharing their thoughts, and taking notes.

To use the three step interview process, I’ll divide students into groups of three, and assign three roles: interviewer, interviewee, and note taker.

After assigning a theme or topic of discussion, have students participate in a five to 10 minute interview to discuss what they found to be the key information relating to the topic.

After each interview, have students rotate roles. Depending on factors including the grade level of your students and their experience with the strategy, you may adjust the length of the time for each interview.

1. Teacher provides the interview topic and states the duration of the interview;

2. Teacher calls for Think Time.

3. In pairs, Student A interviews Student B.

4. Pairs switch roles: Student B interviews Student A.

5. Pairs pair to form groups of four.

6. Round Robin: Each student in turn shares with the team what he/she learned in the interview.

Students should feel free during the interview and number of students involved in these steps.

Before using the strategy, you may find it useful to have students explore the types of questions reporters ask in interviews and at what point in an interview they ask them. You may also want to provide recording sheets to use when they are assigned the “reporter” role.

The three-step interview confers benefits including:

• Helping students learn and apply different questioning strategies

• Strengthening students’ connection with course material in a creative and engaging way

• Producing a sense of accountability, with students working together to complete a task and grasp a lesson

Descriptor: A learner

- learns and applies different questioning strategies;

- uses related- topic expressions appropriately;

- pronounces words and expressions clearly;

End

5 mins

Reflection

Ask leaners if they like or dislike the lesson. Why? Why not?

Teacher gives the comments about pupils’ work and awards students giving images of different smiles.

Students stand up and sing the “Good bye”song .

“Good bye”song .

Video

https://www.youtube.com/watch?v=Xcws7UWWDEs

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able

Assessment – how are you planning to check learners’ learning?

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

• more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to higher frequency vocabulary to build confidence through participation.

challenge stronger learners to answer questions in Step 1 with full short answers

• through questioning and the redirecting of questioning in feedback activities

through observation in group and end performance activities

• Performance arts: use gestures & movements to the parts of body

• Art: tracing, sticking, colouring

• Science: hygiene

• White board is used no more than 5 minutes

• Personal computers are used no more than 10 minutes

• Use water based markers

• ICT-computer games

• When Students work in groups, they will learn to be polite and respectful towards each other

• Inculcate habits of hygiene

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Homework & Reflection

• Ask learners to take a moment, think and share what they have learnt

• Revision of the words

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