Маликова Шынар Есимханкызы

Unit 5 Our Health. Lesson plan 49

6.L1 understand a sequence of supported classroom instructions

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

• Identify the theme, new words and use them as the basis for discussion.
• Demonstrate knowledge for usage of the Present Simple describing activities in and out of school.

Most learners will be able to:

• Select, compile, and synthesize information for an oral presentation

Some learners will be able to:

• Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

• Listen to the given text of description of activities and identify the general information.
• Demonstrate skills of organizing and expressing ideas accurately.
• Illustrate a viewpoint in a discussion.

3 min

Warm-up and lesson objectives presentation

Warm-up (W, I)

Good afternoon, dear students and guests! Welcome to our English lesson! I give you these sheets of paper. Here you see types of smiles, your task is to give yourselves marks putting ticks under the smiles. If you manage to do the work well put a tick opposite the happy smile. If not – opposite the sad one. If you are not sure put a tick under the neutral smile. On your desks you see folders with some files of different colours. You will need them during the lesson.

Look at the pictures and say what the theme of our lesson will be?

5 min

15 min

What do you usually do at school?

Do you know the subjects at school?Lead-in (W, I)

• Vocabulary work

Revise the school subjects vocabulary by asking students to add more words to the list they already guessed. Brainstorm with the class and write words on the board as pupils call it out.

Organise the class into four teams. Ask a student to come to the front of the class and give him a her a subject card. (e.g. Music). Say the whole class can ask a maximum of 10 questions to discover a subject. He/she can only give Yes or No answers. Demonstrate the question types and their short answer forms:

Do you like History ? -Yes, I do/ No. I don’t

Do you write a test at PE lesson? -Yes, I do/ No, I don’t.

Match 8 of the words in the box with photos 1 – 8 p.57. The teacher asks if Sts. know the full names of: P.E. – Physical Education, ICT – Information and Communication Technology. Sts are divided into 3 groups and guess the subjects and the right answers. The winner gets 10 scores.

PRE – LISTENING TASK:

Ex.3 p.56( Check the meaning of phrases and add your word – combinations from ex.1): Dance practice –

Dance/ basketball/ Music/ chess/ football practice;

Maths/ Science/ History/ Geography/ French/ Music/ ICT test;

While – listening task: listen to Alan and Jessica talk about activities and complete the sentences. What is their favourite day? In pairs ask questions to get more details: How often does Alan have Science?

Write as many questions as you can to get more information.

What is their favourite day? – Saturday. And yours? Why?

Ask each other questions about routine activities at school. What are your favourite subjects and why?

Ex. 5 – 6 p.56

Open your record – books and name the subjects you are studying. Compare them with the timetable in England.

PPT

Whiteboard

Writing

Worksheet

Student Book p.56

Student Book p.56

CD 1.48

Pictures” Test your knowledge”

CD 1.49

Writing

Worksheet

Student Book p.56

3 min.

WB p.40

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

• Green: How can you use today’s learning in different subjects?
• Red: How do you feel about your work today?
• White: What have you leant today?
• Black: What were the weaknesses of your work?
• Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I’ve improved in, Today I learnt… )
• Yellow: What did you like about today’s lesson?

Slide “Six thinking hats”

How do you plan to challenge the more able learners?

More able learners: make analysis of their work and help weaker ones to arrange information.

Reading tasks are differentiated according to the learners’ language level: from easier to more challenging.

Encouraging assessment: Thumb

Excellent –

Good-

Average –