Уроки для 6 класс

Unit 5. Our health

School:125

Date: 22/01/19

Teacher’s name: Assel

Class: 6

Number present:

absent:

Theme of the Lesson:

Healthy body, healthy mind

Learning objective(s) that this lesson is contributing to

6.4.5.1 deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts

6.3.3.1 give an opinion at sentence and discourse level on an increasing range of general and curricular topics

Lesson objectives

• To understand the text deducing the meaning of words

• To share opinions using topical vocabulary

• To identify how much water learners drink and how healthy they are

Assessment criteria

• A learner can understand the general idea of the text deducing the meaning of words

• A learner can apply topical vocabulary at least 3-4 words

• A learner can identify how much he or she drinks

Value links

Cooperation, respect to each other, collaborative work

Cross curricular links

Biology, Chemistry

Previous learning

Healthy life

Plan

Planned timings

Planned timings

Resources

Beginning

0-2

2-7

Organizational moment

Teacher greets students.

Teacher sets positive atmosphere by asking some ice breaking questions. Teacher also discusses learning objectives with students.

Warm –up.

Teacher instructs learners to write fruits and vegetables alphabetically. Teacher should fix the time for 2 minutes. The students who writes as many as possible, becomes a winner. For example:

Fruits: apples, bananas, cherries, figs, grapes, kiwi, lemon, melon, orange, pear, strawberry, watermelon

Vegetables: aubergine, beans, carrot, garlic, lettuce, mushroom, onion, potato, spinach, tomato, yam

PPT slides 1-3

https://www3.hants.gov.uk/bi4l-theme5.pdf or PPT Slide 3

Middle

7-15

15-25

25-35

Focus on reading

Pre-reading

Teacher show PPT Slide with some vocabulary for reading task. Teacher can explain the meaning of words or learners can look at the pictures of words and guess the meaning of these words. Verbs should be explained by teacher.

1.fluids – liquid

2. calcium - The chemical element of atomic number 20, a soft grey metal.

3. maintain -  Keep (something) at the same level or rate.

4. intake - An amount of food, air, or another substance taken into the body.

5. flavoured milk - having been given a particular taste by the addition of a flavouring.

6.malt drink - grain that has been steeped, germinated, and dried, used for vinegar making

7.fizzy drinks – a drink containing bubbles of gas

8. squashes –juice or drink made of squashed fruits or vegetables

9. cut down - reduced in scope or length

10. herbal substances – made of herbal

While –reading

Learners read the text about Healthier choices for drinks and try to understand the importance of each drink for our body. Learners should focus on the names of drinks and their impact on people’s body.

Post– reading

Students fill in the chart, colour a square according to the label of a drink, for example:

Water – blue

Milk – pink

Juice – orange

Fizzy drinks – red

Energy drinks – purple

Sports drinks – green

Note: Teacher should remember learners that the aim of this activity is to identify how much water they drink a day or a week.

PPT Slides 4-5

Handout 1 https://www3.hants.gov.uk/bi4l-theme5.pdf

Handout 2

End

35-40

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

Brainstorm or mind map of what has been learnt during lesson

PPT Slide 6

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

In some activities more-able learners can work individually whereas less-able learners need to be supported with some vocabulary or provided with dictionaries.

Monitoring learners’ while doing different activities during the lesson and providing different types of feedback (on the sport or delayed).

Make sure power cords are not a tripping hazard

Everyday classroom precautions