Healthy bodies 1

LESSON: Module 6 Lesson 1 Healthy bodies 1

School: №12

Date:

Teacher name: Nogayeva A.K.

CLASS:

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 Structures: Consolidation. Language in use: At the carnival there are a lot of fun activities for everyone. At the Quebec Carnival you can also enjoy snow sculptures, shows and skating! You must visit Astana in December.

Target vocabulary rock formation, popular, attraction, deep, underwater, spear, dive, brave, pine needles

PSHE (Exs. 1,3 & 4

ICT skills

Using videos & pictures, working with URLs

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

4.1.4.1

Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.

PRESENTATION AND PRACTICE

4.2.5.1

4.4.7.1

4.3.4.1

4.4.7.1

4.5.9.1

4.5.12.1

4.2.5.1

Step 1 (Activities to present and activate the new language.) Look at the picture. Answer the questions.

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.

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

Pupils book p 79

Answer key

at the school cafeteria

salad, sandwich, juice (suggested answers)

yes

fruit (suggested answer)

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.

Pupils book p 79

Answer key – 1 2 4

Step 3 Make sentences to complete the poster.

Refer the pupils to the pictures. Explain that these are all ways to a healthy body. Read the example and 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.

Step 4 In pairs, write two more ways to a healthy body. Draw pictures. Present them to the class.

Ask the pupils, in pairs to write two more ways to a healthy body and draw pictures. Explain that they can use the sentences in Ex.3 as models. Allow the pupils some time to complete the activity. Ask each pair to present their projects to the class.

Pupils book p 79

Pupils book p 79

Answer key

Get active every day!

Sleep 10 hours!

Drink a lot of water!

Suggested answers

Eat fish!

Don't eat sweets and sugar!

Ending the lesson

4.5.9.1

4.5.12.1

Ask individual pupils what they do every day to a healthy body. Tell the pupils that they can use ing from Exs. 3 & 4. Then ask the pupils which of tt ways to a healthy body they don't do every day.

ACTIVITY BOOK (Optional)

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 reading text through follow-up questions

• cross curricular links: Art