Healthy bodies 2

LESSON: Module 6 Lesson 2 Healthy bodies 2

School: №12

Date:

Teacher name: Nogayeva A.K.

CLASS: 4

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

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

4.W2 begin to use joined-up handwriting in a limited range of written work

4.W7 spell most familiar high-frequency words accurately when writing independently

4.UE3 use adjectives, including possessive adjectives, on a

growing range of general and some curricular topics to

describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons

4.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now and future arrangements on a limited range of personal and familiar topics/ using –ing forms swimming, spelling as nouns to describe familiar and classroom activities

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 food and drinks.

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 food and drinks.

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 food and drinks.

Previous learning

Language focus Structures: present simple; adverbs of frequency; adverbs of manner. Language in use: Healthy eating gives your body what it needs to work properly Eat more fruit and vegetables!

Target vocabulary Healthy bodies: healthy properly, energy, fat, sick, sad, body, fruit, vegetables, get active, sleep, drink, water

Cross-curricular links

Making decisions (Ex. 6)

ICT skills

Using videos & pictures, working with URLs

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

4.1.4.1

(An activity to revise the language of the previous lesson.)

Ask individual pupils what to do to have a healthy body. Elicit answers. Ask the rest of the class for verification.

PRESENTATION AND PRACTICE

4.1.4.1

4.5.9.1

4.5.12.1

4.4.7.1

4.2.5.1

4.1.4.1

4.5.9.1

4.5.12.1

4.4.7.1

4.2.5.1

4.4.7.1

4.2.5.1

\4.1.4.1

4.5.9.1

4.4.7.1

4.2.5.1

4.1.4.1

4.5.9.1

Step 1 (Activities to present and activate the new language.) POSTER

5 Listen, point and repeat. Then match.

Pupils' books closed. Put the Time to eat poster up on the board. Point to the items, one at a time, and say the corresponding phrases. The pupils repeat, chorally and/or individually. Point to each item in random order. Ask individual pupils to name the item. Explain to the pupils that in today's lesson you'll talk about food and drinks. Ask them to tell you their favourite food and drink.

Pupils' books open. Play the CD.The pupils listen and repeat. If you wish, play fhe CD again pausing after each word/phrase.The pupils repeat chorally and/or individually.Then the pupils match the pictures to the words. Check their answers.

POSTER

(Track 14 CD2)

Pupils book p 80

Answer key

lb 2i 3h 4 g

5 j 6 d 7a 8c

9e 10 f

Step 2 You want to make a salad.

In pairs, decide what to include.

Refer the pupils to the pictures 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.

Pupils book p 80

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

Step 3 STUDY SPOT

Match. Then talk with your friend.

Pupils' books closed. Say, then write on the board: / am playing chess now. Underline the words in bold.The pupils repeat, chorally and/or individually. Then say and write on the board: / am having a piano lesson this evening. Underline the words in bold. The pupils repeat, chorally and/or individually. Elicit/Explain that we use the present continuous for temporary actions, actions happening at the time of speaking or for fixed arrangements in the near future. Point out that we use words like at the moment, now, these days, at present, tonight, this evening, etc with the present continuous. Revise/Elicit the interrogative, negative and the short answers.

Drill your pupils:

e.g. Teacher: play video games (now)

Pupil 1: I am playing video games (now), etc

Pupils' books open. Go through the Study spot section briefly. Read aloud the example and explain the activity. Go through the prompts and elicit/explain any unknown words. Allow the pupils some time to complete it. Check their answers.

Read aloud the dialogue and ask the pupils, in pairs, to make similar dialogues. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.

Step 4 Who is doing what for tomorrow's party? Listen and match. Then say.

Refer the pupils to the pictures and elicit the words. Explain the activity. Play the CD. The pupils listen and match. Check their answers. Ask the pupils to tell you what each person is doing for tomorrow's party.

AUDIOSCRIPT

боу 7: Ok, everyone. We need to get all the things ready for tomorrow's party. Who is going shopping? Karlygash?

Karlygash: No, I'm not. Ayaulym is going shopping. I'm decorating the house.

Boy 7: Oh, OK. What about you, Bakhytzhan? What are you doing?

Bakhytzhan: I'm cooking some pasta and I'm making some sandwiches, too.

Boy 7: Excellent!

Bakhytzhan: Nurzhan? What are you doing? Nurzhan: I'm bringing some CDs. I'm playing sorr music, of course!

Step 5 Let’s Play ex 9

Let's Play

A pupil starts by saying what he/she bought.The ne: pupil repeats what was said and adds their own iten as in the example. The pupil who forgets what th

Pupils book p 81

Pupils book p 81

Pupils book p 81

(Track 15 CD2)

Answer key

2a 3b 4e 5c

Suggested answer key

A: What are you doing?

B: I'm going to the gym.

A: Going to the gym?

B: Yes. Exercising gives me more energy!

Answer key

1 Ayaulym

2 Karlygash

3 Bakhytzhan

4 Nurzhan

Karlygash is decorating the house.

Ayaulym is going shopping.

Bakhytzhan is cooking some pasta and making some sandwiches.

Nurzhan is bringing some CDs and playing some music.

Suggested answer key

Pupil 1: ... I bought cucumbers, sausages and som

Pupil 2:1 bought cucumbers, sausages, some lettuce and tomatoes.

Pupil 3:1 bought cucumbers, sausages, some lettuce tomatoes and mushrooms, etc

Ending the lesson

4.4.7.1

4.2.5.1

(An activity to consolidate the language of the lesson.)

Say one of the food items from the lesson. Ask a pupil to come to the board and draw its shape. Ask the rest of the class for verification.

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