Everyday English

School: 30

Date: 21.01.2019

Teacher name: Zeinollina Ulzhan

CLASS: 6 Ә

Number present:

absent:

The aims of the lesson:

S1.recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics

S4.plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics;

W1.write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics;

Lesson objectives

All learners will be able to: read the text

Most learners will be able to: actively perform tasks

Some learners will be able to: perform assigned tasks and get good grades

Assessment criteria

1. to develop the learners` correct pronunciation of active vocabulary

2. listen and discuss of a given topic and questions

3.to develop the learners` reading skills

Level of thinking skills

Speaking, reading, writing

Values links

Lesson is aimed to bring up pupils of such consciousness, national spirit, social activity.

Cross-curricular links

Traditional

Previous learning

Learners have an information.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

2 min

2 min

30 min

5 min

1 min

I. Organization moment.

• Good afternoon boys and girls!

• How are you?

• Who is on duty today?

• Who is absent today?

• What day is it today?

• What date is it today?

• What season is it now?

-Greeting

Let me introduce myself. My name is Zeinollina Ulzhan. I’m your teacher for today!

II. Phonetic drill.

Let's start our lesson with phonetic drill. Now, look at me please. I’ll read this poem, listen and repeat after me.

A big bug bit the little bittle, but the little bittle bit the big bug back

III. Work with mew words

• Oh dear! • dreadful • painkiller • can’t stand • dentist • suppose

IV. Read and translate

Listen and repeat.

Are you OK? • You don’t look well. • I feel terrible. • What’s wrong? • I can’t stand it any longer. • Then you should see a dentist.

Listen and read the dialogue. What is Jenny’s advice? What is John going to do?

Jenny: Are you OK, John? You don’t look well.

John: I feel terrible.

Jenny: Oh dear! What’s wrong?

John: I’ve got a dreadful toothache.

Jenny: Why don’t you take a painkiller?

John: I did, but it still hurts.

Jenny: When did you take it?

John: About an hour ago.

Jenny: Well, it should make you feel better soon. John: I can’t stand it any longer.

Jenny: Then you should see a dentist.

John: I hate going to the dentist.

Jenny: I’m sorry, but you have to go.

John: I suppose you’re right.

V. Practice

Ex 1. Find sentences in the dialogue which mean:

A You look awful. B I feel awful.

C What’s the matter? D I think you are right.

Ex 2. Asking, tlking about health

Asking about health

• Are you OK?/alright?

• What’s wrong?/ What’s the matter?

• You don’t look well.

• You look ill.

Responding

• I feel terrible/awful.

• I’ve got a terrible/ dreadful (headache).

• I don’t feel well at all.

• My (tooth) is hurting.

Expressing sympathy

• Oh dear! I’m so sorry!

• I’m sorry to hear that.

• Poor you!/You poor thing!

• How awful!

Giving advice

• Why don’t you (take an aspirin)?

• You should/ought to (drink some hot tea).

• If I were you, I’d (go straight to bed).

• The best thing you can do is (see the doctor).

Ex3. Work with cards

VI. Reflection: “Five fingers”

The end of the lesson

- home task: make a dialogue

- Our lesson is over, thank you good bye!

work with pupils

work with blackboard

work with blackboard

work with book AB

work with book AB

work with cards