Plan 4 G 17 02 20

LESSON: Unit 6 School:
The natural environment

Topic: Healthy bodies
Date: Teacher names: O.N Shadrina
CLASS: Number present: Absent:
Learning objectives(s) 4.2.5.1 pronounce an increasing range of words, short phrases and
that this lesson is simple sentences intelligibly
contributing to 4.4.7.1 spell most familiar high-frequency words accurately when
writing independently
4.5.12.1 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often, begin to use
simple adverbs of manner example given well, badly, use
common -ly manner adverbs to describe actions example given
slowly, quickly
Lesson objectives All learners will be able to:
Pronounce topic related expressions, recognise and ask
question about illnesses and use adverbs of time and frequency
sometimes, often, always, never with teacher’s and visual
support
Most of learners will be able to:

sometimes, often, always, never with a less teacher’s support
Some learners will be able to:

sometimes, often, always, never without teacher’s support
Previous learning Hot and cold, some topic related words
Plan
Planned Interacti Planned activities Resources
timings on
patterns
Start (W) Lead in: Good morning! take colored cards colored cards
5 min and sit in 3 groups of 5.
(Children sit in groups)
Let’s play. One student come to the board,

(W) close eyes and others ask him: How are you?
How old are you? What is your name? and
first -should guess (Teacher choose students
using name cards)
Close your eyes. (Teacher put on the doctor’s Doctor’s cap
cap ) Open your eyes and guess who I am?
What does the doctor do? (children answer –
help us , help to be healthy)
So what is the topic of our lesson?
(healthy bodies)
Look at the pictures
What are we going to do? Pictures
(children name the aims of the lesson: write
new words, pronounce new words, speak
about health, work in groups, work in pairs,
answer the questions)
You each have your own scorecard. For good
active work you will get vitamins.
Middle Presentation of new words:
Let’s start.
5 (W) Listen and repeat words after me pictures with words
(Teacher use drilling. Children repeat words
after T(variations :whisper, loudly, high or low slide 2
voice): Headache, Stomach ache,
Toothache,
Cold, Cough, Sore throat, Medicine)
3 (G) FA Here are cards, Find the right word and worksheet №1
tick. Make up a word
Criterion: Children are able to match new
words with picture 1 point for the each right
word and make a word hygiene:
Descriptors: match words with picture
Headache- головная боль
Stomach ache- боль в животе
Toothache- зубная боль
Cold - простуда
Cough -кашель
Sore throat – воспаленное горло
Medicine – лекарство Interactive board
Make word hygiene slide 3
Check yourself, keys are on the board, and

write your points
So for the healthy bodies we need health (tick
the word on the sun)
2 (W) Look at the blackboard and read slide

(the teacher use name cards and choose
open pair)
Catch the ball and answer my questions: Do
you have a headache/toothache/cold? - Yes, I
3 (P) do /No I don't
Role play: Ask each other in pairs. I’ll listen
and give you fruit or vegetables.
Criterion: students pronounce new words
correctly, recognise and ask question about
illness
Descriptor: each in pair ask and answer Do
you have a headache/toothache/cold? - Yes, I
do /No I don't (or use other new topic related
words)
(G) Write down 1 point for each fruit. So for

health we need healthy food. Tick the word on
the sun
Что же еще нужно для здоровья?
2 (W) (прикрепляет слово healthy food на схему)
Children let’s have a rest. Watch the video

and repeat exercises
What else we need for our health-Sport.

Tick the word Sport
5 (W)
Worksheet 2
Here are the cards with adverb of frequency.
(Teacher explain
Always means we do it all of the time, 100%
Often means we do it or have it 70% of the
time
Sometimes means we do it or have it 50/50
Never we don’t do it or we haven’t it 0% of
(W) (I) the time and children read examples)
3
FA Come to the blackboard and choose the
right adverb.
(Teacher choose students using name
cards)
Criterion: children understand using adverbs
of frequency
Descriptor:
2 (I) 1 always,2 sometimes,3 often,4 never,5 Worksheet 3
always
(P) (1 point for each correct word)
FA (3levels) Here are cards

Level 3)Find and circle adverbs of frequency
in the text
Criterion: children can find adverbs of
frequency
Descriptor: My father always says “Health is
our wealth”. We should take care of our
health. My mother often says : “Drink more
2 water”. I always do morning exercise and
run. Sometimes I and my friend go to the
swimming pool. I often eat fruit and
vegetables: apples, bananas, tomatoes. So I
never have a sore throat or cough.
Keys in the board, peer checking
Level 2) Put the words in a correct order

3 Criterion: children can make sentences with
adverbs of frequency
Descriptor:
1)We always have a cough in autumn
2) They never take medicine in summer
3)My sister often has a headache
Keys on the board, peer checking
Level 1) Write your own sentences and read

them
Criterion: children can write and read own
sentence and use new topic related words
Descriptor: write sentences and read them
using new topic related words correctly
End W What have you know today? What did you

Reflectio like best? Write what you have known on
n smile. And also we have for our health -good
5 mood.
Count vitamins and look at the criteria
Your home task: 23-3
Additional information
Differentiation – how do Assessment – how are Cross-curricular links
you plan to give more you planning to check Health and safety check
support? How do you plan learners’ learning? ICT links
to challenge the more able Values links
learners?
 More support can be  Monitoring while  IWB is used for 3 min

given by asking less- learners are working in  Developing communicative
confident learners groups abilities and learning to show
concept checking  Through individual and respect for other views during
questions group work in feedback whole class activities
 More able learners can activities
support less-confident  Peer assessment using
students during group criteria-based
work assessment and song in
 Support is also given by the end of the lesson
graphical organizers

Plan 4 G 17 02 20

Uploaded by

Copyright:

Available Formats

Plan 4 G 17 02 20

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Plan 4 G 17 02 20

Uploaded by

Copyright:

Available Formats

LESSON: Unit 6 School:

The natural environment

CLASS: Number present: Absent:

Pronounce topic related expressions, recognise and ask

Pronounce topic related expressions, recognise and ask

Let’s play. One student come to the board,

Check yourself, keys are on the board, and

2 (W) Look at the blackboard and read slide

(G) Write down 1 point for each fruit. So for

Children let’s have a rest. Watch the video

What else we need for our health-Sport.

FA (3levels) Here are cards

Keys in the board, peer checking

Level 2) Put the words in a correct order

Level 1) Write your own sentences and read

End W What have you know today? What did you

Count vitamins and look at the criteria

Your home task: 23-3

 More support can be  Monitoring while  IWB is used for 3 min

You might also like