Secondary school named after B.Begaliev
Teacher’s name: Khissamedenova Gulden
Learning objectives(s) that this lesson is contributing to
|7.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups;
7.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts
7.R5 deduce meaning from context in short texts on a growing range of familiar general and curricular topics
7.L4 understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics;
7.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.
|All learners will be able to:
— understand some details of an extended talk with support
— use subject-specific words according to the topic
Most learners will be able to:
— understand main information while listening and reading with little support
— express their opinion clearly to others during individual, pair and group work
Some learners will be able to:
— share opinions to solve problems in groups without support
— spell most high-frequency vocabulary accurately.
Development assessment criteria in accordance with the lesson objectives
Healthy lifestyle, Respect, Support, Trust
|Following the idea of «Rukhani zhangyru» students will better aware of the significance of healthy life style in the local context.|
Interactive board, PPT, video
This lesson is based on the knowledge and skills obtained in previous lessons. Understand the content of information
I. Organization Moment: classroom routines
Creation of a colaborative environment in the class.
II. Psychological training:
“I wish you …..”
Purpose of this training is to motivate learners for further work
I wish you (touch thumb fingers)
great (touch forefingers)
success (middle finger)
in everything (ring finger)
and everywhere (little finger).
Good luck! (touch palms)
Well done! Thank you.
Dividing into two groups:
L1 says “Health”
L2 says “Problems”
|Ls greet the teacher.
Ls turn face to face, do some movements with their fingers (touching thumb, fore, middle, ring, little fingers) and wish “Good luck” to each other.
Ls are divided into two groups by saying
“Health” and “Problems”
Power point interactive board
|III. Call phase
— Teacher familiarizes learners to the theme of the lesson, its objectives and descriptors.
— Identify healthy and unhealthy food and habits
— Complete vocabulary tasks in A, B, C levels
— Create more instructions of healthy living
— Make a project work in a group
— Teacher distributes “smiles” for further Assessment
— Teacher presents the affirmation of the lesson — “Health is above wealth”
Purpose of this task is to activate existing knowledge
T. distributes the words related to “body party” and asks them to glue it.
What theme do these words relate to?
Head, arm, hand, eyes, feet, leg, ears, stomach, back, neck, hair, nose, mouth, eyebrow
Mingling activity: “Find your partner”
Criteria: — match the picture with the names of illnesses in movement.
Head-headache, ear-earache …….
Teacher distributes the pictures of the parts of the body to the 1st group and names of illnesses to the 2nd group.
Assessment with smiles
— Activating word power:
Instruction: Learners work out the pronunciation of the expression in pairs, then pronounce it to the class.
Referential question: Is it correct?
I have a cold.
I have a cough.
I have a headache.
I have a toothache.
I have a sore throat.
I have a high temperature.
I have an upset stomach.
I have a broken arm.
I have a broken leg.
I am asthmatic.
— Watching video: “Inquiring about health”
“Gist questions” strategy:
1. Is the man generally happy with his broken leg?”
2. “Where does the woman go with her friend? Why?”
Instruction: — give “wait-time”
— role play – Gr.1 – dialogue 1
Gr. 2 – dialogue 2
Convergent question (require “correct” answer)for Ls ‘A’:
— What was happened with the man?
— What was happened with the woman?
Convergent question for Ls ‘B’:
How did the man break his leg?
What about the woman? How did she feel?
Role Play for Ls ‘C’
Teacher monitors their activity and provides scaffold if needed.
— Relaxation moment:
Double Double this, this
Double double that, that
Double this, double that,
Double Double this that
— Pair work:
Criteria: A learner chooses the correct variant which can help to solve health problems and gives reasons for his answers.
1. drinking tea or fizzy drinks
2. eating chocolate or fruit
3. getting up early or late
4. travelling by bike or by car
5. skateboarding or walking
6. living in a city or in a village
— “Can do” strategy
Instruction: Scanning the text.
Make posters by supporting the information
To be healthy we should avoid different bad habits that can affect our health. It’s common knowledge that smoking and drinking can shorten our lives dramatically.
Smoking and drinking are joined by less dangerous habits, such as skipping meals, eating unhealthy food, or even overeating. Of course, they are not quite as deadly as smoking or drinking alcohol, but they also affect our health.
If we eat too much, we’ll become obese, and obesity leads to serious health problems. A lot of people like drinking coca cola and coffee, and enjoy pizzas and hamburgers. But what is tasty is not always healthy. Fast food makes you fat, that’s why Americans are the fattest people in the world.
In recent years eating habits have undergone a change. People are encouraged to eat less fat and more fibre. Fat is believed to be one of the major causes of obesity and heart disease. The fashion for health food is growing all the time.
The only way to stay healthy and to keep fit is by going in for sports. Among the benefits of regular exercise are a healthier heart, stronger bones, quicker reaction times and more resistance to various illnesses.
To be healthy, it is also very important to spend a lot of time in the open air. It is useful to go for a walk before going to bed, or to air the room.
Ls feel responsibility for the lesson
Ls pronounce this proverb in chorus, then in turn.
Ls show their level of
Ls are in movement. They identify the parts of the body with possible name of illness.
Ls listen to the speaker and repeat the expression if they hear correct pronunciation
Ls watch the video and work creatively and cooperatively in groups.
Ls discuss a little in their groups.
Differentiation of learners:
Ls ‘A’ answer:
He broke his leg.
She had flu.
Ls ‘B’ answer:
He fell off a skateboard.
She felt terrible.
Ls ‘C’ play roles – they can ask and answer the questions
L3- L4 etc.
Ls look at the list and choose the options which they think are healthier.
Ls scan the text and make their posters about how to solve health problems in groups without teacher’s
Picture of a doll
Pictures with the parts of the body and the names of illnesses on the sheet
Sheets with the expressions
— “One minute essay”
Probing question (Digging for more details):
What have you learnt today?
— Evaluates each other – giving smiley
— Teacher’s wish:
Adhere to a healthy lifestyle!
2. healthy, happy
3. breath,live, smile
4. Adhere the right lifestyle.
VI. Home task: write cinquain
|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?||
|Differentiation can be achieved through the selection of activities, identification of learning style and learning outcomes for A, B, C students, provision of individual support to learners, .||· Monitor how much vocabulary learners can recall from the previous lesson.
· Notice any incorrect sentences and scaffold the learners towards the correct answers.
· Monitor groups of learners as they express their opinions by listening, reading and speaking.
|Health saving technologies
Using physical exercises and active activities
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
|Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
The lesson objectives/learning objectives were realistic.
The learners learned how to use subject-specific words according to the topic. They could understand the content of the topic and express their own ideas.
The Learning atmosphere in classroom environment was only English
The activities chosen to achieve the purpose of the topic were effective.
I have used different methods and strategies from updated curriculum. I have learned how to use them correctly, to assess my learners objectively and to make a plan correctly.
What two things went really well (consider both teaching and learning)?
1: For learners: differentiation of tasks was interesting and it stimulate them to be very active during the lesson.
2:For teacher: The tasks given during the motivation time were realistic, that help students to open their possibilities and be active.
What two things would have improved the lesson (consider both teaching and learning)?
1: Teacher: the inputting tasks
2: Learners: L2, Use of English
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Interests of the learners in sport, support of healthy lifestyle.