- 01.01.2021
- 3087
- 3
Short Term Plan
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6.3AOur health Term 3 Topic: Speaking: Our health
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School: № 5 |
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Teacher’s name: Shoshanova T Y |
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Grade: 6 |
Number present: |
Number absent: |
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Learning objectives(s) that this lesson is contributing to |
6.L5 understand most specific information and detail of short, supported talk on a topic “Our health” 6.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges |
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Lesson objectives |
All learners will be able to: ● Use vocabulary related to the topic: “Our health’’ Most learners will be able to: ● Discuss a problem in groups and suggest solution for a problem; ● Ask and answer simple questions to get information about health; Some learners will be able to: ● . Express their opinion clearly to others during individual and group work; |
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Level of thinking skills: |
Knowledge, Comprehension, Application |
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Assessment criteria
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1. Listen and understand the text 2. Answer the questions 3. Make up sentences with the key words |
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Language active: |
Learners can: answer the question and discuss the topic Key words: health, habits, parts of the body, illnesses, healthy, unhealthy, food……. Useful classroom language for dialogue/group working: “Why…….?, “Why an apple is healthy?”, “Why eating junk food is unhealthy?”, “Why home cooking is good?”……… |
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Values links |
Communicative abilities |
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Cross-curricular links |
Biology, PE |
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Previous learning |
Reading: What can I eat? |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Start 10 min
Middle
15 min
10 min
5 min
End 5 min |
Teacher greets the class and explains lesson objectives in a simplified form.
Warm-up activity 1
An apple a day keeps the doctor away An apple a day keeps the doctor ……. An apple a day keeps ………………… An apple a day ……………………….. An apple ……………………………… An ……………………………………..
● (G) Teacher divides the class into three groups: “Healthy food”, “Junk food” and “Homemade food” Leaners are given A3 format paper and are suggested to make a list of items or activities according to their group names.
· Leaners create success criterion as a whole class work according to which their presentations will be evaluated. · Leaners present their group work to other groups.
Assessment criteria - Use appropriate subject-specific vocabulary - Creativity and participation of all members while speaking - Presenting logically connected information with ideas of other people
● After learners have completed with presentations, encourage them to ask the members from other two groups “Why?” according to their lists. For example, “Why an apple is healthy?”, or “Why eating junk food is unhealthy?”, “Why home cooking is good?” etc. Leaners try to answer at least three questions from the other groups.
Differentiation Less able learners make up 5-6 sentences about healthy habits, explaining consequences of such habits. More able learners create 5-6 sentences without explanations. Teacher assesses achievement of the learning objectives from learners’ answers and write them down on the speaking worksheet. (FA Speaking)
· (I) Listen the sentences about things in food and decide if it is good or bad. (Thumbs up/dоwn)
a) Proteins gives you energy and helps you grow b) Fat is also gives you energy but animal fat in meat, eggs and cheese has got cholesterol in it. c) A lot of sugar can make you fat. d) Vitamins help you grow and stay healthy.
· (G) Say the names of:
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Interactive board
White and red cards
Interactive board
Pictures Interactive board
A3 format paper
Poster
Smiles stickers
CD player
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Cards |
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5 min |
● Leaners’ reflection 3 things more interesting for you….. 2 things difficult for you……… 1 question I still have……… |
Worksheets |
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Additional information |
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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 Science, Value links |
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Differentiation can be used at any stages of the lesson. Differentiation by support: group work, individual work. Differentiation by tasks: differentiate for less able students and for more able students: Less able learners make up 5-6 sentences about healthy habits, explaining consequences of such habits. More able learners create 5-6 sentences without explanations. Draw a poster (for less able learners), describe the poster (for more able learners) |
· Self-assessment (I) Listen the sentences about things in food and decide if it is good or bad. (Thumbs up/dоwn)
(I) Parts of the body or illnesses. Learners should rise white card if the word connected with the parts of the body, if it illnesses rise red card. ( White and red cards)
Learners assess each other (Smiles stickers) in group work. Leaners are given A3 format paper and are suggested to make a list of items or activities according to their group names.
· Leaners create success criterion as a whole class work according to which their presentations will be evaluated. · Leaners present their group work to other groups.
Assessment criteria - Use appropriate subject-specific vocabulary - Creativity and participation of all members while speaking - Presenting logically connected information with ideas of other people
Teacher assesses achievement of the learning objectives from learners’ answers and write them down on the speaking worksheet. (FA Speaking)
Reflection 3 things more interesting for you….. 2 things difficult for you……… 1 question I still have……… |
Using physical exercises and active activities. Point rules in the group Cross-curricular links: Biology, PE ICT: Interactive board, CD player |
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