Health services around the world план урока 6 класс

Обновлено: 05.07.2024

Задачи урока:

отработка изученных слов,
знакомство с новым приемом - физкультминутка.

развитие внимания, способностей выражать свое мнение,
развитие навыков самостоятельной и коллективной работы,
развитие логики высказывания, умения систематизировать свои знания,
развитие способности обобщению и рефлексии.

воспитание уважения к ответу собеседника,
воспитание бережного отношения к своему здоровью и здоровью окружающих людей.

План-конспект урока

Этапы учебного занятия

Деятельность учителя

При м ечание

(Organization of the lesson + Warm-up)

Teacher : Good morning dear boys and girls! Glad to see you! I will be your English teacher today. My name is Marina Nikolaevna Take your sits, please. Let`s start our lesson.

(учащиеся садятся за столы)

Teacher : There are many good and happy moments in our life. And today we have one of them. We are going to have an unusual lesson, because we`ll speak about important things.

Teacher: And first of all I want to know, what is the date today?

Teacher: And what is the weather like today? Do you like it? Is it hot today?

2 . Формулировка темы и целей урока

(Getting to know the topic)

Teacher : Now, I think, it`s time to know the aim of our lesson. Look around yourself. What do you see?

P – Different words.

Teacher : Yes, you are right. Could you help me make the cloud of words! Stand up, find and stick all these words here.

( прикрепляем слова к доске , получилось облако )

Teacher : In all these words you see only one red letter. Could you make up a word from these letters?

And this word is the key word and the topic of our lesson today.

3. Фонетическая разминка

( Phonetic practice )

Teacher: Dear friends, today you are not pupils, you are doctors! Put these caps on.

( ученики надевают шапочки врача )

Teacher: The doctor usually helps to give advice. Now look at the screen and give advice to you patients.

(картинки больных людей на экране, которым дети дают советы с помощью конструкции You should …/ You shouldn ` t …)

To do it better, open your books and use the ex. 25 at p. ____.

за каждый правильный ответ учащиеся получают конфету

4. Тренировка лексики (training of vocabulary)

Teacher: Do you know all words from this topic? Are you ready to repeat? OK! Let`s read and fill in the text missing words.

(происходит деление на 2 группы, учащимся раздается текст с пропущенными словами, которые обозначены значками. Необходимо вставить в текст пропущенные слова)

5 . Физкультминутка

( Physical break )

Teacher: I see your are not usual doctors. You are young, so smart, so talented, so active and energetic. That`s why you are modern doctors. And it`s time for a modern break.

Let`s stand up and be rappers together.

Visiting the doctor for a check up

When I go to the doctor

First I wait in the waiting room

Visiting the doctor for a check up

The lady at the desk says

They`ll call my name soon

Visiting the doctor for a check

In the waiting room I read and play

Visiting the doctor for a check up

Everyone smiles and it`s OK

Visiting the doctor for a check up

учащиеся исполняют песню

6. Закрепление изученного материала с помощью аудиотекста ( Fixing the material )

Teacher : And now it`s time listen to the conversation between the doctor and his patient. Be very attentive. You will work in pairs and should find the answer to one question. Every pair has it`s own question.

7. Проект

Teacher: Are you creative persons? Let`s make a project. Divide into three groups and choose correct answers. Then stick them around our healthy men .

(ученики выбирают из перечня фраз только те, которые отвечают на вопрос – To be healthy you must )

7. Завершение работы. Выводы. Оценка работы учащихся.

Teacher : Dear friends I was very happy to work with you today. You were very active and brave. So, if you have three vitamins – your mark is 5, if you have 2 vitamins – your mark is 4. If you have only 1 vitamin – be active next lesson.

8. Домашнее задание (Home assignment)

Teacher : You home task would be to find different proverbs about healthy way of life and illustrate them.

9. Итог урока. Рефлексия

Teacher : Thank you for the lesson once again and I want to know do you like our lesson.

Свидетельство и скидка на обучение каждому участнику

Зарегистрироваться 15–17 марта 2022 г.

LESSON: Unit 5 Our Health

School: №115

Date: 21.01.19

Teacher name: Knodel I.P.

Number present:

Learning objectives(s) that this lesson is contributing to

6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics;

6.6.2.1- use quantifiers including more, little, few less, fewer not as many , not as much on a growing range of familiar general and curricular topics; 6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding

6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics;

6.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups;

Lesson objectives

All learners will be able to:

To learn the modal verbs must/musn’t, can(t)/could, may/might, should(n’t), ought(n’t) to, to learn countable/uncountable nouns & quantifiers

Most learners will be able to:

To learn the modal verbs must/musn’t, can(t)/could, may/might, should(n’t), ought(n’t) to

T o learn countable/uncountable nouns & quantifiers

Some learners will be able to:

To learn the modal verbs must/musn’t, can(t)/could, may/might, should(n’t), ought(n’t) to

To learn countable/uncountable nouns & quantifiers

Previous learning

To write health advice, modal verb have to

Planned timings

Planned activities

T: Good morning, dear children! Sit down! What date is it today? Who is absent today? How are you today? What’s the weather like today?

TO PRESENT MUST/MUSTN’T

Read the affirmative sentence in the table and explain/elicit that we use must to express obligation. Then read out the negative sentence in the table and explain/elicit that we use mustn’t to express prohibition.

TO PRACTISE USING MUST/MUSTN’T

Explain the task. Ss complete the task. Check Ss’ answers.

TO PRACTISE USING HAVE TO/ MUST/MUSTN’T

Explain the task. Ss complete the task. Check Ss’ answers.

WORKING WITH CARDS

Pupils work in pairs. Pairs receive cards with tasks, they should choose must or mustn’t they have done and check.

WORKING WITH TEXTBOOKS

Pupils make an exercise 7 on page 56 – choose the correct item

TO PRESENT CAN/CAN’T/COULD/MAY/MIGHT,SHOULD/ SHOULD N’T

Ask various Ss around the class to read out an example and give the L1 equivalent. Elicit examples from the text on p.54.

TO PRESENT COUNTABLE/UN COUNTABLE NOUNS AND QUANTIFIERS

Explain that some nouns can be counted (e.g. egg, car, apple etc) and these are countable and some nouns can’t be counted (e.g. milk, water, coffee etc). These are uncountable nouns. Explain that we use a/an with countable nouns and some with uncountable nouns.

Explain the task and give Ss time to complete it. Exercise 11,p.57. Check Ss' answers around the class.

· воспитательный аспект – развития умений работать в коллективе и самостоятельно.

Вложение	Размер
konspekt_uroka.doc	1.93 МБ
раздаточный материал	209.5 КБ
раздаточный материал	40 КБ
раздаточный материал	55.5 КБ
раздаточный материал	107.5 КБ
раздаточный материал	1.44 МБ
презентация к уроку	1.25 МБ

Предварительный просмотр:

HEALTH IS NOT EVERYTHING, BUT EVERYTHING WITHOUT HEALTH IS NOTHING.

II Repeat these words:

Pupil A: Let’s go swimming

Pupil B: I’m sorry, I can’t. I’m not well.

Pupil A: What’s the matter?

Pupil B: I’ve got a sore throat.

Pupil A: Oh, no. You should drink hot milk. I hope you’ll feel better soon.

Prompts: a) go for a walk, go to the cinema, listen to music.

b) a cold, a toothache, a headache.

c) stay in bed and keep warm, go to the dentist, drink herbal tea and have a rest.

What’s the matter?

Can I go out and visit my friend?

I’ve hurt my leg.

You should have an X-ray first.

I’ve got a terrible headache.

You’ve broken your tooth.

Stay in bed and take these tablets.

How can I help you?

I’ve got a temperature and stomachache.

You’ve caught a cold.

Oh, don’t touch it, please.

Предварительный просмотр:

It’s important to know what to do to feel better. Mrs Herb gives her advice. Let’s read it:

Complete the table:

keep warm, drink tea with lemon

a broken leg (arm)

hot milk with baking soda

drink a lot of water, sleep a lot

call the doctor

Предварительный просмотр:

I What’s the matter with Jake? Complete the sentences:

- I’m sorry. Jake can’t come to school.

- Oh, dear, what’s the matter?

- He’s ill. He’s got…………….

Jake’s got a …………….and stomachache too.

He can’t go to school.

He can’t do his homework.

And he thinks it’s cool, because

Jake can’t come to………

Jake’s got a headache.

He’s staying home from school.

Jake’s got a temperature.

And he thinks it’s cool!

II Listen and answer: What’s the matter with Mike, Jane and Max?

I What’s the matter with Jake? Complete the sentences:

- I’m sorry. Jake can’t come to school.

- Oh, dear, what’s the matter?

- He’s ill. He’s got…………….

Jake’s got a …………….and stomachache too.

He can’t go to school.

He can’t do his homework.

And he thinks it’s cool, because

Jake can’t come to………

Jake’s got a headache.

He’s staying home from school.

Jake’s got a temperature.

And he thinks it’s cool!

II Listen and answer: What’s the matter with Mike, Jane and Max?

Предварительный просмотр:

I Match the words with their definitions:

a) A sheet of paper with the help of which we take medicine at the chemist.

b) А car that takes a patient to the hospital.

c) A place where we get medical help.

d) A person who gives us medical help.

e) A part of a body that helps us to see the world.

f) Small round things that we take to recover.

g) A state of being well.

II Disagree and correct the sentences: ambulance

1 When I am ill I go to see a teacher.

2 I broke my leg while I was playing chess.

3 A person is healthy when he has got a bad cough.

4 I had a stomachache, so I went to the dentist.

5 I took medicine because I was well.

III Use will or won’t:

1 If I have a headache, I (listen to music).

2 If I get a cold, I (stay in bed).

3 If I get flu, I (go to school).

4 If I have a high temperature, I (take a hot bath).

5 If I am ill, I (be happy). Doctor

6 If I have a sore throat, I (drink cold water).

7 If I have a burn, I (put my arm under cold running water).

IV Translate into English:

1 У меня болит голова.

2 У него болит живот.

3 У моей сестры болит зуб.

4 У моего друга грипп.

5 Когда я болел, мне пришлось принимать таблетки.

6 Когда я болел, я не мог ходить в школу.

7 Богатство ничто без здоровья.

Предварительный просмотр:

Подписи к слайдам:

Welcome to our lesson: HEALTH IS THE GREATEST WEALTH

“ Health is not everything, but everything without health is nothing” REMEMBER:

Repeat these words : [æ] b a ndage t a blets cr a mp [e] h ea dache d e ntist t e mperature inj e ction h ea lth [3:] b ur n h ur t h er bal [Λ] st o machache c u t h o ney o nion

What’s the matter? He/She has… ( a cold)

What does the doctor do when he comes to visit us? He usually…… listen to our chest and lungs take our temperature feel our pulse tell us to take the medicine regularly

Doctor Patient Can I go out and visit my friend? I’ve hurt my leg. I’ve got a terrible headache. I feel ill. I can’t walk. I’ve got a temperature and stomachache. I’m not well. Oh, don’t touch it, please. What’s the matter? You should have an X-ray first. You’ve broken your tooth. Stay in bed and take these tablets How can I help you? You’ve caught a cold.

What’s the matter with Jake? - I’m sorry. Jake can’t come to school. - Oh, dear, what’s the matter? - He’s ill. He’s got FLU Jake’s got a HEADACHE Jake’s got flu. Jake’s got a TEMPERATURE and stomachache too. He can’t go out. He can’t go to school. He can’t do his homework And he thinks it’s cool, because… Jake can’t come to SCHOOL He’s ill.

What’s the matter with Mike, Jane and Max? Mike’s hurt his leg. Jane’s got a terrible toothache. Max has a cold.

Problem Treatment a cold keep warm, drink tea with lemon a broken leg put a bandage on it a sore throat drink hot milk with baking soda a burn put your arm under cold running water a small cut wash and put plaster on it a bad cut call the doctor

Laughter is the best medicine Let’s sing a song: … .So the walls come tumbling down And you laughed sad long at the door All is gone and seems too hard to hold on Chiquitita, tell me the truth There is no way you can deny it I see that you’re all so sad, so quiet Chiquitita, you and I know How the heartaches come and they go And the scars they’re leaving You’ll be dancing once again And the pain will end You will have no time for grieving Chiquitita, you and I cry But the sun is still in the sky and shining above you Let me hear you sing once more like you did before Sing a new song, Chiquitita Try once more like you did before Sing a new song, Chiquitita.

Learning objectives that this lesson is contributing to understand most specific information and detail of supported, extended talk on a range general and curricular topics curricular topics; use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics.

Lesson plan

Unit 5. Our health

School: 16

Teacher’s name: Mukhametzharova M.U.

Number present:

Theme of the Lesson:

Talking about health

Learning objective(s) that this lesson is contributing to

6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics curricular topics

6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics

6.6.13.1 use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics

Lesson objectives

To improve listening skills for specific information

To apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

To use modal verbs “should” in positive and negative forms correctly

Assessment criteria

A learner can answer at least 3 questions correctly in listening

A learner can use some topical vocabulary correctly

A learner can give advice using the modal verb “should” correctly

Value links

Cooperation, respect to each other, collaborative work

Cross curricular links

Physical Education, Phycology,

Previous learning

Planned timings

Organizational moment

Teacher greets students.

Teacher sets positive atmosphere by asking such ice breaking questions as

How was your weekend?

What date is it today?

What is the weather like today?

Teacher discusses learning objectives with the students.

Teacher shows a PPT slide with the examples.

Teacher elicits learners when should and shouldn’t are used. Learners work in pairs and match the problems and the advice.

Learners use the advice and should or shouldn’t to write sentence. Open class discussion

Teacher can write some additional examples on the board.

I have a stomach ache, what should I should I do?

You should ……., but you shouldn’t ……..

I have a toothache, what should I do?

You should ……., but you shouldn’t ……..

Or teacher can use Handout 1 to ask learners to match the problems with advice and then learners write the answers.

Focus on listening

Pre-listening

Teacher shows a PPT slide and explains to learners that they should complete the speech bubbles with the new words in the box.

Learners should write down the full sentences into their copybooks.

Learners listen and check their answers.

Teacher drills the pronunciation of the new words.

Self-assessment

While-listening

Learners listen to a conversation between a doctor and a patient and complete the notes given. Peers assess each other according to the answers provided by the teacher.

Peer-assessment:

Key: 1. sore throat 2. stomach ache 3. flu 4. take painkillers 5. drink warm tea

Teacher asks and makes notes on the number of correct answers and writes down the answers on the board so that learners could correct spelling mistakes.

Post-listening: Speaking: Role play

Learners work in pairs and use experiences from their life to hold a life-like conversation:

Student A imagines s/he has got one of the problems in pre-listening activity and s/he goes to a doctor (Student B). Student A tells Student B what’s wrong with him/her and asks for advice.

Student B imagines s/he is a doctor. Student A has got a problem. Student B asks what’s wrong and gives him/her advice. Student B is to use should and shouldn’t and some of the ideas in the box.

Pairs act out their dialogues in front of the class.

Teacher listens attentively and makes notes on the mistakes made by learners then teacher elicits the correct answers from students.

(Pioneer Elementary by H.Q. Mitchell-Marileni Malkogianni)

Handout 2, Audio Track 2

(Pioneer Elementary by H.Q. Mitchell-Marileni Malkogianni)

Handout 3 or PPT Slide

At the end of the lesson, learners reflect on their learning:

Learners throw the dice to find out a random question they should answer.

I would like to tell you about …

I would like to explain why …

The key focus was today …

The best part of today’s lesson was …

One important thing to remember is …

Today I have learnt …

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?

Health and safety rules

Teacher can identify different learning abilities and adapt their vocal explanations and support to different academic levels. Teacher should use targeted questions which can produce different responses in pupils of different learning profiles.

Monitoring learners’ while doing different activities during the lesson and providing different types of feedback (on the sport or delayed).

Цель – обсудить проблему сохранения и укрепления здоровья с опорой на имеющийся у учащихся запас лексических единиц.

1. Образовательная – развитие навыков чтения, говорения, аудирования и письма по теме урока.

2. Развивающая – развитие навыков языковой догадки, умений работать в парах и самостоятельно.

3. Воспитательная – формирование положительного отношения к ведению здорового образа жизни.

Оборудование: проектор, экран, колонки.

Ход урока:

Teacher : Good-morning, boys and girls! I’m glad to see you!

Pupils : Good-morning, teacher! We are glad to see you too!

Teacher : How are you today, Kate?

Kate : I’m fine, thank you!

Teacher : How are you, Alex?

Alex : I’m OK, thanks. (И т. д.)

Teacher : Today we shall speak about our health. We shall talk about the food we eat and sports we play. Сегодня на уроке мы обсудим проблему здоровья, поговорим о влиянии продуктов питания и занятий спортом на сохранение нашего здоровья. Let’s start speaking about the food we eat! (слайд 1)

1) What is it? (слайд 2)

Teacher : Every day we eat different kinds of food. Do you remember their names in English? (учащиеся по картинкам называют продукты питания).

2) Healthy and un healthy food.

Teacher : Some foods are healthy, others aren’t. Can you classify healthy and un healthy foods? (учащиеся по очереди выходят к доске и помещают картинки с изображением продуктов питания в соответствующую группу).

Pupil 1: Fruit juice is healthy.

Pupil 2: Sweets are unhealthy. (И т. д.)

3) Healthy breakfast (слайд 3)

Teacher : I like eggs for breakfast. And you?

Pupil 1: I like sandwiches for breakfast.

Teacher : Is it healthy?

Pupil 2: I think it’s unhealthy.

Teacher : What is your idea of a healthy breakfast? (учащиеся работают в парах – разработка меню здорового завтрака; заслушать всех желающих).

III. Физминутка “I can run” (учащиеся под музыку выполняют движения).

1) What sports do you know? (слайды 4-17)

Teacher : Sport helps us to be healthy, too. What sports do you know? (учащиеся по картинкам называют виды спорта).

Teacher : Some sports we can play. We can go some other sports. And some sports we can do. What are these sports? (учащиеся работают в парах – заполнение таблицы; проверка осуществляется с помощью слайдов).

Pupils : We can play football, basketball, volleyball, badminton, tennis and hockey. (И т. д.)

3) What sports do they go in for? (слайд 21)

Teacher : What sports do these people go in for? (учащиеся составляют предложения по картинкам с опорой на образец).

Pupil 1: She plays football.

Pupil 2: He goes cycling. (И т. д.)

4) Favourite sports (слайды 22-23)

Teacher : Some sports we like, others don’t. What are these people’s favourite sports? (аудирование – учащиеся слушают высказывания различных людей о любимых видах спорта и заполняют таблицу; проверка осуществляется с помощью слайдов).

Pupil 1: Adrienne’s favourite sports are swimming and football. (И т. д.)

Teacher : And what is your favourite sport?

Pupil 1: My favourite sport is skating.

Teacher : How often do you go skating?

Pupil 1: I go skating 3 times a week. (И т. д.)

1) Health problems (слайд 24)

Teacher : If we don’t play sports and eat unhealthy food we can have health problems. What are they? (словообразование – учащиеся образуют названия заболеваний с помощью суффикса –ache).

2) Game “Doctors” (слайды 25-26)

Teacher : When we have health problems we usually go to the doctor. Let’s play doctors now. Давайте попробуем представить себя в роли врачей и дать советы больным людям на экране. (микро-монологи с опорой на ключевые слова).

Pupil 1: He has a stomachache. He feels bad. He should eat more fruit. (И т. д.)

Teacher : Our health is in our hands. Наше здоровье – в наших руках! А что здоровье для каждого из вас? Пожалуйста, запишите свои ответы на ладошках. (учащиеся пишут на ладошках свои ответы и озвучивают).

VII. Заключительный этап урока (прощание).

Teacher : Thank you for your active work today! Be healthy! Good-bye!

Прикреплённые файлы:

Игры на уроках английского языка Игры на уроках английского языка. Игровой формат обучения является неотъемлемой частью урочной и внеурочной формой обучения и выполняет.

Читайте также: