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At the family doctor’s office
Ләзатова Аида Мұратқызы
г. Астана, школа-лицей №76
At the family doctor’s office
|Learning objectives(s) that this lesson is contributing to||4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics
4.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly
4.UE9 use common simple present forms, including short answer forms and contraction
|Lesson objectives||All learners will be able to:
• Know new words.
Most learners will be able to:
• Use verbs in the Present Simple
Some learners will be able to:
Play in role
|Success criteria||Learners have met 4.S5 learning objective if they get 8 or more of the questions correct and can justify how most of their predictions were different to what was heard on the recording.
Learners have met 4.L3 learning objective if they use a reasonable range of subject-specific vocabulary in most task
Learners have met 4.UE9 learning objective if they write sentences using Present Simple
|Value links||Values are activities, answering the questions, writing to the worksheets, work in pairs and group.|
|Cross curricular links||biology, chemistry and computer science|
|ICT skills||MC Word, youtube.com etc.|
|Previous learning||The Olympic Games|
|Planned timings||Planned activities (replace the notes below with your planned activities)||Resources|
|1 min|| 1. Beginning
Make the learners familiar with the learning objectives of the lesson. Then at the beginning of the lesson, teacher asks the students about the weather.
The circle of joy
|4 min||Game “Find the answer”
Teacher gives a piece of paper which has a question with a wrong answer. Pupils must find it’s answer.
|5 min||II. Middle
Students should read the proverb and each time teacher will clean up the string quotes. So students should learn by heart poem.
An apple a day
Sends the doctor away.
Apple in the morning
|7 min||Skill: Vocabulary
Teacher reads the new words and she gives 2 minutes to learn them. Then pupils play the game “Sheep’s head”.
Family doctor [‘fӕm(ǝ)li̒ ‘dɔktə] отбасылық дәрігер
Greet people [gri:t ‘pi:p(ǝ)l] адамдарды қарсы алу
Medical school [‘medik(ǝ)l sku:l] медицина университеті
Nurse [nɜ:s] мейірбике
Patient [‘peiʃ(ǝ)nt] емделуші
Pulse [pᴧls] тамыр соғысы
Reception [ri’sepʃ(ǝ)n] қабылдау бөлімі
Receptionist [ri’sepʃ(ǝ)nist] қабылдау бөлімінің хатшысы
Temperature [‘temp(ǝ)rǝtʃ ǝ] температура
Medicine [̒’medsin] дәрі
Sick [sik] ауру
Diagnose [diəgnos] диагноз
Then teacher takes the ribbon, which has different colours. Pupils choose one of them. And each 4colours of ribbon is one group. The 1st group is “Teacher”, he 2nd is “Nurse”, the 3rd is “Doctor”.
Teacher asks students what they think about the picture and then listen to the dialogue.
-Where are the kids and their teacher?
-What do you think they are doing their?
|3 min||Skill: Listening
Listen to the dialogue
After listening pupils work in pairs for translating and understanding the text. Then they will organize the act, one member of each group will come and act out.
|6 min||After – reading task
Teacher gives worksheets. Pupils must complete the sentences with the words from the box.
|4 min||1. The doctor has a lot of …
2. … help doctors.
3. … is a person who answers the phone.
4. You need to study in a medical … to be doctor.
5. When patients come to the doctor’s office, they first go to the …
bilimland.kz. №1052 Кім болғым келеді: мамандықтар
Game: Spider’s web
Teacher will give pupils a minute to look through the verbs.
|3 min||The students must say verbs which are given in the text in the Present Simple. So students make a spider web giving the thread.
|3 min|| 1. End
Teacher gives 2colours paper to students. Then teacher shows the learning objectives of the lesson and learners do self-assessment:
The students who achieved the objectives rise a green paper, those who worked towards must rise a red paper.
|Red and green papers|
Teacher gives a token for each right answer.
5-6 tokens - excellent;
3-4 tokens - good;
1-2 tokens - satisfactory.
Homework: Worksheets about Present Simple.
|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 check
|Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).
Differentiation can be used at any stage of the lesson keeping time management in mind
|Use this section to record the methods you will use to assess what students have learned during the lesson||Health promoting techniques
Breaks and physical activities used.
Points from Safety rules used at this lesson.
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
If not, why?
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.|
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?
Приложение № 1
Приложение № 2
Blue Card Game
Students will play the game in teams of two. Each player receives a card from the instructor. Your goal is to find out the formula mass of the organic compound shown on the card. Once your have the formula mass, write it on a piece of paper along with your name, your team member’s name, and the problem numbers of your cards. Raise your hand as soon as you have both answers completed. I (the teacher) will quickly grade your answers and if you did not do something correctly, you can do it over. When you get both answers correct, I will give you a couple of new cards.
Do not write or mark on the cards. Do not use calculators; you only need to add and subtract simple numbers!
Each team completes a total of four cards correctly. Students who finish early received additional cards to work on.
Example Blue Card
Yellow Card Game
Each card has a chemical formula; your task will be to graph the relative abundance of the isotopes of the molecule found in nature. Step 1: Use your isotope table (see appendix x) to determine the mass and relative abundance of each isotope depending on whether C, Cl, and/or Br isotopes are present.
Step 2: Calculate the formula mass for each isotope of the molecule (remember the blue card game).
Step 3: Draw a graph with mass on the x-axis and relative abundance on the y-axis.
Sample Yellow Card
Green Card Game
On this set of cards you are given a formula mass and a little bit more information and your job is to come up with a formula that is consistent with known bonding properties of some important organic atoms. Refer to the column on your isotope sheet that says “number of bonds”; each of the atoms must form the indicated number of bonds when forming an organic molecule. The formulas that you come up with must be consistent with the bonding rules on this sheet.
Sample Purple Cards (Warm-up for Green Card Game – Practice Drawing Structural Formulas)
Sample Green Card
Pink Card Game
In this card game you will find the output graph from a mass spectrometer indicating the molecular mass and the relative abundances of each isotope when present. Your task is to use what you have learned to propose a possible formula for the graphed molecule. Make sure the molecule can exist before submitting you final answer/s.
Sample Pink Card
Приложение № 3
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