Lesson plan "At the doctor"

QASHQADARYO VILOYATI QARSHI SHAHAR XALQ TA’LIMI BO’LIMIGA QARASHLI

10-SONLI O’RTA TA’LIM MAKTABI

INGLIZ TILI FANI O’QITUVCHISI

UZOQOVA NARGIZNING

4-sinflar uchun Unit 11. Lesson 2

                                                         MAVZUSIDA OCHIQ DARS

 

                                                     QARSHI 2018.

The technological map of the lesson
Date:	05.03.2018
Form:	4
Subject:	English
Theme:	Unit 11  At the doctor Lesson 2 I have a high temperature.
The aim of the lesson:	Educational: - to learn to say the parts of the body; - to learn to give commands with the parts of the body; - to learn about some common illnesses Developing: - to enable pupils to give commands with the parts of the body; - to enable pupils to say some common illnesses Socio-cultural: - to raise awareness of some common illnesses
Competence	FLCC - Foreign language collaboration competency Foreign language collaboration competency - Using ability of knowledge, practice and experience in studying foreign languages.          LC - Linguistic competency Linguistic competency – Having practice of knowledge about language materials (phonetics, lexis, grammar) and types of speech activity (listening, speaking, reading and writing).          SC - Sociolinguistic competency Sociolinguistic competency –Gives a chance to choose necessary linguistic form, expressing way according to any speech situation, communicative aim and the wish of a speaker.          PC - Pragmatic competency Pragmatic competency - Ability of solving difficult situation by asking repeatedly, apologizing and others in learning a foreign language in collaboration situation in case of appeared misunderstanding
The type of the lesson:	Lesson of communication of new knowledge;  Lesson of fixation of knowledge and of developing skills and abilities; Lesson of verification and control of knowledge; Lesson of systematization and revision of knowledge; Combined (mixed) lesson; Excursion lesson; Practical lesson
The style(way) of the lesson:	Listening, reading, speaking and writing
The method of the lesson:	Interactive , non-traditional
Vocabulary and structure:	Recycling the vocabulary related to parts of the body and commands; New words: a sore eye, a sore throat, a sore leg, a sore hand, a headache, a toothache, a tummy ache, a runny nose
Required equipment: (educational supplies)	Pupil’s book, Workbook, the DVD; picture flashcards for Activity 2 Handouts.
The visual aids of the lesson: (technical supplies)	Laptop, Internet, USB-Modem, Video-projector
Learning outcomes	At the end of the lesson pupils will be able to: - name parts of the body; - give commands with the parts of the body; - say some common illnesses.

	Objective	Interaction	Hand out	Time
Warm up	-to enable pupils to review the previous lesson.	Whole class.	Hand out.	5 min.
Pre-activity	- to enable pupils to say some common illnesses	Group work, plenary	Hand out.	10 min.
While activity	-to enable pupils to speak about the phrases of some common illnesses	Group work, plenary.	Hand      out.1.2.	15 min.
Post activity	-to enable pupils to practice activities associated the theme.	Group work, individual work.	Hand out.3.4	15 min.

Warm-Up

Activity 1 Listen and repeat. 5 min

Interaction: plenary.    

Objectives: to introduce the unit topic; to warm up

Play the DVD. Ask the pupils to listen to and repeat the song. Ask which words they recognised.

DVD script: Five little monkeys.

Pre-activity.

Activity 2 Look and say. 2 min.

Interaction: individual work, plenary.    

Activity 2 Look and match.

Objective: To revise vocabulary.

In advance, prepare 8 illness flashcards from the previous lesson.

STEP 1: Ask the pupils to take and swap their Workbooks in pairs. Then ask them to open the Workbooks to Page 58 and check each other’s homework. Then you can check the answers involving the whole class.

          STEP 1: Say: ‘Open your books to Page 54.’ Point to the pictures and words in Activity 5a and say: ‘Look at the pictures and words. Match them.’ As an example, write “1h” on the board, showing how the picture and the word match.

STEP 2: Say: ‘Open your Workbooks to Page 58.’ Point to the line where the pupils are expected to write their answers and say: ‘Write your answers here.’

STEP 3: Check the answers involving the whole class.

Answer key: 1c/e/f; 2e/f/g; 3a; 4b; 5b; 6d; 7b/e/f

While Activity:

Activity 3 Look, listen and repeat. 8 min

Interaction: individual work, plenary

Objective: to practise the pronunciation of the new vocabulary

STEP 1: Write the following diagram on the board:

                                 eye

a sore              throat

                        leg

                        hand

a head

a tooth               ache

a tummy

a runny nose

STEP 2: Show how the new words are made by saying: ‘a sore eye, a sore throat’, etc. and saying their meaning in mother tongue.

STEP 3: Play the DVD or say the word combinations. The pupils repeat them after the DVD or you in chorus. (The DVD script is as in Step 1)

STEP 4: The pupils can now do Point and Say activity using the pictures in Activity 5a.

Activity 4 Work in pairs. Play “The doctor and the patient”.

STEP 1: First, demonstrate. Ask for a volunteer pupil. Explain that you are the doctor and the pupil is the patient. If you have a long, white coat and a toy stethoscope, this will make the role-play even more realistic (and fun!).

First, create the scene - two chairs facing each other for the doctor’s office. Have the “patient” knock to enter the room and tell the patient to sit down. Ask ‘What’s wrong?’ and get the patient to say something, e.g.: ‘I have a tummy ache’. Then do an examination, e.g. take his pulse. Then say: ‘Ok, anything else?’ and elicit another problem, e.g.: ‘I have a sore throat’. Again do a medical examination, e.g. look down his throat. Each time elicit more problems and do other examinations, e.g. listen to his back with the stethoscope, check knee reflexes, look in ears, etc.

At the end say: ‘Hmm. You look bad. You have a cold!’ Then prescribe something, e.g. “Drink hot lemon tea and go to bed”.

STEP 2: Now put the class into pairs and let them role-play. Let them have as much fun as they want, but helping with the target language.

STEP 3: Finally, have the best pairs do their role-plays in front of the class.

Post-activity.

Interaction: whole class.

Activity 5 Read and say. 

STEP 1: Point to the dialogue in Activity 5. Let the pupils listen the dialogue for some minutes.

STEP 2: Ask the pupils to say the health problems of the boys and note it.

Check the answers and encourage the active pupils.

O.K.                                          Good job.                                   Excellent.

     Homework  2 min

Ask the pupils to open their Workbooks to Page 61 and look at the homework (crossword). Check that everybody understands what to do. If necessary, explain that they must find 9 more words in the crossword and write them next to the crossword.

Answer key: headache, runny nose, sore eye, sore hand, sore leg, tummy ache, toothache, sore throat, temperature, cold