автор: Калинина Екатерина Сергеевна
учитель английского языка
МОБУ СОШ Бугровский ЦО № 2
Технологическая карта урока английского языка в 6 классе с применением технологии CLIL
Технологическая карта урока с применением технологии CLIL
CLIL lesson plan
Teacher’s name _________Kalinina EkaterinaSergeevna ______________________________________________
School subjects _______English, Biology____________________________________________________________
Date | 24/11/2021 |
Global goal(Цель урока) | Creating a poster about the influence of food on our health |
Aims (задачи) |
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Criteria for assessment (критерииоценивания) |
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Teaching objectives | |
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Key vocabulary: breakfast, healthy / unhealthy food, fast food, soft drinks, body, parts of body, organs, support, protect, command, control, move, pump, breath, digest, cover |
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Asking questions: What did you have for breakfast….? Can you tell me about ….?What do you know about…?
Classifying: This food is healthy/unhealthy because… Comparing and contrasting: This food is healthier …/richer in vitamins …/better for our body … / more nutritious…than …
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Learning outcomes (планируемые результаты) | By the end of the lesson students will be able to :
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Resources (техническое обеспечение) | Computer, smartboard, Student’s book, worksheets, pens. |
Procedure (Этапы урока)
Этапы урока | Деятельность учителя | Деятельность учеников | Формируемые УУД |
Warm up
(организационный этап) |
Teacher tells students to go about the classroom and ask each other what they had for breakfast to find a pair (2 minutes) | Students have a small talk in pairs, sharing information about their today’s breakfast and find a pair | Регулятивные
Познавательные Коммуникативные |
Previous knowledge | |||
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Teacher asks students to make a spidergram of the key notions of the word “health”. | Students make a spidergram of the key notions: sport, good food, good sleep, good mood | |
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Teacher encourages students to divide the words on the screen into 2 groups – healthy / unhealthy food.
Then teacher asks to look at the screen and match the names of the parts of body and organs with the pictures. |
Students one by one go to the screen and revise the names of organs and parts of body, name them and match to the pictures. | Регулятивные
Познавательные Коммуникативные |
Starting routine | |||
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Teacher makes students guess the global goal of the lesson by writing on the board two words FOOD and BODY. | Guess the global goal of the lesson, share their ideas. | Регулятивные
Познавательные Коммуникативные |
Thinking activity | |||
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Teacher asks to watch the video and complete the table about the functions of the body parts and organs and the necessary food for them.
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Students watch the video and complete the table sharing then their results. | Регулятивные
Познавательные Коммуникативные |
Physical break | Teacher shows the video and asks students to stand up and repeat the actions. | Students relax and repeat some actions from the video to music. | Здоровьесбережение |
Assessment | |||
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Teacher asks to make groups of 4 and make posters about the influence of food on our health. Teacher monitors groups’ activities.
Asks to interact with partners and make notes / draw pictures. |
Students interact with partners and make notes and draw pictures. | Регулятивные
Познавательные Коммуникативные |
Ending the lesson | Teacher asks students to present their ideas on the posters (1 student of the group). | Students present their posters. | Коммуникативные
Регулятивные |
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Teacher asks to complete a self – assessment sheet. | Students complete a self – assessment sheet. | Регулятивные
Познавательные Коммуникативные |