Stay Healthy — КСП, план урока, 4 класс
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Краткосрочный план
| Раздел |
Health and Well-Being
|
| Тема урока |
Stay Healthy
|
| Класс |
4
|
| Цели обучения в соответствии с учебной программой |
4.1.2.1 Понимать более широкий круг личных вопросов с поддержкой
4.1.4.1 Понимать более широкий круг коротких стандартных вопросов на общие и учебные темы с поддержкой
4.2.3.1 Описывать людей и предметы простыми словами в рамках ограниченного круга общих и учебных тем, описывать прошлый опыт в рамках более широкого круга общих и некоторых учебных тем
4.2.6.1 Обмениваться репликами в небольших диалогах на более широкий круг тем
4.3.5.1 Понимать основные идеи коротких стандартных текстов в рамках более широкого диапазона общих и учебных тем с помощью контекстных подсказок
|
| Цели урока |
Students will know and use key vocabulary for healthy habits, including food, exercise, sleep, and hygiene.
Students will know how to ask and answer simple questions about personal health habits.
Students will know how to describe healthy routines and a past health-related experience using simple words.
Students will know how to identify the main idea and supporting details in a short text about staying healthy.
|
| Ценности |
Students develop responsibility for their own well-being by identifying practical healthy habits. They show respect and care by listening to classmates’ experiences without judging personal choices.
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Ход урока
| Этап урока/ Время | Действия педагога | Действия ученика | Оценивание | Ресурсы |
|---|---|---|---|---|
| Healthy Habits Warm-Up 5 min |
Organisational moment:
Greet students, check readiness, and display the lesson topic, “Stay Healthy.”.
Ask students to name one thing they do to stay healthy.
|
Students greet the teacher and prepare their materials. Students share a healthy habit, such as eating fruit or exercising. | Names one relevant healthy habit — 1 point. Takes a turn appropriately — 1 point. Stage maximum — 2 points. | board, notebooks |
| Introducing Healthy Choices 7 min |
New material explanation:
Present and model the words exercise, sleep, water, fruit, vegetables, hygiene, and healthy routine, using pictures and clear pronunciation.
Explain that a healthy routine can include eating nutritious food, drinking water, being active, sleeping well, and keeping clean.
Ask: “Which habits help your body stay healthy?” and “What do you usually do to stay healthy?”.
Answers:
Expected answers include exercising, sleeping well, drinking water, eating fruit and vegetables, and keeping clean.
Expected answers include “I drink water,” “I eat fruit,” and “I play outside.”.
Слайд 1 — Stay Healthy
Слайд 2 — A child gets home from school feeling tired and thirsty, with a choice between resting on…
Слайд 3 — Today we will find out…
Слайд 4 — Words for healthy choices
Слайд 5 — Everyday care
Слайд 6 — Choose what helps
Слайд 7 — Ask and answer
Слайд 8 — Describe a past experience
Слайд 9 — Remember and answer
Слайд 10 — Check what you remember
|
Students listen, repeat the vocabulary, and connect each word to its picture. Students answer the questions using short sentences and give examples of their own habits. | Correctly matches four vocabulary items to their meanings or pictures — 1 point each, max 4 points. Gives one relevant spoken answer — 1 point. Stage maximum — 5 points. | |
| Healthy Habits Game 7 min |
Instructions:
Explain the picture-card sorting game: students classify each action as healthy or unhealthy and give a simple reason.
Model one example: “Drinking water is healthy because it helps our body.”.
Distribute picture cards and invite pairs to sort them, then share one choice with the class.
|
Students work in pairs to sort the picture cards into healthy and unhealthy actions. Students explain one choice using a simple sentence, for example, “Sleeping well is healthy.” | Sorts four actions correctly — 1 point each, max 4 points. Gives a relevant explanation in English — 1 point. Stage maximum — 5 points. | |
| Read for Main Ideas 8 min |
Questions to the class:
Read aloud the short text: “Mia wants to stay healthy. She eats fruit and vegetables, drinks water, and walks to school. She plays outside after school and goes to bed early. Last weekend, she rode her bike with her brother.”.
Ask: “What is the text mainly about?” “What does Mia eat and drink?” “How does she get exercise?” “What did she do last weekend?”.
Answers:
Mia’s healthy habits / how Mia stays healthy.
She eats fruit and vegetables and drinks water.
She walks to school and plays outside.
She rode her bike with her brother.
|
Students follow the short text as the teacher reads. Students use the context to identify its main idea and answer the four questions; expected answers are Mia’s healthy habits, fruit and vegetables and water, walking and playing outside, and riding her bike with her brother. | Identifies the main idea — 2 points. Answers each of the three detail questions correctly — 1 point each, max 3 points. Stage maximum — 5 points. | short reading text, board |
| Healthy Routine Dialogue 8 min |
Questions to the class:
Ask pairs to create and practise a short dialogue using the prompts: “What do you do to stay healthy?” “How often do you exercise?” “What did you do last weekend?”.
Remind students to include at least two healthy habits and one past-tense example.
Invite two pairs to perform their dialogue.
|
Students practise a dialogue in pairs, asking and answering questions about personal habits and a past experience. Students perform or listen respectfully; possible answers include “I eat vegetables,” “I exercise twice a week,” and “I played football last weekend.” | Asks or answers two relevant questions — 1 point each, max 2 points. Describes two healthy habits — 1 point each, max 2 points. Gives one understandable past-tense example — 1 point. Stage maximum — 5 points. | dialogue prompt cards, notebooks |
| Independent Health Task 5 min |
Instructions:
Give students the task: write three sentences about ways to stay healthy and one sentence about a healthy activity they did in the past.
Ask students to underline two healthy-habit words and check that each sentence begins with a capital letter and ends with suitable punctuation.
|
Students complete the written task independently. Students write three healthy-habit sentences and one past-experience sentence, then underline two relevant vocabulary words. | Writes three relevant healthy-habit sentences — 1 point each, max 3 points. Writes one understandable past-experience sentence — 1 point. Uses two target vocabulary words correctly — 1 point. Stage maximum — 5 points. | |
| Quick Understanding Check 3 min |
Instructions:
Give the short quiz: choose the healthy option in each pair—“water or fizzy drink,” “early bedtime or very late bedtime,” “walking or sitting all day.”.
Ask students to complete the sentence: “Last weekend, I _.”.
|
Students complete the three healthy-choice items and write one past-tense sentence. Students choose water, an early bedtime, and walking; answers to the final sentence may vary. | Chooses the three healthy options correctly — 1 point each, max 3 points. Completes a meaningful past-tense sentence — 1 point. Stage maximum — 4 points. | |
| Reflection 2 min |
Runs the "Reflection" reflection. End the lesson with quick student feedback — emoji vote and share the results.
|
Students complete the "Reflection" reflection and assess their understanding of the topic. | States one relevant healthy habit — 1 point. Selects or explains one accurate learning statement — 1 point. Stage maximum — 2 points. |
Здоровье и соблюдение техники безопасности
| Здоровье и соблюдение техники безопасности | Encourage students to choose safe, age-appropriate physical activities and to drink clean water. Do not ask students to disclose private medical information; remind them to consult a trusted adult if they have a health concern. |
О материале
- Тип материала
- План урока (КСП)
- Класс
- 4 класс
- Язык
- Английский
- Направление обучения
- Гуманитарное
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