A paralympic champion

Long-term plan unit: 8 Sports

School:

Lesson 2

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: A paralympic champion

Learning objective (s) that this lesson is contributing to

5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics;

5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics;

5.4.4.1- read with some support a limited range of short fiction and non-fiction texts;

Lesson objectives

All learners will be able to:

Most learners will be able to: read FAQs about a paralympic champion, learn adverbs, talk about my sports habits

Some learners will be able to:

Success criteria

Consider classmates' advice and set personal learning objectives based on their feedback

Demonstrate an ability to organize and express ideas clearly

Provide a point of view in conversations and discussions

Provide unprepared speech to answer a variety of questions at sentence level and in conversations with some flexibility

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian, PE

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up

Write the names of sports stars on the board. Make sure you

chose people that students are likely to know such as stars from their country. Ask students to say what sport the people do.

• Alternatively, distribute some photos of different sports among the students and ask students to say something about the sports pictured, e.g. the names of the sports, famous players, successful teams.

Ask students to open their books at page 83.

• Refer students to the phrases in the box and then ask them to work alone to match the phrases with the pictures.

• Allow weaker students to use dictionaries or to look words up online.

• Students can compare answers in pairs before you check nswers with the class. • Play the recording.

• Students listen to it and check their answers.

• Play the recording again for students to repeat the words.

Answers

2 play baseball

3 go cycling

4 go skateboarding

5 go skiing

6 do judo

7 go windsurfing

8 go snowboarding

9 go surfing

10 go bowling

11play volleyball

Students can turn to the Vocabulary bank on page 122

and do the Jog your memory! activity.

Before students do this exercise, check their understanding

of wheels and board.

• Put students into pairs to do the exercise.

• Check answers.

• To extend the work on the sports and activities vocabulary,

you could ask students to turn to the Vocabulary bank on

page 122 and do the activities for Sport.

Answers

1 windsurfi ng, surfing

2 basketball, baseball, bowling,

Volleyball

3 cycling, skateboarding

4 skateboarding,

skiing, windsurfing, snowboarding, surfing

5 basketball,

baseball, bowling, volleyball

6 cycling, skateboarding,

skiing, windsurfi ng, snowboarding, surfing

Optional activity

• Put students into pairs (A and B). • Student A closes his or her book.

• Student B says a sport or activity from Exercise 1.

• Student A says whether that sport or activity is used with go, do or play.

• Students then swap roles and continue until they have gone through all the vocabulary.

Put students into pairs (A and B) to do a text-message guessing game.

• Student A texts Student B a clue about one of the sports and activities in Exercise 1, e.g. you need wheels for this activity. • Student B texts his or her answer back, e.g. go cycling. • Student A either confi rms or rejects the answer.

• Student B then texts Student A a clue.

Homework

Set Exercises 1, 2, 3, 4 and 5 on page 59 of the Workbook for homework.

Students particularly interested in football can learn some vocabulary related to that sport here and do the accompanying exercises:

http://learnenglishteens.britishcouncil.org/grammarvocabulary/ vocabulary-exercises/football

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?