A teen athlete

Long-term plan unit: 8 Sports

School:

Lesson 9

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: A teen athlete

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 a biography. • learn about prepositions of time and place. • write a biography of someone I know.

Some learners will be able to:

Success criteria

Discuss a problem in groups and suggest a solution for a problem Give feedback to others orally Demonstrate the ability to participate in a conversation Interact in a pair, group and a whole class work presenting

Value links

Lifelong learning

Cross curricular links

Kazakh, Russian, literature

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

Books closed. Write biography on the board and ask students what type of writing this is, e.g. the story of someone’s life.

Background

The World Championships in Athletics were fi rst held in 1983. In terms of prestige, they are second only to the Olympic Games. The World Championships were originally held every four years. However, since 1991, they have been held every two years.

Ask students to open their books at page 91 and say, by looking at that photo, what sport Mohammed does.• Tell students to read the biography quickly to check their answer.

Answers

He’s a runner.

Refer students to the information in the box and make sure that they understand each word or phrase. If necessary, explain: record (noun): the best result achieved in a sport, e.g. Usain Bolt holds the world records in the 100 m and the 200 m; medal: a small round piece of metal (typically gold, silver and bronze) given to athletes who finish first, second and third in a particular event.

• Ask students to work alone to do the exercise.

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

Answers

1 place and year of birth

2 sport(s)

3 medals and records

4 his/her future

Refer students back to the text to find the answers.

• Students compare answers in pairs before you check the

answer with the class.

Answers

2008 – He won his fi rst international race in Nigeria.

the age of 19 – He won the gold medal at the 2013 World

Championships in Moscow.

September 2011 – He broke his own record.

August 9, 2012 – He came sixth at the 2012 Olympics in

London.

January 10, 1994 – He was born on that day.

Read out the information about prepositions in the Useful

language box.

• Check students’ understanding by calling out dates, months, years, cities and events and asking students to say which prepositions are used, e.g. 16th January (on), April

(in), 2012 (in), St. Petersburg (in), the Olympic Games (at).

• Ask students to complete the examples. • Check answers.

Answers

on August 9th; in December, in 2014; in London, in Nigeria;

at the World Championships, at the age of 12

5 • Go through the fi rst sentence with the class as an example.

• Ask students to work in pairs to complete the remaining

sentences with the correct prepositions. • Check answers.

Answers

1 in, on 2 At, in 3 at, in 4 in, on, in

Homework

For homework, students can use their smartphones to record an interview with someone at their school who is very good at a particular sport. (This student will have to speak some English, of course). Students can ask this person when they started doing the sport, which team or club they belong to, how often they do the sport, what medals they have won and what they would like to do in the future. At the beginning of the next class, students can play their interviews to a partner.

You can also set Exercises 1–10 on pages 64 and 65 of the Workbook for homework.

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?