Ашық сабақ Giving personal information

LESSON:

Unit 2. Sports.

Speaking: Giving personal information

School: Atameken secondary school

Date:

Teacher’s name: Duisenbaeva Yrysgul

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.W3 write with support factual descriptions at text level which describe people, places and objects

5.L4 understand the main points of supported extended talk on a range of general and curricular topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.R2 read and understand with some support short simple fiction and non-fiction texts

Lesson objectives

All learners will be able to:

• Use different characteristics talking about various sport activities.

present ideas clearly in a pair, group and whole class conversation

Most learners will be able to:

use visual support to name the places, where people do sports

listen, understand and complete the tasks without teacher’s support

compare and contrast the given kinds of sport

Some learners will be able to:

create extended speech talking about differences and similarities of the suggested sport activities

spell topic-related words correctly

Language objectives

Use a and an articles, be: negative, be: questions and short answers.

Use Capital letters .

Value links

Respect, Support, Trust, academic honesty

Cross curricular links link

Literature, PE, Psychology

ICT skills

PPT teacher’s use

Intercultural awareness

Students will better able to understand that people should respect each other. Every person should go in for sports to be healthy..

Kazakh culture

Students will better aware of the significance of healthy lifestyle in the local context, i.e. the Kazakhstan culture

Pastoral Care

Students will be able to understand the importance of respecting values

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

Learners are expected to know use there is, there are, some, a lot of. They know use numbers and say what’s in their classroom

Plan

Planned timings

Planned activities

Resources

2-3 minutes

Beginning

10 min.

Class organisation

Teacher introduces learning and lesson objectives

Students write the date, day and lesson objectives into their copybooks.

1. Complete the questions and answers. Then listen and check

Are you OK, Lisa? Yes,I am/No,I’m not.

Are you football fan? Yes,I am/No,… not.

…. Her name Stefani? Yes it is/ No, it ….

Are we on TV now? Yes, we …. / No, we aren’t

Are …. From Britain? Yes,they are/ No they a ren;t

Worksheet 1

Middle

5 min.

5 min.

2. . Complete the questions and short answers.

1. ___ you from China?

2. ___ Lady Gaga your favourite singer?

3. ___you and your friend football fans?

4. ___ Rio de Janeiro in Brazil?

5. ___ The Hobbit a good film?

6. ___ Rafael Nadal a singer?

3. Work in pairs

Prepositions: on and at

4. Look at the examples complete the rule with at and on.

Worksheet 2

End

5 min.

5 min.

Reflection (W)

Teacher asks learners

1) What was difficult to do at the lesson?

2) What do you need to work on?

Feedback (I)

Learners complete an evaluation sheet of what they did during the lesson writing a number in each statement or circling one word:

What kind of clubs and people’s hobbies do you know?

Are they interesting or boring?

How we use prepositions at and on?

Evaluation sheet is given to all learners to fill in and all sheets should be collected for teacher’s reflection and further work on shortages.

Home task: Ex 5. Activate. Look at the noticeboard and write sentences about five activities.

Evaluation sheet

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Learners, who are less confident are given more prompts.

High-performing learners can be encouraged to use more kinds of sports in the task for comparison and contrasting.

Monitor groups of learners as they discuss the given tasks). Do they take turns to speak? Do they contribute appropriate language for talking about sports?

Links to the L1: Do learners know these kinds of sport in the L1?

Make sure models are provided.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?