LESSON:
Unit 8:
Sports
Sports for all 1
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School: Nazarbayev
Intellectual School of
Chemistry
and Biology in Ust-Kamenogorsk
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Date:
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Teacher
name: Pogorelova
O.A.
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CLASS:
5
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Number
present:
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absent:
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Learning
objectives(s) that this lesson is contributing
to
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5.W4 write with support a
sequence of extended sentences in a paragraph to give basic
personal information
5.W6 link, with some
support, sentences into coherent paragraphs using basic connectors
on a limited range of familiar general topics
5.W8 spell most
high-frequency words accurately for a limited range of general
topics
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Lesson
objectives
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All learners will be
able to:
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-
Write a short paragraph
about their elbow partners.
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Read and retell a piece
of text
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Participate in a role
play as a journalist
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Most learners will
be able to:
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Create 1-2 extended
sentences writing about their elbow partners
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Remember the
information from the text about the Kazakh national
sports
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Participate in a role
play in 2 different roles: as a celebrity and as a
journalist
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Some learners will
be able to:
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-
write an extended
paragraph about their elbow partners
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spell topic-related
words correctly
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build up a lively
dialogue participating in a role
play in 2 different roles: as a celebrity and as a
journalist
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Language
objectives
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Use
basic
personal and demonstrative pronouns and quantitative
pronouns;
Use conjunctions and
linking words.
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Value
links
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Healthy lifestyle, Respect, Support,
Trust
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Cross curricular
links
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PE, Psychology, sociology
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ICT
skills
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Projector or Smart board, ppt
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Intercultural
awareness
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Students will better able to
understand that people should respect each other. Every person
should go in for sports to be healthy. It is not important what
kind of sport you play as long as you are respectful to
others.
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Kazakhstani
culture
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Students will better aware of
the significance of healthy lifestyle in the local context, i.e.
the Kazakhstani culture.
The students will recall/
learn more about the culture of the locals in the
past.
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Pastoral
Care
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Students will be able to
understand the importance of respecting values and personal
preferences
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Health and
Safety
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Everyday classroom precautions will ensure
that safety measures are provided to prevent the exposure to
electrical power cords
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Previous
learning
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Learners are expected
to know various sports from previous grades. They should also be
aware of the topic-related words and collocations from the previous
lesson.
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Plan
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Planned
timings
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Planned
activities
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Resources
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Beginning
0-2
min
2-5
min
5-8
min
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Class
organisation
Learning and lesson
objectives are introduced.
Bell
work: Learners write six
questions to ask a partner about sport e.g.
What sports do you
like ______ing?
What’s your
favourite ________________?
Which sports do you
not _______?
Where do you go to
_____________?
When did you start
___ ing _____________?
Which sports would
you like to __________?
Speaking: students interview each
other.
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PPT
Slides
1-2
PPT
Slides 3-4
Handout
1
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Middle
8-15
min
15-16
min
16-20
min
20-27
min
27-29
29-32
32-37
min
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Writing (I)
- Formative assessment: students write a short
paragraph about their elbow-partners.
Differentiation: High-performing
students are expected to write an extended paragraph (about 50
words). Students with lower level of the language abilities write
45 and 40 words respectively. Low-performing students should get
more support from the teacher as well.
Lead-in
(G): students are shown the
pictures of the 5 most popular national games in Kazakhstan. They
are asked to name the ones they know.
Each mini group is
given a set of 5 cards with the 5 most popular games in Kazakhstan.
There task is to write everything they know about those on the
other side of the cards
Jigsaw
reading: students work in expert
groups, each of which reads a particular piece of text each. Then
they are regrouped and they
Discussion: students are asked to raise
their hands
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if they think the majority of
people in Kazakhstan plays the national
games
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if they think almost equal
number of people in Kazakhstan plays the national and other
games
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if they think that only the
minority of people in Kazakhstan plays the national
games
Next teacher asks 1 or 2
volunteers to tell why they think it happens. After that, the
teacher asks the class to list the Kazakhstani sport celebrities
they know.
Speaking
preparation: students look at the list of
suggested questions for interviewing a sport celebrity. They are
asked to add/delete some questions.
Role-play: each students writes a name
tag of a sport celebrity they know about/ after that they take
turns to interview each other. Teacher monitors the activity and at
the end of it provides feedback.
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PPT
Slides 5-6
Handout
1
Handout
2
Slides
7-8
Handout
3
PPt slides
9-10
PPT
Slide
11
PPT, slide
12
PPT, slide
13
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End
37-40
min
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Plenary:Football
Learners can either
work as a team to answer questions or can pick some out
individually from each team if they get a question right they get
to move a line across and if they get 3 in a row they get to shoot
to save the other team must get their question
right.
Teacher draws up a
pitch with 5 lines running across it for marking draw goals, puts
the 'ball' in the middle and puts the children in 2 groups or
teams.
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PPT
Slide
14
A large and
a small ball
Handout
4
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Additional information
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Differentiation – how do you plan to give more support?
How do you plan to challenge the more able
learners?
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Assessment – how are you planning to check learners’
learning?
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Cross-curricular
links
Health and safety check
ICT links
Values links
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-
More support
can be given at the beginning and in the middle of lesson by
providing low-performing learners with more
support.
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Learners,
who are less confident are given more prompts.
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High-performing
learners can be encouraged to write an extended paragraph and give
a detailed oral answer.
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Depending on
the class level, the tesks can be adjusted.
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Monitor how much
vocabulary learners can recall from the previous
lesson.
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Monitor learners as
they work on writing? Notice any incorrect sentences and scaffold
the learners towards the correct answers.
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Monitor
groups of learners as they retell the text. Do they take turns to
speak? Do they contribute appropriate language for talking about
sports? Do they listen to each other carefully?
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Links to the L1: Do
learners know these kinds of sport in the L1?
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Make sure models are
provided.
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Learning
about various cultures
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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?
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Use the space below
to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson.
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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?
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