Chinese gymnastic

Long-term plan unit: 4 THE WORLD OF WORK

School: Tasotkel secondary school

Lesson 6

Date: 12.12.18

Teacher’s name:Baktiyarova A.E

CLASS: 5

Number present:

absent:

Theme of the lesson: Chinese gymnast

Learning objective (s) that this lesson is contributing to

5.2.5.1- understand most specific information and detail of short, supported talk on a wide range of familiar topics;

5.2.6.1- deduce meaning from context in short, supported talk on an increasing range of general and curricular topics;

5.2.7.1- recognize the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

• watch a video about a gymnast from China.

• compare my life to the gymnast’s.

Some learners will be able to:

Success criteria

• Recognize detailed information in a short conversation with some support

• Figure out the content of a short conversation with some support

• Recognize the opinion of the speaker (s) in basic, supported talk on an increasing range of general and curricular topics.

Value links

Labour and creativity

Cross curricular links

Sports

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?

Preparation

• Bring photocopies of the videoscript.

Warm up

• Books closed. Put the following on the board:

• Alternatively, use the interactive white board to put the Chinese

characters on the board.

• Ask: What is this? Explain that it is how China is written in

Chinese.

• Ask students what they know about China, e.g. its geography,

climate, culture.

Background

For background on Beijing see the note in Unit 1 on page 42.

Practice

1 • Ask students to open their books at page 26. Refer them to the photo of the city at the bottom of the page.

Ask students to describe it, e.g. It’s very big. It has lots of

people and lots of tall buildings.

• Students can work pairs to answer the questions about the

schoolgirl in the photos.

2. 4.2 Play the video with the sound off.

• Students watch the video and check their answers to Exercise 1

Suggested answers

1 She’s from Beijing in China. 2 It’s probably gymnastics.

3 I think it’s a difficult sport.

3. 4.2 Give students time to read through the six events.

• Play the whole of the video.

• Students order the events.

• Check answers.

Answers

5 – 4 – 6 – 3 – 1 – 2

4. 4.2 Ask students if they can complete any of the gaps before you play the video again.

• Play the video.

• Students work alone to complete the text.

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

Answers

1 12 2 school 3 parents 4 six 5 six 6 doctor

5. 4.2 Give students a minute to read through sentences

1–5.

• Play the video for students to complete the exercise.

• Give weaker students a copy of the script to read as they

watch the video.

Answers

1 F (On Saturday afternoons, Zhin Yan’s father visits her.)

2 T 3 F (She always runs in the park.) 4 T

5 F (She gets up at 7 o’clock on Sunday.)

Your turn

6 • Read out the example. Elicit or write two or three further

examples to give students an idea of what to do.

• Ask students to work alone to make a list how their own

lives differ from Zhin Yan’s. They should write at least three

sentences.

• Monitor and help as necessary.

7 • Put students into pairs.

• Students take it in turns to ask and answer questions about

how their life compares with Zhin Yan’s.

Optional activity

• Give students ten minutes to research facts about China online, e.g. http://www.bbc.co.uk/news/world-asiapacific-13017879

• Students write five facts about China. Two of the facts must be false.

• Students read out their facts to their partner who tries to identify which of the facts are false.

Homework

For homework, students write a profile of a young sports star from another country. They should find out the following information: name, age, home and family life, daily routine. In the next class, students share what they found out with a partner.

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?

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?