Teacher’s name

A.S Duisenbaeva

Subject / Grade

English 9^th grade (АӘБВ)

Date

11.10.24

Unit

Exercises and Sport

Theme of the lesson

Talking about injures

Learning objectives

9.2.2.1 understand most specific information in unsupported extended

talk on a wide range of general and curricular topics;

9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk

about an increased range of general and curricular topics ;

Lesson outcomes

Learners will be able to: - learn how to respond appropriately to sports injuries, emphasizing safety and care. Understanding Injury Response

- practice clear communication in a first aid context, including expressing discomfort and asking for help. Communication Skills

- gain knowledge about assessing injuries and providing initial care, such as using a bandage. Basic First Aid Knowledge

Values and its purpose

Taking care of your body and health

Time

Lesson periods

Teacher’s activities

Student’s activities

Assessment

Resources

5 min.

Introductory

9.2.1.1
Warming-up

Organization moment :

Ss. enter the classroom, take their seats, and T. greets the guests and students.

Aim: Prepare students to discuss sports injuries and first aid.

1. Discussion: Start with a brief discussion on common sports injuries and their impacts on athletes. Ask students if they have ever experienced an injury while playing sports.

Role Play: Pair students and have them role-play a scenario similar to the dialogue provided. One student can act as the injured player (like Ryan) and the other as the coach.

Debrief: After role-playing, gather everyone and discuss the feelings and thoughts they experienced during the activity. What was easy or challenging about expressing discomfort or giving advice?

Descriptor :In this lesson, students will engage in a realistic scenario involving a sports injury. They will learn the importance of proper communication and care when someone is injured. By simulating both the injury and the response, students will enhance their understanding of first aid practices and develop empathy for injured individuals.

. .

Ss greet the teacher.

Learners use this questions for discussion

What are some common injuries you’ve heard of in sports (e.g., sprains, fractures, concussions)? How can these injuries impact an athlete's performance and mental health? Have any of you experienced an injury while playing sports? How did it affect your experience?

Pair students up.

Provide a brief scenario (e.g., a player gets injured during a game and approaches the coach for help).One student plays the injured athlete (like Ryan), expressing their discomfort and concerns, while the other student acts as the coach, providing support and advice.

To reflect on the role play experience and discuss emotional responses.

How did you feel in your role (both as the injured player and the coach)?

What was easy or challenging about expressing discomfort?

How did it feel to give advice or support someone who was injured? What have you learned about communication and empathy in these situations?

Remember and recognize the main vocabulary.

T. praises and supports

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/CCnTRnHKSi5vhwQQA

Introduce the learning objectives of the lesson.

Teacher presents the lesson objectives for the lesson.

Ss. understand what they will learn and do during the lesson.

T. praises and supports

6 min.

Main part

Association/ Recognition

9.3.7.1

Task 1 ,p 24 Listen and repeat The sentences are from a dialogue between a coach and an athlete. Who says what? Here’s a breakdown of who might say what in that dialogue:

1. Coach: "Let me help you get up."

2. Athlete: "I can't believe I tripped over that ball."

3. Coach: "Let's have a look, shall we?"

4. Coach: "I think you have twisted your ankle."

5. Athlete: "I guess I won't be playing in the match."

6. Coach: "No more football for you for a while."

Would you like to go over anything else related to this dialogue?

Divide learners into pairs and hand out copies of the dialogue.

• Have them read through the lines together to familiarize themselves with the conversation.

• Assign one learner to be the Coach and the other the Athlete.

• Encourage them to act out the dialogue, focusing on expression and emotion.

• After a few minutes, switch roles.

Ss will enhance their speaking and listening skills while understanding the dynamics of coach-athlete communication in challenging situations.

Reading the Dialogue:Learners read through the lines together to familiarize themselves with the conversation.

Role-Playing

Learners take role and act out the dialogue

Count points

No mistakes – 4 points;

some mistakes – 2-3 points;

too many mistakes – 1 point.

T. uses the poster with drawn basket, where she adds a basketball each time teams get points.

https://wordwall.net/ru/resource/6187948

7 min.

9.3.7.1

Vocabulary: Introduce new vocabulary related to the sports with definitions

Students listen and take notes repeat vocabulary words and definitions

.

Oral repetition, peer check

6 min.

9.3.7.1

Task. II

(Task for understanding)

Ex:2 P: 24

To practice speaking, listening, and comprehension skills through role-play based on a dialogue about an injury. In this dialogue, Coach addresses Ryan after he has tripped and injured his ankle. Ryan expresses his disbelief about the accident and describes the pain. The Coach assesses the injury and advises Ryan on the next steps, including going to the hospital and taking time off from football to recover.

Descriptor:

- look at the picture

- answer the question

Total: 2 point

Learners look at the picture and answer the question.

Questions and Answers

What caused Ryan to get injured? Ryan tripped over a ball. What symptoms does Ryan report about his ankle? He says his ankle is really sore and he can’t put any pressure on it when he walks. What does the Coach notice about Ryan's ankle . The Coach sees some swelling and thinks Ryan has twisted his ankle. What immediate action does the Coach suggest? The Coach suggests putting a bandage on Ryan's ankle and advises him to go to the hospital. What does Ryan realize about his participation in the upcoming match? Ryan realizes that he won’t be able to play in the match this weekend.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Student’s book

Video

6 min.

9.6.17.1

9.4.2.1

Recall

Task 3 .Read the dialogue again and correct the statements (1-3)

Descriptors

Learners  Printed dialogue

 List of statements for correction

 Scaffolding: Each learner has to complete the test at their own pace.

Enhance understanding of dialogue through corrections and discussion.

learners read the dialogue aloud in pairs, ensuring they understand the context.

Descriptor:

All answers are correct – 2 points.

Some mistakes – 1 points

https://wordwall.net/ru/resource/36691811

4 min.

9.2.2.1

9.3.7.1

“Brainstorming” method (brainstorming sentences)

The aim: Ss develop their critical thinking and speaking skills

Descriptors

1. Learners can work in turns;

2. Learners try to guess name of topic

Functional literacy: Active Listening

Efficiency: Ss learn to think critically based on the content.

Scaffolding  Ss elicit the meanings of the vocabulary for injures

Students brainstorm types of sports and try to guess the topic of the lesson by watching the video and answering the questions

The coach asks questions like, "What’s wrong?" This encourages Ryan to share his feelings and symptoms, demonstrating active listening and engagement

.

At the organizational moment, T supports Ss to express their speech clearly using the "praise" method to evaluate them, like:

"Good job!

Well done!"

Presentation

5min.

End of the lesson.

Reflection

T. explains how to complete the following task. Go to the link Mentimeter com and write your answer todays lesson

“Mentimeter” method

It is used to find out whether the lesson was clear or not. Ss to write about today’s lesson. Commentaries, wishes Aim: To know how many Ss got the theme. Efficiency: learn to comment somebody using simple sentence. Differentiation: «Mentimeter» method is used to finish the lesson.

Ss to show their knowledge according to the lesson

Mentimeter: Interactive presentation software

1 min.

The end

Home work new words Ex 2 learn dialogue p 24 SB

Ls. write them down