Human body and exercise

Unit 8: Sports

School:

Date:

Teacher’s name:

CLASS: 5

Number present:

absent:

Lesson title

Human body and exercise

Learning objectives(s) that this lesson is contributing to

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

5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

Lesson objectives

All learners will be able to

• recognise the attitude or opinion of the writer in short texts and interact meaning clearly, express their thoughts and ideas according to the theme ‘‘Human body and exercise’’ with support

Most learners will be able to

• recognize the attitude or opinion of the writer in short texts and interact meaning clearly, give their opinion and ideas according to the theme ‘‘Human body and exercise’’ with little support

Some learners will be able to

- recognize the attitude or opinion of the writer in short texts and interact meaning clearly, express their thoughts and ideas according to the theme ‘‘Human body and exercise’’ independently.

Assessment criteria

• pronounce and interact meaning clearly during pair and group work with support

• recognize the basic information at the short text according to the topic ‘‘Human body and exercise’’ with support

Values links

“Mangilyk Yel”3^rd value: A secular society with high spirituality

Cross-curricular links

Biology, PE

ICT skills

Slides and videos

Previous learning

Human beings, Rules and respect

Plan

Planned timings

Planned activities

Resources

Start

6

Greeting: Teacher greets to learners and learners respond to the teachers question and create a positive atmosphere.

Teacher give a balloon to the learners and they wish to each other to give through the balloon. After that, learners choose one picture for dividing into two groups in accordance with strategy ‘‘Mosaic’’

1^st group ‘‘Sport’’

2^nd group ‘‘Hobby’’

T-S .After dividing each groups should tell about peculiarities of the sports and hobbies and describe it.

Brainstorming

Teacher shows a video “How to kip healthy life” after that learners recognize by this video the name of the new theme.

Now boys and girls the theme of our new lesson is “Human body and exercises”. Today we are going to speak about how to keep healthy.

T-S. Teacher will put some questions according to the theme.

What things help us to keep healthy?

List appropriate suggestion on the board. Learners work in a group and say about most important things we need to have a healthy body (water, food, exercise, rest etc.)

Draw a fishbone on a worksheet for learners to complete with key words:

Water + healthy food + exercise + rest = healthy body.

Monitor how well learners can write a paragraph about healthy bodies.

Descriptor: A learner

• answer the question correctly

• complete the worksheet of fishbone

AFL: Teacher’s assessment in oral form (Excellent! Good job! Well done!)

Blackboard

Elicit pupils’ ideas.

Video http://www.bbc.co.uk/bitesize/ks2/science/living_things/health_growth/play

Middle

30

Task 1

Pre- teach vocabulary

Differentiation by scaffolding with key words

(PW) Teacher hang on several pictures on the wall in accordance with strategy ‘‘Gallery’’. Learners look at the pictures and describe it. After that, learners make up sentences and answer the partners question according to these pictures’ key words.

D escriptor: A learner

• make up sentences and answer the question

AFL: peers assessment

Alternative

Project images of children from the web link as they play sport. Learners look at images of body movements made in sport on IWB. With a partner they decide what movement it is and which parts of body are moving: arms, legs, neck, body, hands, feet, head. Learners in pairs in stretch each other to do a sequence of four movements

e.g. First stretch your arms.

Second, turn them round four times.

Third, bend your legs and jump.

Fourth, bounce a ball six times.

D ifferentiation by scaffolding (with pause)

Less able learners listen CD1. Tapescript 16. twice and pause after that answer the questions with teachers support. More able learners listen to the task and answer the question and they help to less able learners.

Task 1

Answer the questions before listen information.

1. How many Olympic sports do you know?

2. What are your favorite Olympic sports?

Listen and put the pictures in the order that you hear them.

Write the numbers 1-4 in the boxes.

CD1. Tapescript 16.

Work in Pair. Task 2

Answer the questions.

1. What do you think Long said to Owens after Owens stepped over

the line?

2. Why do you think Long helped Owens?

Descriptor A learner

• responds to the questions;

• defines the correct order of the pictures.

• uses appropriate words and phrases;

• gives answers in full sentences;

• explains the reasons behind his/her thoughts.

AFL: Peers assessment

Practice

Task 2 ‘‘Jigsaw’’ strategy

Learners read the text and put the sentences in the correct order.

For 1^st group:

Lisa goes to the gym every Thursday. She likes group fitness classes and her favorite is aerobics. It’s always such a good workout and the instructor is full of energy. When everyone is tired and sweaty, she often yells “Arms up over your head and put your hands together, that’s right, now bend your knees and hold carefully 1 • 2 • 3.”

At first, Lisa had terribly sore muscles after class – especially her thighs – but she’s used to it now. Since she started going to the gym she also has less back pain, her muscles are stronger and she feels fit and healthy. She likes exercising.

For 2^nd group:

It’s a different story for Lawrence. His belly is too fat and he’d like to lose some weight. The problem is that he hates exercising! Bridgette has trouble too. Her legs are stiff and it’s especially difficult for her to bring her knee to her chest. She doesn’t like that stretch at all. “Don’t let the fatigue take hold. Just 5 more minutes. Let’s run some laps in the gym. Don’t forget to bring your heels right up to your bottom. Hop, hop, hop.”

By the end of the class, everyone is out of breath and sweat is dripping from Lawrence’s forehead slowly. The class is over for this week and everyone is exhausted.

Post-reading task

Differentiation by type of task

Less able learners read the text again. Find if the sentences True or False.

1. Lisa likes group fitness classes and her favorite is aerobics. ____

2. Lisa had terribly sore muscles after class - especially her ankles. ___

3. Since she started going to the gym she also has more back pain.____

4. Lawrence’s belly is too fat and he’d like to lose some weight. _____

5. He likes exercising! _____

6. Bridgette hasn’t got any trouble. ____

7. Bridgette doesn’t like that stretch at all. _____

More able learners ask and answer the question from this text with teachers support. Teacher asks: “Who can make some questions from this text?”

1. Where does she go every Thursday?

2. What’s she like?

3. What was Lisa’s terribly for sore muscles? And so on.

Descriptors: A learner

• - puts the sentences in a right order

• - understands the meaning of the text.

• - identifies if the sentences true or false.

• - makes questions from the text.

AFL: Group assessment

Slide

CD1. Tapescript 16.

A Collection of Tasks for Formative Assessment

5 grade

Pictures

Worksheet

End

4

Plenary

Quiz the group

One group come to the front and are quizzed by the rest of the class on what they have learnt, how they have learnt and what skills they have used/developed

Self-evaluation

Home task

Write a short essay about ‘‘How to keep the healthy body?’’

Course plan for 5^th grade

Worksheet for Self-evaluation

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

Differentiation by scaffolding with key words

Learners answer the partners question according to the pictures’

Support: key words.

Differentiation by scaffolding (with pause)

Less able learners listen CD1. Tapescript 16. twice and pause after that answer the questions with teachers support. More able learners listen to the task and answer the question and they help to less able learners.

Support: with pause

Differentiation by type of task

Less able learners read the text again. Find if the sentences True or False.

More able learners ask and answer the question from this text Support: teachers support with eliciting question

I’m going to encourage my learners using various formative assessment strategies by encouraging them by doing monitoring, checking the task,

giving feedback orally by peers and orally by me with the phrases like “Well done! Good for you!” after every task. And at end of the lesson I will use strategy ‘‘Quiz the group’’ and like this Self-evaluation

Health saving technologies.

Using physical exercises and active activities.

CD1. Tapescript 16.

http://www.bbc.co.uk/bitesize/ks2/science/living_things/health_growth/play

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

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?