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Short-term
plan:
Unit
1:
Kazakhstan in the world of
Sport
Lesson :
4
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School:
English
+
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Date:
25/12/2019y.
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Teacher’s
name: Nazerke K.
Zhaskairatova
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Learning
objectives(s) that this lesson is contributing
to
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4.S4 - respond to questions on a
limited range of general and some curricular
topics
4.L3 – understand the main points
of short, slow, carefully articulated talk on a limited range of
general and some curricular
topics
4.UE5
- use interrogative pronouns
including: which, what, where, whose,
how many, what kind of… on a limited range of familiar
topics
4.UE12 - begin to use simple adverbs
of manner e.g., well,
badly
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Lesson
objectives
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All learners will
be able to:
Most learners
will be able to:
Some learners
will be able to:
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Language
objectives
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Interrogative
pronouns including: which, what, where, whose,
how many, what kind of.
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Previous
learning
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Knowledge of the
Olympics in their home
language
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Values
links
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Competition,
functional literacy
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Cross-Curricular
Link
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Geography, Physical
Education
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Use of
ICT
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PPT teacher
uses
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Intercultural
awareness
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Global citizenship
through exploration of the
Olympics
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Kazakh
culture
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Kazakhstani
contribution to the Olympics
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Pastoral
Care
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Assure you met all
learners’ needs
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Health and
Safety
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Make sure power cords are not
a tripping hazard
Everyday classroom
precautions
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Planned
timings
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Planned
activities
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Resources
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Start
5
min
(W)
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Greeting. Greet the learners and inform
them about the lesson
objectives.
Play “Simon says”
with the class to review vocabulary. The teacher will act as Simon
and call out commands. Learners are to act them out. The teacher
must preface the command with “Simon says” and if the teacher
doesn’t, the learners should not follow the
command.
Possible
commands:
Stand
up
Sit
down
Play
tennis
Play
basketball
Jump as an
athlete
Play
football
Boxing
Swim
Thank the learners for playing
well and ask them to take their
seats.
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Middle
8
min
(W/P)
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Show Slide 1. Have
learners copy the date, topic and “will learn” sentence into their
copybooks.
Memory
challenge. Put the students into pairs or small
groups. Give them a time limit (3 minutes) and ask them to write
down as many words as they can from the previous lessons on topic
“Olympic Games”. The pair or group that can remember and write down
the most items wins.
Variation: Add a spelling accuracy component,
teams can also earn an extra point for each correctly spelt
item.
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Slide
1
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5
min
(I/P)
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Listening
activity
Distribute the
listening worksheet. Explain that learners should tick the correct
box. Give learners some time to read the questions and make sure
they understand them. Play the recording two times. Ask learners to
swap their papers for peer assessment. Show the correct answers on
Slide 2.
Answer
key
1
A
2
B
3
A
4
B
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Slide
2
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5
min
(I/W)
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Language
practice
Learners practice interrogative pronouns
including: which, what, where, how many, what kind
of..
Learners look at the Slide 3-6 and answer the
questions.
Differentiation*. Do not show the clues while learners are
answering questions, let them create sentences
themselves.
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Slide
3-6
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5
min
(W)
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Draw learners’ attention to Slide 7. Explain
the meanings of adverbs “well and badly”. Have learners repeat the
sample sentences with these adverbs
chorally.
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Slide
7
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7
min
(P)
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Speaking
Divide learners into
pairs. Explain that they need to ask and answer three questions
given on Worksheet 2. Distribute Worksheet 2. Make sure learners
understand the questions. Afterwards, ask some learners to give a
short oral report on the results of the
survey.
Differentiation*. Learners are free to make up
their own questions.
Example of a
report
Zhanna’s favourite
sport is tennis.
She plays tennis well, but she
plays volleyball badly.
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Worksheet 2, slide
8
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End
5
min
(I/W)
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Revisit lesson
objectives
Draw learners’ attention to
the “I learnt” slide and ask learners to make up
questions.
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Slide
9
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End
1min
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Feedback: Teacher asks
students what task was difficult to them and which pair worked
well.
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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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More
support:
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Formative
assessment
Teacher assesses learners’
progress by observing their work during the
class
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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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23 Сәуір 2021
424
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