Short-term plan:

Unit 1: Kazakhstan in the world of Sport

Lesson : 4

School:

English +

Date: 25/12/2019y.

Teacher’s name: Nazerke K. Zhaskairatova

Learning objectives(s) that this lesson is contributing to

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

Lesson objectives

All learners will be able to:

• Ask and answer the questions with some support

• Listen and answer 2 questions correctly

Most learners will be able to:

• Ask and answer the questions with little support

• Listen and answer 2 questions correctly

Some learners will be able to:

• Help others to ask and answer the questions

• Listen and answer 4 questions correctly

Language objectives

Interrogative pronouns including: which, what, where, whose, how many, what kind of.

Previous learning

Knowledge of the Olympics in their home language

Values links

Competition, functional literacy

Cross-Curricular Link

Geography, Physical Education

Use of ICT

PPT teacher uses

Intercultural awareness

Global citizenship through exploration of the Olympics

Kazakh culture

Kazakhstani contribution to the Olympics

Pastoral Care

Assure you met all learners’ needs

Health and Safety

Make sure power cords are not a tripping hazard

Everyday classroom precautions

Planned timings

Planned activities

Resources

Start

5 min

(W)

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.

Middle

8 min

(W/P)

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.

Slide 1

5 min

(I/P)

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

Slide 2

5 min

(I/W)

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.

Slide 3-6

5 min

(W)

Draw learners’ attention to Slide 7. Explain the meanings of adverbs “well and badly”. Have learners repeat the sample sentences with these adverbs chorally.

Slide 7

7 min

(P)

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.

Worksheet 2, slide 8

End

5 min

(I/W)

Revisit lesson objectives

Draw learners’ attention to the “I learnt” slide and ask learners to make up questions.

Slide 9

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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?

More support:

• Peer support

• Teacher’s support through the whole lesson.

Formative assessment

Teacher assesses learners’ progress by observing their work during the class

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?