Long-term plan unit: 8 Sports

School:

Lesson 3

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Language focus 1 yes/no questions

Learning objective (s) that this lesson is contributing to

5.6.1.1- use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics;

5.6.2.1- use quantifiers many , much , a lot of ,a few on a limited range of familiar general and curricular topics;

5.6.3.1- use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to: learn yes/no questions in the past simple. practise asking and answering yes/no questions in the past simple.

Some learners will be able to:

Success criteria

Give feedback to others orally

Demonstrate respect to people’s opinions using lexical units of topic vocabulary

Identify details in a text with little support

Value links

Lifelong learning

Cross curricular links

Kazakh, Russian, PE

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?

Warm up

• Books closed. Write go on the board.

• Ask: What is the past simple form of this verb?

• Elicit the verb (went) and write it on the board.

• Ask: How do we form questions in the past simple?

• Put Did you went to the cinema last night? and Did you go to the cinema last night? on the board and ask students to say which one is correct (the second one).

1 • Ask students to open their books at page 85 and copy the chart into their notebooks.

• Students to work alone to complete the chart. Encourage stronger students to try to complete it without looking at the text on page 84. • Check answers.

• For further information and additional exercises, students

can turn to page 114 of the Grammar reference section.

Answers

Yes/No questions Short answers

Did she do other sports? Yes, she did.

No, she didn’t

• Ask a pair of students to read out the example.

• Put students into small groups to complete the exercise.

• Check answers.

• Students can practise the conversation in pairs.

Answers

A: Did you go to the football match last night?

B: Yes, I 1did.

A: 2Did you sit with your friends?

B: No, I 3didn’t. I sat with my parents.

A: 4Did you have a good time?

B: Yes, we 5did.

A: 6Did your team win?

B: No, they 7didn’t. They lost.

Refer students to the example and then ask them to work alone to complete the exercise.

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

Answers

2 Did you study last night?

3 Did you speak English five

years ago?

4 Did your friends play football last week?

5 Did your sister have a shower three hours ago?

a 2.19 Read out the information about word stress and then play the recording.

• Students listen and repeat.

• It may be necessary to play the recording more than once. b Go through the example sentence.

• Put students into pairs to complete the exercise.

• Tell weaker students to think of the important words in the sentence as being those which we cannot cut from the sentence. Important, in this sense, means carrying the information the speaker wants someone else to know. c 2.20 Play the recording for students to listen, check their answers to Exercise b and repeat the sentences.

Answers

2 Yes, she did. She tried wheelchair basketball.

3 Did she win any medals?

4 Yes, she did. She won two medals.

Optional activity

• Write a date on the board that is important in your life.

• Put students into three teams.• Each team tries to find out what happened on that date

by asking you a question, e.g. Did you finish primary school then? Is that your father’s birthday?

• Teams score 1 point every time you say Yes, I did.• The team with the most points at the end wins. • Students can do the same activity in pairs.

Homework

Set Exercises 1, 2, 3 and 4 on page 60 of the Workbook for homework.

Additional Information

Differentiation - how do you plan to give more support?

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?