Long-term plan unit: 8 Sports

School:

Lesson 5

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Language focus 2 Past simple: Wh-questions

Learning objective (s) that this lesson is contributing to

5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics;

5.6.7.1- use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics;

5.6.8.1- use future forms will for predictions and be going to to talk about already decided plans 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 Wh- questions in the past simple.

• ask and answer questions about a sports event I went to.

Some learners will be able to:

Success criteria

Identify the attitude and opinion of the author

Express their opinion about the visited events

Use grammatical structures in the sentences correctly

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. Elicit a yes/no question in the past simple, e.g. Did you go to the cinema?

• Ask students if they can add any other words to the beginning of the sentence to make a different kind of question, e.g. When did you go to the cinema? Why did you go to the cinema?

Ask students to open their books at page 87.

• Put students into pairs and ask them to complete the example sentences from the listening on page 86.

• You could either play the recording for students to check their answers or simply go through the answers orally.

• For further information and additional exercises, students can turn to page 114 of the Grammar reference section.

Answers

Wh- question Answer

What did you do?

Who did you watch?

Where did you go?

I went to a skateboard competition.

My friend Dennis.

We went to a Mexican restaurant.

• Read out the example sentence.

• Ask students to work in pairs to complete the remaining sentences.

• Check answers.

Answers

2 did Rick buy

3 did Sarah play

4 did the game end

5 did we score

6 did they go

• Ask a student to read out the example.

• Put students into small groups and ask them to complete the conversation.

• Guide weaker students through the exercise by asking them to first identify the question words needed. Once students have done this they can move on to looking at the verbs they need. Encourage them to check their first answer with you before they do the rest of the exercise.

4 2.23 Play the recording for students to check their answers.

• Put students into pairs and ask them to read the conversation twice, taking a different part each time.

Answers

2 Who did they play? 3 Where did they play?

4 How many points did they score?

5 Who did you go

Optional activity

• Put students in pairs (A and B).

• Student A is a journalist. Student B is a character of their choice, e.g. a sports star, an astronaut, a scientist.• Student B gives some basic information about his or her character to Student A writes some questions to ask Student B. You may want to go through some possible

questions that students can use in their interviews, e.g. Why did you want to be a sports star / astronaut / scientist? Who was your favourite sports star /astronaut / scientist when you were young?

• Student A interviews Student B.• Students then swap roles.

Optional activity

• Put students into groups of three (A, B and C).

• Student C moves to another part of the classroom away from Students A and B. • Student B asks Student A three questions about his or her last holiday, e.g. Where did you go? Who did you go with? Where did you stay? How long did you stay? What things did you do?

• Student B uses their smartphone to record Student A’s answers and then asks Student C to come back.

• Student B tells Student C the questions that Student A answered. Student C guesses the answers that Student A gave.

• Student B then plays the recording for Student C to fi nd out if his or her guesses were right.

• Students then change their roles in their activity and go on until each student in the group has performed the three roles.

Homework

Set Exercises 1, 2 and 3 on page 62 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?