Unit of a long term plan: Unit 7 Healthy habits

School:

Date:

Teacher name:

Grade: 7 A

Number present:

absent:

Lesson title

Compound nouns:sports

Learning objectives

7.6.1.1 begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics

7.2.4.1 understand with limited support the main points of extended talk on a range of general and curricular topics

7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics

Lesson objectives

Learners will be able to:

• Learn compound nouns related to sport.

• Listen to three people talking about sport for the disabled.

• Listen for general meaning and specific details.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

2 min

3 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Tap and clap

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, ask students to name some people in sport. Write their names on the board and ask: What is this person? Elicit the compound nouns tennis / football player and write them on the board. • Focus on the compound nouns and tell students they are going to learn more compound nouns to do with sport.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Main part

10 min

10 min

10 mi

8 min

Ex: 1 P:96

• Allow students time to read the sentences and choose the correct answers. Encourage them to guess if they aren’t sure.

• Play the CD. Students listen and check their answers. In a stronger class, ask where the stress falls. In a weaker class, point out that in compound nouns, the stress falls on the first word, not the second word. Model and drill some of the pronunciations

Ex: 2 P:96

• Read the instructions and the example sentence with the class. Then, in pairs, students form compound nouns and complete the sentences.

Ex: 3 P:96

• Focus on the photos and elicit or explain the meaning of disabled.

• Play the CD. Students listen and check their answer.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities

Students choose the correct words.

Descriptor:

- read the sentences

- choose the correct answers

Answers:

1 tennis tournament

2 rugby match

3 football team

4 swimming champion 5 athletics stadium

6 team manager

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students work in pairs. Complete the sentences with a word in the box from A and a word from box B

Descriptor:

- complete the sentences

Answers:

1 tennis player / champion

2 cycling competition

3 football stadium

4 skiing tournament

5 basketball team

6 running champion

Students look at the photos and listen to three interviews about disabled people and sport.

Descriptor:

- listen to three interviews about disabled people and sport.

Answers:

Oscar Pistorius

-can choose the correct answers

Total: 1 point

-can complete the sentences

Total: 1 point

-can listen to three interviews about disabled people and sport.

Total: 1 point

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster