Open lesson;Benefits of sports and exercises 8grade

Unit of a long term plan: 4 Sport, Health , Exercise

School: School named by D.I.Mendeleev

Date:

Teacher name:Duisenbayeva Moldir

CLASS: 8

Number present:

absent:

Lesson title

Benefits of sport and exercise

Learning objectives(s) that this lesson is contributing to

(Subject programme)

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics

Lesson objectives

All learners will be able to:

-Give simple response to the gist questions

Listen and identify sports and benefits

Match the topic vocabulary with definitions with support

Write captions

Most learners will be able to:

-Fill the graphic organizer

- state opinion for argumentative topic

Some learners will be able to:

-write narratives by using relevant new words

Support less abled learners

Give constructive feedback

Assessment criteria

• Comprehend the detailed facts about the benefits of sport ;

• Interact with partners to set the agreements based on the factual data given in the recording

• Compose imaginary events by using topic vocabulary and captions

Level of thinking skills

Understanding, High order of thinking skills

Effective teaching and learning

Differentiation by task, Active learning, learning conversations,Using e-learning and new technologies

collaborative learning, Modelling, divergent questions, probing questions

Values links

Respect, responsibility, cooperation, lifelong learning (“MangilikYel”)

Cross-curricular links

Literature

Previous learning

The Holy Snake

Plan

Planned timings

Planned activities

Resources

Start

2. min

Organizational moment. Procedural questions

Setting the lesson object

Teacher distributes papers like puzzles and students have to join them to get the title of the lesson. According to the picture combination learners form two groups.

1 st group “Health” 2nd group “Sport”

Appendix 1

Pictures

3 min

2 min

10 min

10 min

10. min

Brainstorming

Watch the video, ask questions and discuss it with group

Answer the probing questions

• What do you see in this video?

• What are the kids doing?

• Why do we need sports and exercise?

Pre – listening task: Graphic organizer. Collaborative learning. Gist questions to promote thinking

Teacher handouts sheets for filling the benefits of sport and exercise .

Pre-teach vocabulary. TPR. Mingling activity. Seek a partner. Drilling

Teacher sticks the new words and definitions on the back of the learners. Learners walk around the class to find the partial partners. When they find the partners they can stick on the board.

While-Listening task

Collaborative learning. Modelling. Discussion. E –learning

Learners watch and listen to the recording twice and complete the graphic organizers:

Post listening task. Learning conversation. Collaborative work.

Teacher hand outs the worksheet for discussion. In pairs, the students prepare and discuss their responses to the first three personal questions before discussing sport in a wider sense . Teacher elicits responses to promote debate about the topic:

Sport is the most powerful international language and pill

Descriptors:

• Fill the graphic organizer

• Work in group

• Match the words with definitions

• Listen to the recording

• Complete the table with facts

• Discuss the topic giving arguments

Assessment: Teacher and leaders of each team gives feedback any common errors that were noticed during pair discussion: verbal feedback

Differentiation: Teacher monitors and makes notes of common errors. Peer support- in group discussion and listening task more abled learners help less abled with translation of words. By resource- for unfamiliar words teacher allows learners to use dictionaries

Writing task. Storyboard- Roll the dice.

•Teacher encourages students to write a narrative about captions chosen by rolling dice using as much of the vocabulary. Teacher presents different numerated storyboards and captions and vocabulary they are required to use in their narrative.

Descriptors:

• Work in group

• Roll the dice

• Select the storyboard

• Write the imaginary narrative based on your pictures

• Assess teams’ work by nominations like “The best writer”

• “The creative writer” and “Realistic writer”

Differentiation: prompts , storyboard. Peer support. TML

Appendix 2

https://www.youtube.com/watch?v=NbEeaBULvys

Appendix 3

https://www.youtube.com/watch?v=Z-W0we-sFhs&feature=you

Appendix 4

appendix 5

End 3minute

Reflection. Method “Five fingers ”.

In the beginning of the lesson learners are introduced to Descriptors. They reflect each other at the end of the lesson through two stars and wish in oral form. In order to make changes according to the perception level of learners disadvantages of the lesson will be assessed. In order to motivate learners after each their answer a teacher gives formative assessment in oral form. Reflection through “ Five fingers”

1 finger – difficulties during the lesson

2 finger - what do you like during the lesson

3 finger – your mood

4 finger – what do you do today?

5 Finger – what do you learn today

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?

Health and safety check

Differentiation – by task

prompts , storyboard. Peer support. TML

Differentiation: Teacher monitors and makes notes of common errors. Peer support- in group discussion and listening task more abled learners help less abled with translation of words. By resource- for unfamiliar words teacher allows learners to use dictionaries

Feedback on the work

Group with the motivation words, with the self- assessment tickets

Descriptors

Reflection. Method “Five fingers ”.

Assess teams’ work by nominations like “The best writer” creative writer” and “Realistic writer”

Health saving technologies.

Using physical exercises and active activities.