Long-term plan unit: 8 Sports

School:

Lesson 10

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Outdoor sports and activities

Learning objective (s) that this lesson is contributing to

5.5.1.1- plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics;

5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information;

Lesson objectives

All learners will be able to:

Most learners will be able to: read about outdoor sports and activities.

• learn the words for some pieces of equipment needed to do

outdoor sports.• make a poster about an outdoor sport or activity.

Some learners will be able to:

Success criteria

Identify facts and details in extended talks with little support

Figure out the content of a conversation with some support in extended talk

Consider classmates' advice and set personal learning objectives based on their feedback

Demonstrate an ability to organize and express ideas clearly

Value links

Labour and creativity, cooperation

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 the following sports and activities on the board: climbing, windsurfing, bungee jumping, horse riding, paragliding, canoeing.• Elicit information about each of the sports and activities and find out if anyone in the class does any of them.

Ask students to open their books at page 92.

• Put students into pairs to copy and complete the table.

2 2.25 Play the recording. Students listen to it, read the

text and check their answers to Exercise 1.

• Point out that gym is an abbreviation of gymnasium.

Answers

On land horse riding In the air bungee jumping

Paragliding

In the water

Windsurfing canoeing

Refer students to the words in the box. Explain that they are examples of equipment, i.e. objects that we use when doing a particular activity.

• Give students dictionaries and set a five-minute time limit for this exercise. Pair stronger students with weaker students to do this exercise.• Check answers. Write definitions of the words on the board.

4 2.26 Before you play the recording, put students into pairs and ask them to say which sports requires which pieces of equipment seen in Exercise 1.

• Play the recording for students to write down the sports and the equipment they use.

Audioscript

OK class, for the outdoor sports and activities school trip there are

some special clothes and equipment you need to take. Can you listen and make a list please? Outdoor sports and activities can be dangerous so you must protect yourselves. You must have a helmet like this one. A helmet is a hard hat and it protects yourhead in lots of different sports like mountain biking, canoeing and climbing – so, very important. Right, two more things you must take are goggles, to protect your eyes, and gloves to protect your hands. You need goggles and gloves for snow sports like skiing

and snowboarding, so don’t forget those. Next thing on the list is

Answers

goggles and gloves: skiing, snowboarding

wetsuit: surfing, windsurfing

waterproof clothes: canoeing

life jacket: canoeing

Optional activity

• Put students into pairs (A and B).

• Student A describes a word in the box in Exercise 3, e.g.

we wear this on our head. Student B says the word, e.g.

helmet. • Students then swap roles.

Put students into pairs and ask them to choose a sport and then do some online research to find out the necessary information about it. Make sure that each pair chooses a different sport.

• Weaker students could make a poster about a well-known sport such as cycling, whereas stronger students could focus on less well-known sports such as zorbing. • Give students 10 minutes to do their research and a further 15 minutes to make their poster.

• If you have a small class, ask pairs to present their poster to

the class. In a large class, one pair could present its poster to

another pair. • Display students’ posters on the walls of the classroom.

• If you don’t have access to the Internet, set it for homework

Homework

Students can read this swimming pool poster and do the accompanying exercises.

http://learnenglishteens.britishcouncil.org/skills/ reading-skills-practice/swimming-pool

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?