Sport for all

Vocabulary (W) TPR: listen, watch, imitate.

Teacher introduces new words. Learners listen to teacher and repeat after the teacher.

Listen

Football

Volleyball

Basketball

Hockey

Swimming

Biking

Skiing

Snowboarding

Ice – skating

Snowboarding

Horse – riding

Listen and watch

After, teacher says with sentence

I like football. I like volleyball. I like swimming. I like biking... Teacher does the actions. I like football – teacher runs like football players.

Listen and do

Teacher says sentences. Learners do the actions.

At the beginning of each stage it is important to keep order. At the end you may use jumbled order.

Listening (G)

Pre – listening

Name me please, kinds of winter sport! What kinds of winter sport do you like? We are going to watch a video where Wiki tell us about winter sport. Listen carefully!

While – listening

Listen and remember: While listening teacher stops the video at the main point and let learners to remember the information.

Post – listening

Learners watch a video about winter sport and answer to questions.

What is Wiki’s favourite winter sport?

When did skiing become an actual sport?

When have started ice – skating?

Who did create the figure skating?

Check their answer by watching the video secondly.

Differentiation: Weak learners recognize basic words. More confident learners answer 1-2 questions. Strong learners answer all questions.

Assessment: Teacher’s oral feedback

Descriptor: A learner

• Works in group

• Answers questions

(G) Learners brainstorm places where they do sport. They look at the numbered images of a range of courts, pitches, slopes, gyms etc. projected on IWB and in groups, identify which sport is played on or in each place e.g.

We play ice hockey on that one and hockey on this one. We play football on those. We go biking in there. We can ski down that

Differentiation: weak and more confident learners identify the places of sports. Strong learners identify and answer the question fully.

Assessment: teacher prepares figures of stars and gives to the group whose answer is right . Which group has more stars is winner and other groups applause to the winner group.

Descriptor: A learner

• Link kinds of sports with their places where they do

Speaking (P) Learners discuss about sports they like/they don’t like using adjectives relaxing, funny, dangerous, exciting, fast, difficult, boring

Now, it’s time to talk with our neighbour about his/her favourite sport. Do you know what kind of sport likes your partner? Now discuss about it. You discuss why you like this sport and why don’t like.

So, what is your task? Who wants to answer?

What kind of sports is dangerous in your opinion? What kind of sports is relaxing? What kind of sport is boring? Tell me!

Differentiation: Weak learner discuss in pair with strong learner. More confident learner discuss with more confident learner.

Assessment: with smiles

Descriptor: A learner

-Use the vocabulary of sport to answer personal questions;

-Discuss about sports they like/they don’t like;

Physical minute:

The Favorite Sport Song

We know about our favorite sports. We talked well. Now let’s sing a song about our favorite sports and dance. All of you stand up! Listen to the song carefully and sing along!

(f,I) Learners Look at the pictures from the Rio Olympic Games and write the sentences using adjectives in the correct form, either in the comparative or superlative form.

Do you know these athletes? Who is Dmitri Balandin? Who is Olga Rypakova? Were they champions in Rio Olympic Games? Who are other athletes? Where are they from?

You should compare their results. Use the table given below

(far)

Kazakhstan track-and-field athlete Olga Rypakova jumped in London Olympics demonstrating 14, 79 meter result. In Rio Olympics she jumped demonstrating the 14.39 meter result.

Assessment: Traffic light – partners exchange their works and count correct sentences(with teacher’s support), shows his/her opponent

Descriptor A learner

• analyses provided information and writes correct forms of adjectives in the sentence;

• completes sentences using information from the boxes.

Feedback (W) There is a picture of ball on the board. Learners should write their opinion about lesson on stickers and stick it on the picture.