Sports for all.

Long-term plan unit: 8 Sports

School:

Lesson 1

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Sports for all

Learning objective (s) that this lesson is contributing to

5.1.3.1 - differing points of view;

5.1.6.1 -organize and present information clearly to others;

5.1.7.1- develop and sustain a consistent argument when speaking or writing

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn vocabulary for sports and activities, talk about the sports I do.

Some learners will be able to:

Success criteria

Give feedback to others orally

Demonstrate respect to people’s opinions using lexical units of topic vocabulary

Identify details in a text with little support

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?

Unit presentation

Background

Books closed. Write the following on the board: football, tennis, basketball.

• Ask: What kind of sports are these? Elicit the answer (ball sports) and then ask students to name some sports that do not use a ball, e.g. motor racing, swimming, gymnastics.

• Ask students to open their books at page 82, look at and say what they can see in the photo.

• Elicit sentences and put them on the board, e.g. There is a man doing a winter sport.

• Elicit the name of the sport (snowboarding) and then put students into pairs and give them a couple of minutes to answer the three questions.

• Check answers.

• Tell students theme of Unit 8 is sports and activities.

Warm up

Write the names of sports stars on the board. Make sure you chose people that students are likely to know such as stars from their country. Ask students to say what sport the people do.

• Alternatively, distribute some photos of different sports among the students and ask students to say something about the sports pictured, e.g. the names of the sports, famous players, successful teams.

Ask students to open their books at page 83.

• Refer students to the phrases in the box and then ask them

to work alone to match the phrases with the pictures.

• Allow weaker students to use dictionaries or to look

words up online.

• Students can compare answers in pairs before you check

answers with the class.

• Play the recording.

• Students listen to it and check their answers.

• Play the recording again for students to repeat the words.

Answers

2 play baseball

3 go cycling

4 go skateboarding

5 go skiing

6 do judo

7 go windsurfi ng

8 go snowboarding

9 go surfing

10 go bowling

11 play volleyball

Before students do this exercise, check their understanding

of wheels and board.

• Put students into pairs to do the exercise.

• Check answers.

• To extend the work on the sports and activities vocabulary, you could ask students to turn to the Vocabulary bank on page 122 and do the activities for Sport.

Answers

1 windsurfing, surfing

2 basketball, baseball, bowling,

volleyball

3 cycling, skateboarding

4 skateboarding,

skiing, windsurfing, snowboarding, surfing 5 basketball,

baseball, bowling, volleyball

6 cycling, skateboarding,

skiing,

windsurfing, snowboarding, surfing

Optional activity

• Put students into pairs (A and B). • Student A closes his or her book.

• Student B says a sport or activity from Exercise 1.• Student A says whether that sport or activity is usedwith go, do or play. • Students then swap roles and continue until they have

gone through all the vocabulary.

Read out the four questions.

• Put students into pairs to ask and answer the questions.

• Encourage students to ask additional questions, e.g. What’s your favourite football team?

Put students into pairs (A and B) to do a text-message

guessing game.• Student A texts Student B a clue about one of the

sports and activities in Exercise 1, e.g. you need wheels

for this activity.

• Student B texts his or her answer back, e.g. go cycling.

• Student A either confi rms or rejects the answer.

• Student B then texts Student A a clue.

Homework

Set Exercises 1, 2, 3, 4 and 5 on page 59 of the

Workbook for homework. Students particularly interested in football can learn

some vocabulary related to that sport here and do the accompanying exercises:

http://learnenglishteens.britishcouncil.org/grammarvocabulary/ vocabulary-exercises/football

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?