The highland games.

Long-term plan unit: 8 Sports

School:

Lesson 7

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson:The highland games

Learning objective (s) that this lesson is contributing to

5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics;

5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics;

5.4.4.1- read with some support a limited range of short fiction and non-fiction texts;

Lesson objectives

All learners will be able to:

Most learners will be able to: • read a text about the Highland Games in Scotland.

• learn about irregular plurals.

• talk about which events in the Highland Games I would like and not like to 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

Respect, cooperation and transparency

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. Ask: What are the most popular sports in your

country?

• Elicit answers and write them on the board.

• Ask students if they can name any unusual sports, i.e. sports that few people do and which, in global terms, do not attract a large television audience, e.g. bowls, handball, lacrosse or taekwondo.

Background

The Highlands is the name of a large region in the north of Scotland. It is known for its beautiful lakes and mountains, including Ben Nevis, which is the highest peak in the UK.

A kilt is a short tartan (a woollen cloth with stripes of different colours) skirt worn by men in the Scottish Highlands.

Ask students to open their books at page 89.

• Put students in pairs and give them one minute to answer the questions about the photos. Tell students not to look at the text to find answers.

• Alternatively, put videos of the sports on the interactive whiteboard instead of asking them to look at the photos. You can find videos of the sports on YouTube by putting in the name of the sport plus Highland Games into the search engine on that site.

• Check answers.

• You could tell students that a caber is a wooden pole and

that the o’ in tug o’ war is an abbreviation of of, and that tug means pull.

Answers

It’s Scotland.

Read out the names of the four sports.

• Give students a couple of minutes to scan the article to find the information about these sports.

• Students can work in pairs to do the matching exercise.

• Check answers.

Answers

1 c 2 d 3 a 4 b

• Give students a minute to read through sentences 1–6.

• Ask students to work alone to do the exercise.

• Students can compare answers in pairs before you check

answers with the class.

Answers

2 T 3 F (He was an 11th century king.) 4 T 5 F (In the

past, people wore tartan to show which family they were

from.) 6 F (Nowadays, people from all round the world

compete in the events.)

• Read out the two questions. • Put students into pairs to ask and answer the questions. • Encourage students to ask additional questions.

6 • Put students into small groups to think of traditional sporting events in their country. • If you think that students will not be able to think of any examples, set this exercise for homework. Students can then

share their sporting events with the class in the next lesson.

Explore

irregular plurals

4 Ask: What type of word is a ‘plural’?

• Elicit the answer and then explain that some plurals are

irregular. • Refer students to the nouns in the box.• Students can work alone to fi nd the plural forms of the words in the text and note which are regular and which irregular

Answers

men (I) children (I) teams (R) people (I) sports (R)

women (I)

Optional activity

• Students choose one of the sports in the text on page 89 and do research on the Internet to find out more about the history, rules and nature of the sport they have chosen. • Students can then share what they have discovered with a partner or with the class.

Homework

Set Exercise 4 on page 62 and Exercises 1, 2, 3, 4 and 5 on page 63 of the Workbook for homework. Students can fi nd out about another unusual sport or activity. They should prepare a short description, including the following information: what it is called, how many people are needed to do it, what equipment is needed to do it and which country is the best in the world at the sport.

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?