LESSОN: Unit 8: Sports

Sports for all

Sсhool: 122 Shymkent city

Dаte:

Teacher name: Mutaliyeva Umsunzhan Sultankhanovna

CLАSS: 5

Numbеr present:

absent:

Lеarning objectives(s) that this lesson is contributing to

5.L4 understand the main points of supported extended talk on a range of general and curricular topics

5.S2 ask simple questions to get information about a limited range of general topics

5.R4 read with some support a limited range of short fiction texts

Lеsson objectives

All learners will be able to:

Ask and answer basic questions according to the theme Sports for all with support

• Read and follow with more support, an increasing range of language at text about sports

Most learners will be able to:

• Answer the simple question about Sports for all with support

• understand and complete the tasks with less support in short text about sports

Some learners will be able to:

• recognize an increasing range of unsupported basic questions according to the text Sports for all

• understand without teacher’s support some specific information and detail in short text about sports

Assessment criteria

• answer to the unsupported basic simple questions to get information about sports

Value links

“Mangilik Yel” 5^th of value : Universal Labor Society

Cross curricular links

PE, Psychology, sociology

Previous learning

Learners are expected to know various sports from previous grades.

Plan

Planned timings Planned activities

Beginning

0-2 min

2-5 min

5-8 min

Class organisation: Teacher greets learners, students respond to greeting and take their places.

Just –in time: teacher demonstrates a number of pictures and asks the students to talk in pairs and guess the topic.

Students discuss the question and report back to the teacher.

What sports do you like ______ing?

What’s your favourite ________________?

Where do you go to _____________?

When did you start ___ ing _____________?

Which sports would you like to __________?

Speaking: students interview each other.

Descriptor: A learner

• knows and correctly uses vocabulary on the theme Sports

• discusses and answers the question

Mutual assessment according to the descriptor.

Teacher checks up the homework

Resources

pictures

Middle

8-15 min

15-20 min

20-23min

23-28

28-37

Teacher divides into 2 groups with nouns (football and judo) Students are shown the pictures of the sports. They are asked to name the ones they know.

Useful vocabulary: do judo

Go bowling

Go cycling

Go skateboarding

Go skiing

Go snowboarding

Go surfing

Go windsurfing

Play baseball

Play basketball

Play volleyball

When you invite a person to do sports with you, you must use a verb go, play or do with different sports. Use go with individual sports, sports you can do alone. Ex. Do you want to go skiing with me?

Play with team sports, competitive sports.

Ex. Do you want to play basketball with us?

DO with martial arts, like karate. Do you want to do karate with me?

Jigsaw speaking . Teacher gives out the cards. Students have to work in groups and try to find the names of sports and use the sports in the list to fill in the boxes.( all students must have the same cards) The learners compare their answers, then they are regrouped and they share the information in the new groups.

Differentiation: High level students have to name the sports themselves or they can use dictionaries, and have to use the sports in the list to fill in the boxes. Middle level students have to unjumble the given letters to make the name of the sport activities. Low level students have the names of the sport activities to prompt them.

Descriptors: A leaner

- differentiates sports name

- fills in the box according to the sports specific vocabulary

AFL: group assessment

‘‘Think-pair-share’’ The learners utilize this strategy they are monitoring their own comprehension

Pre-reading task. Work in pairs. Can you play tennis in the sports centre? Can you go to the swimming pool? Can you go to the sports centre in summer?

Task 2. Read the text

At the sports centre

The sports centre is open again from next weekend it’s only $20 a year. There’s a gym, a swimming pool and sports clubs. There are three football teams-one for girls and two for boys. There are also six tennis courts. They’re free from Monday to Friday, but it cost $2 an hour at the weekend. Every year there are three tennis competitions. The first is next month. On weekdays the swimming pool is open from 7 am until 9 pm but it is closed at lunch time. At weekend it is open all day. It is closed in the summer holidays

Descriptors: A leaner

-reads and understands the texts

AFL: group assessment

Post- reading tasks:

Task3. read the text again and find in the text, divide the sports with ball or without ball

F_ _ _ _ _ _ _ B_ _ _ _ _ _ _ G_ _ _ T_ _ _ _ _ S_ _ _ _ _ _ _ B_ _ _ _ _ _ _ _ _

Descriptors: A learner

• finds in the text

• divide the sports with ball or without ball

AFL: peer assessment

Task4. True or false? Read the sentences write (t) or (f) next to the sentences and correct the false ones.

1. The sports centre opens next month.

2. The sports centre costs $20 a year

3. There are 3 football teams. 1 for boys and 2 for girls.

4. The tennis courts are free at weekends.

5. Every year there are three tennis competitions. The first one is next month.

6. On weekdays the swimming pool is open.

7. At weekend the swimming pool is open all day.

8. The swimming pool is closed in winter holidays.

Descriptor: a learner

-makes true sentences according to the reading

AFL: teacher’s assessment

Task 5. Answer these questions

1. When is the sport centre open?

2. How much does it cost?

3. Is there a gym?

4. How many football teams are there in the sports centre?

5. Is it open at lunch time?

Differentiation: High level students have to understand without teacher’s support some specific information and detail in short text about sports and make true sentences according to the reading. Middle level students have to make the name of the sport activities and divide the sports with ball or without ball with less support. Low level students have to read and understand the text with support.

Descriptor: A leaner

- reads the questions

- answers the questions using the information from the text

AFL: group assessment

PPT

Slides 1-2

PPT

Book for Secondary Eyes-open

Worksheet

Cards

Worksheet

Cards

Slides 4

Slides 5

cards

End

37-40 min

” One minute paper”

1. group have to write 5 sports with ball

and name one sport with ball they liked most

2. group have to write 5 sports without ball

and name one sport without ball they liked most.

Feedback: Traffic light

1. Yellow- I know information about sports

2. Green- I know, read and understand the text about sports

3. Red - Make up sentences about limited range of sport topics

PPT

slide 6

PPT

Slide 7

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?

Cross-curricular links
Health and safety check
ICT links
Values links

High level students have to name the sports themselves or they can use dictionaries, and have to use the sports in the list to fill in the boxes. (task 1)

High level students have to understand without teacher’s support some specific information and detail in short text about sports and make true sentences according to the reading. (tasks 2,3,4)

Middle level students have to unjumble the given letters to make the name of the sport activities. (task 1) Middle level students have to make the name of the sport activities and divide the sports with ball or without ball. (tasks 2,3,4)

Low level students have the names of the sport activities to prompt them.(task1)

Low level students have to read and understand the text with teacher’s support(tasks 2,3,4)

• Questioning- enables a learner with the help of teacher

• Peer assessment- learners become more independent in their learning

• Feedback “traffic light” provides to each learners about how to improve their learning

1. Yellow- I know information about sports

2. Green- I know, read and understand the text about sports

3. Red - Make up sentences about limited range of sport topics

Make sure models are provided.

• Learning about various cultures

• Learning kinds of sports

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1. just- in time

2.Think-pair-share

What two things would have improved the lesson (consider both teaching and learning)?

1. jigsaw speaking

2. One minute paper

What have I learned from this lesson about the class or individuals that will inform my next lesson?