Vocabulary and Quiz

LESSON:

Unit 2. Sports. Vocabulary and Quiz

School: Atameken secondary school

 

Date: Teacher’s name:
CLASS: 5 Number present: absent:
Learning objectives(s) that this lesson is contributing to 5.W3  write with  support factual descriptions at text level which describe people, places and objects

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

5.S6  communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.S7  use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lesson objectives All learners will be able to:
Perform tasks on vocabulary revision on 80% correctly;
Most learners will be able to:
use visual support to name the places, where people do sports

listen, understand and complete the tasks without teacher’s support

compare and contrast the given kinds of sport

Some learners will be able to:

 

 

create extended speech talking about differences and similarities of the suggested sport activities

spell topic-related words correctly

Language objectives Use a and an articles, be: negative,  be: questions and short answers.

Use Capital letters  .

Value links Respect, Support, Trust, academic honesty
Cross curricular links   link Literature, PE, Psychology
ICT skills PPT teacher’s use
Intercultural awareness Students will better able to understand that people should respect each other. Every person should go in for sports to be healthy..
Kazakh culture Students will better aware of the significance of healthy lifestyle in the local context, i.e. the Kazakhstan culture
Pastoral Care Students will be able to understand the importance of respecting values
Health and Safety Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords
Previous learning Learners are expected to  know use there is, there are, some, a lot of. They know use numbers and say what’s in their classroom
Plan
Planned timings Planned activities Resources
2-3 minutes

 

 

Beginning

 

10 min.

 

 

Class organisation

Teacher introduces learning and lesson objectives

Students write the date, day and lesson objectives into their copybooks.

1. Do the adjective treasure hunt. Check the meanings of the adjectives.

Find the answer to clues 1-10. Then write the secret object with the red letter in each answer.

CLUES

1. An expensive car

2. A terrible invention

3. A popular actor

4. A boring colour

5. An interesting country

6. A difficult sport

7. A cheap meal

8. An easy problem

9. A great invention

10. An unpopular animal

 

 

 

Worksheet 1

 

 

 

 

Middle

 

5 min.

 

 

 

 

 

5 min.

 

 

PAIRWORK

1. Look at the adjectives in exercise 1 and find five pairs of opposites. Then listen and check.

Expensive –cheap

Terrible-great

Language point: a and an

4. Look at the examples and complete the rules with a and an

An interesting country

A new car

RULES

WE USE 1… BEFORE WORDS WHICH BEGIN WITH VOWELS        (a,e,i, o, u).

WE USE 1… BEFORE WORDS WHICH BEGIN WITH CONSONANTS   (b, c, d, f, g, etc).

Worksheet 2

 

 

 

 

 

 

 

 

 

 

 

 

End

5 min.

 

 

 

 

5 min.

Reflection (W)

Teacher asks learners

1) What was difficult to do at the lesson?

2) What do you need to work on?

Feedback (I)

Learners complete an evaluation sheet of what they did during the lesson writing a number in each statement or circling one word:

What is the opposite of expensive?

What is the opposite of difficult?

Evaluation sheet is given to all learners to fill in and all sheets should be collected for teacher’s reflection and further work on shortages.

 

 

 

 

Evaluation sheet

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

 

Learners, who are less confident are given more prompts.

High-performing learners can be encouraged to use more kinds of sports in the task for comparison and contrasting.

Monitor groups of learners as they discuss the given tasks). Do they take turns to speak? Do they contribute appropriate language for talking about sports? Links to the L1: Do learners know these kinds of sport  in the L1?

Make sure models are provided.

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?

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:

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?