Unit 8: Sports Sport in Kazakhstan
|LESSON: Unit 8: Sports
Sport in Kazakhstan
|Date: 13.04.18||Teacher name: Zhumadilla G.S.|
|CLASS: 5||Number present:||absent:|
|Learning objectives(s) that this lesson is contributing to||5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics;
5.W8 spell most high-frequency words accurately for a limited range of general topics;
5.UE 12 use common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time: last week, yesterday on a limited range of familiar general and curricular topics.
|Lesson objectives||All learners will be able to:|
|· read and understand most of the events in the story
· present ideas clearly in a pair, group and whole class conversation
|Most learners will be able to:|
|· use visual support to understand the events in the story
· read and understand event of a story without support
· plan and write sentences related to the topic without support
|Some learners will be able to:
|· understand most of the language on the story
· spell topic-related words correctly
|Language objectives||To make up and use compound nouns and phrases.
There’re some words. Please make up phrases.
|Value links||Respect, Support, Trust|
|Cross curricular links link||PE: types of sports and rules for them.
Self-cognition: showing respect to each-other. Making friends with people around them.
|ICT skills||Whiteboard, ppt, computers.|
|Intercultural awareness||Students will be able to understand that people should respect each other. Every person should obey definite rules and regulations to be safe.|
|Health and Safety||Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords|
|Previous learning||Learners will know a range of sports from previous grades. They know about the Olympic Games from previous lesson. They are aware about disabled children doing sports. They can make up sentences in past and present simples using pronouns.|
|Planned timings||Planned activities||Resources|
Checking the home tasks.
Learning and lesson objectives are introduced.
What sports are popular in Kazakhstan?
-The popular sports in Kazakhstan are: football, tennis, hockey, judo, basketball, volleyball, boxing, figure skating and horse racing.
Differentiation: High-performing students can freely identify positive and negative rules. Low-performing students might need support from their peers. It is advisable to pair up students accordingly.
Firstly, teacher provides Ss with small cards red and green. As the next step, teacher pre-teaches or elicits the following words: serve a ball, safety helmet, blow a whistle, hockey stick and pass the ball. Teacher reads aloud three rules. Learners listen to three rules teacher reads aloud. They hold up red card if it’s a negative statement; a green card if it’s positive.
Storyboard: (G, f) Teacher writes on board, Rules for sport. It is necessary to pre-teach “to cheat” using examples from sport. Teacher demonstrates how a storyboard works:
Teacher explains we can use a storyboard to say rules as well as tell stories. In each box they draw a cartoon animal and a speech bubble with the rule. They draw details of sport in background e.g. tennis net, a football, an ice hockey stick.
Learners in small groups brainstorm general rules for sports: three positive, three negative e.g. Remember! Always wear sports shoes. Help your team. You have to know the rules of the sport. Don’t push. Don’t hurt anyone. Don’t cheat.
Formative assessment (I): T explains learners the importance of sports in our life.
Learners should complete the sentences with the words below.
Kazakhstan is a———— country. 2. ——— and sports have become a matter of national importance. 3. In our country we begin to——— our children to love sport since early childhood. 4. At school and colleges sport is a ———subject.
Our sportsmen have ———-facilities at their disposal. 6.Everybody can take part in ———. 7. Many people ——— summer sports. 8. There are many———games. 9. The ——- sports event of international character is Olympic Games. 10. The best sportsmen of each nation————there with one another in all kinds of sports.
Differentiation: There is a task that is designed for early finishers. Low-performing students might need language support.
A learner can identify details in the reading paragraph
chooses Wednesday for the 1st picture
chooses Friday for the 2nd picture
chooses Sunday for the 3 d picture
chooses Tuesday for the 4th picture
chooses Monday for the 5th picture
chooses Saturday for the 6th picture
chooses Thursday for the 7th picture
There’re some words. Please make up phrases.
Classroom rules are projected on IWB
Red and Green cards
Worksheet for reading FA
|Reflection: Teacher asks learners:
1) Why is it important to respect each other?
2) Why do we need rules and regulations?
Plenary 60 seconds: Teacher nominates a student to sum up what has been learned in today’s lesson.
|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
|· More support can be given at the beginning and in the middle of lesson by providing low-performing learners with topic-related vocabulary in a word list so they can read examples of words seen or heard.
· Learners, who are less confident at making up their own rules, can be given examples to follow.
· High-performing learners can be encouraged to use a wide range of vocabulary from the text when discuss general rules for sport.
|· Monitor how much vocabulary learners can recall from images on the slide.
· Monitor learners as they match the rules with the events from the story. Can they read and understand each event? Notice any sentences which are difficult for learners to understand and adapt for a future lesson.
· Monitor groups of learners as they discuss general sport rules (positive and negative ones). Do they take turns to speak? Do they contribute appropriate language for creating storyboard?
|· Links to the L1: Do learners know this story in the L1?
· Make sure learners have sufficient space to create storyboard.
· As the unit is on the topic of respect, it is very important to leave time to discuss the end two questions with the whole class.
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.|
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?