Unit 8: Sports Sport in Kazakhstan

Sport in Kazakhstan

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.

·         present ideas clearly in a pair, group and whole class conversation

·         read and understand event of a story without support

·         plan and write sentences related to the topic without support

·         spell topic-related words correctly

  There’re some words. Please make up phrases.

Self-cognition: showing respect to each-other. Making friends with people around them.

0-2 min

2-6 min

6-15 min

15-20 min

Middle

20-26 min

26-35 min

Checking the home tasks.

Learning and lesson objectives are introduced.

Lead-in:

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.

Vocabulary pre-teaching

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.

1. Don’t kick the ball until the game starts. (Football)
2. Hit the ball carefully. (Golf, tennis)
3. Don’t hit the player with the stick. (Hockey)

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.

Descriptor:

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.

PPT

Slides 2-3

PPT

Slide 4

Classroom rules are projected on IWB

PPT

Slide 6

Red and Green cards

PPT

Slide 8

Storyboard template

Crayons

Worksheet for reading FA

PPT

Slide 5

35-40 min

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.

Slide 9

·      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 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?

·      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?

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?