Rules and respect 1
|LESSON: Unit 8: Sports
Rules and respect 1
|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||Use adverbs of frequency and adverbs of definite time;
Use modal verbs of obligation and necessity to talk about sport rules.
|Value links||Respect, Support, Trust|
|Cross curricular links link||PE, Psychology|
|ICT skills||Projector or Smart board, ppt|
|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.|
|Kazakh culture||Students will be able to differentiate the significance of respect and rules obedience in Kazakh 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 will know a range of sports from previous grades. They know about the Olympic Games from G4. Learners should know numbers up to 1000 and be able to add and subtract, double and halve numbers in English.|
|Planned timings||Planned activities||Resources|
Learning and lesson objectives are introduced.
Pre-learning (W, P, W, f): Teacher writes on board: Keep our classroom clean. Don’t drop rubbish in the classroom. Explain these are rules. As the next step learners read these two rules on board and say which is positive and which is negative. Learners say two further examples of classroom rules, then with a partner, write down three positive and three negative rules for the school.
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.
Formative assessment (I): T explains learners will see things people do that are dangerous on each day of the week. As the next step of this teaching activity Ss read the text and do post-reading tasks. They are as follows:
1. Watch the story. Write the days of the week under the pictures;
2. Now match what Dino did to the road safety rule;
3. Read the article again. Decide whether the statements are True (T) or False (F).
Differentiation: There is a task that is designed for early finishers. Low-performing students might need language support.
Always, never, remember (G, P): T writes on the board: always, never, remember. Learners listen and read what is written on the slide and say a rule for each situation: Remember, always look and listen; Don’t get angry. Never walk on the road. Always wear a seat belt. Don’t drive and speak on your mobile phone. Don’t park your car in dangerous places. As the next stage of this activity Ss should say which rules are for children and which for parents.
Classroom rules are projected on IWB
Worksheet for reading FA
|Vocabulary pre-teaching (I, P, f)
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)
Sport rules (I, P) Teacher explains that some rules can be for more than one sport. With a partner, learners read rules from different sports on worksheet and decide which sport they apply to. The answers are displayed on the board for students to check. As the next step learners write two rules from a sport for another pair to guess.
Differentiation: Low-performing students are given some help from peers. For instance, they may clarify some words. Moreover there is a hint: the first letter of a sport is given.
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.
Red and Green cards
Worksheet “Which sport has these rules?”
|Reflection (W): Teacher asks learners:
1) Why is it important to respect each other?
2) Why do we need rules and regulations?
Plenary 60 seconds (I): 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?