Secondary school Tortkul

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Unit 8. Sports School: Secondary school TortkulDate: 21.07.2017Teacher name:CLASS: 5Number present: 15absent: 0Lesson titleHuman body and exercise 2 Learning objectives(s) that this lesson is contributing to (link to the Subject programme)5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topicsLesson objectivesAll learners will be able to:

  • Know the names of the sport
  • Read the text
  • Complete the reading comprehension task with some support for the text “I like sport”
  • Most learners will be able to:

  • Understand the listening comprehension task about the sport
  • Identify the main idea of the text
  • Make up a dialogue with little peer’s support
  • Some learners will be able to:

  • ask questions and give information about themselves and others
  • make up a dialogue without any support
  • Complete the reading comprehension task and listening comprehension task independently
  • Provide assistance and support to less able classmates.Assessment criteria recognize the meaning of a story and extended talk with some support.– make basic statements which provide information about themselves and others about sport.-Identify the attitude and opinion of the author for the text “I like sport”Language objective Values links Communicative and friendly Cross-curricular linksBiology. PEPrevious learningHuman body and exercises 2(first part)PlanPlanned timingsPlanned activities (replace the notes below with your planned activities)ResourcesStartT-S 3 min

    T-S2 min

    Greeting the learners. Provide procedural questions. Introducing the lesson objectives: Warming up: Elicitation with divergent questions to revisit the previous lesson about sport.What kind of sport did you know?Do you go for a sport?What kind of sport do you like more? Why? One minute game: learners tell their favourite sport in pairs. Checking home task: Volleyball game. Teacher throughs a ball to learners and asks questions according to parts of human body connected to sports and answers the questions. Example: (M) Leg – football Hand-boxing Ppt, 2

    Ppt,3

    Middle

    T-S 10 min

    T-S10min

    T-S 10 min

    Task 1 ListeningTeacher shows a short video about kinds of sports. Learners have to watch and listen carefully. Then teacher gives handouts with pictures of sports to each pupil. They should write correct names of sports according to the picture after watching the video.Name the sport according to the picture.

    Peer assessment by giving smiles.Differentiation by peer’s support:Gifted learners sustain weak learners who need help while completing the given handouts.Descriptor : A learner watches a videoidentifies the names of sports Task 2. Watching video about sport in Kazakhstan. Pair work. (Learning conversation). Make up dialogue. (Active learning) Learners talk about sport and ask each other about their likes and dislikes.For example:(Modelling) A.-Hello! I am a journalist. I want to know about sport in Kazakhstan. What sports are popular in Kazakhstan? (D)Key words: cycling, sport, boxing, weight lifting, outdoor, indoor, like.

    Descriptor: A learner

  • asks and answers questions
  • about his/her likes and dislikes in pairs – uses topical words while speaking– makes up a dialogue

    Assess by giving smiles.

    Task 3 Read the text I like sport. My name is Daulet. I live in Astana. My family moved from Almaty two years ago. I like sport. I usually do morning exercises because I want to keep fit.In winter I like to do skiing. I have a lot of friends in Astana. After the lessons I go to play football with my friends.We play football every afternoon.I like this game because it is interesting and fast.That`s why football is popular nowadays..There are many football clubs in Astana. I and my friends spend much time in sport clubs.I think it is necessary to do sport for every person because it helps to keep in good health and makes us good friends.Mark the sentences T for True or F for False.There are two chairs where written TRUE and FALSE on each table. If learner decides that statement is true he sits on the TRUE chair. Learners do this task individually with little teacher’s support. (Differentiation: teacher helps to less able learners individually with giving a clear, simple instruction.)True or False1. My name is Arman. T F2. .My family moved from Astana 5 years ago. T F3. I like to do skating in winter T F4. I go to play football after the lessons. T F5. We play football twice a week. T F6 It is necessary to do sport for every person . T FAnswer the questionDo you agree with author`s opinion?Key answer: yes, no answers

    Descriptor : A learner reads the text and Identifies true or false – recognizes the author`s opinion and answers the question.Assess by giving smiles

    https://www.youtube.com/watch?v=62dHTq8Ta4Y

    Handout #1

    https://www.youtube.com/watch?v=qOqkxxxHzog

    Worksheet

    End

    T-S 5 min

    Give assessment: Formative assessment Home task: make up sentences with the following given words about sport: football, play, do, health, volleyball.

    Feedback CINQUAIN Sport – exciting, useful– to go, to do, to play– Sport keeps us fit– health ReflectionBy the activity “Successful tree”. Each learner dresses this tree with appropriate leaves. (Active learning)

    Yellow: I understand well and I can do the taskPurple: I understand the task with teachers helpBlue: I have difficulties in doing task

    Ppt,9

    Colored stickers

    Additional informationDifferentiation – 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?Health and safety checkLess able learners: In the task 1 Learners work in pairs and helped by classmates when matching the activities with pictures.More able learners: In the task 3 more able learners make decisions true or false and can answer the given questions.Provide support to partners that need help.1 task: Peer assessment by giving smiles to check each-other’s knowledge.Assess verbally to motivate learners during the lesson In another two tasks teacher assesses by giving smiles to improve their interests to the subject. Health saving technologies.Using physical exercises and active activities.Rules from the Safety Rules book which can be applied in this lesson.Reflection

    Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why?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)?

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    2: