Unit 8. Sports School#1 LESSON 151 : My favourite sport Date: Teacher’s name: Sagynbek A.G. CLASS: 5 Number present: Learning objectives(s) that this lesson is contributing to absent: 5.L5 understand most specific information and details of short, supported talk on a wide range of familiar topics 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.W3 write with support factual descriptions at text level which describe people, places and objects Lesson objectives All learners will be able to: Learn and practise vocabulary to talk about favourite sport Ask and answer questions, name kinds of sports Most learners will be able to: To prepare a short presentation on sports Make up sentences getting information about the sport Some learners will be able to: Use vocabulary on sports in long sentences and support their peers Spiritual modernization to raise students patriotism by spiritual modernization Language objectives Practice the use of adverbs of frequency Value links Respect Cross curricular links link Sport ICT skills Intercultural awareness Projector or Smart board for presentation Previous learning Sports Students will be able to explain what sports they do and what equipment they need Plan Planned timings Planned activities Resources 5 min Greeting Warm-up Phonetic drill I’ve got a racquet I’ve got weights I’ve got trainers and I’ve got skates I’ve got a bow I’ve got a cue I’ve got flippers and a helmet, too Sports are great I love them all Tennis, golf and basketball Football, snooker, archery Come and play Some sports with me I like to play sports All day long They keep me fit They make me strong I’m in good shape And I feel fine Because I play sports All the time ght [t] weight a [ei] skate i [ai] like, fine ow [au] bow oo [u:] football, snooker or [ɔː] sport a+ll [ɔː] all ee [i:] keep ng [ŋ] long, strong sh [ʃ] shape 10 min Pre-listening. Checking the homework . Learners read own riddles, other learners guess them. Listening. Activity 1 Aim: to identify different sports and equipment Ss listen and match each sport with the right picture in pairs. 5 min 1 2 3 4 4 min 5 ANSWERS 1. Cricket 2. Cycling 3. Football 4. Rugby 5. Tennis Activity 2 Teacher gives cards. Ss fill in gaps using the words from the box. Helmet Racquet Court Pads Football boots An oval Goal ANSWERS 1. Racquet 2. Court 3. Helmet 4. Football boots 5. Goal 6. An oval 7. Pads 3 min 10 min Physical drill. Pantomime One of the learners must go the blackboard and show one kind of sport. Other learners must guess which sport is. Activity 3 Aim: to talk about favourite sports Teacher divides the class into three groups. Each group prepares a selfpresentation. My favourite sport is football / cricket / rugby / cycling / tennis / motor racing. I need the following equipment to play or do the sport: bat / ball / pads / jersey / racquet / helmet / bike / car. The sport is played or done on a pitch / court / road. The sport is exciting / brilliant / exhausting / amazing / superb because ... Homework. Make a poster about your favourite sport. 3 min Reflection (W) Feedback. 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 More support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard. Learners who are less confident at making up dialogue, can be given copies of parts of the dialogue from the story to read aloud. More-able learners can be encouraged to use the full range of language from the video when they practise the role-play. 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? Monitor how much vocabulary learners can recall from images on the video without sound and then from video with sound. Links to the L1: Do learners know this story in the L1 and do they know any other Aesop’s fables? Monitor learners as they reorder events from the story. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson. Monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play? As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class. Make sure learners have sufficient space to act out the role-play. Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
