Describing and exercise

Unit 9.1B. Exercise and Sport (Content with language)

School: NIS of Chemistry and Biology, Atyrau

Date:

Teacher’s name: Bissengaliyeva A.M (teacher moderator)

Grade: 9

Number present:

absent:

Theme of the lesson: Describing an exercise

Learning objectives(s) that this lesson is contributing to

9.UE16 use a variety of conjunctions including so that, (in order) to indicate purpose, although, while, whereas to contrast
on a range of familiar general and curricular topics;

9.UE13 use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics;

9.S3 explain and justify their own point of view on a range of general and curricular topics;

Lesson objectives

SWBAT

Most: use phrases of the language of physical education in their speech;

Some: explain the definition of the word “exercise” and define types of exercises, use modal verbs in their speech;

Language objectives

Focus on development of speaking skills;

Exercise phrases: Shoot! Pass! behind, in front; as high/low, as you can, gently etc. so that, because, when this happens…, when you do this, this happens etc. If you do this, this may happen, if you do … you might fall, you should/should not… etc.

field, pitch, foul, “fifteen love” (tennis), Pilates (type of exercise), Yoga etc.

Value links

Self-awareness and respect to others; collaboration (P);

Cross curricularl links

PE (all lesson)

ICT skills

Videos are used for brainstorming and for development of speaking skills

Previous learning

Causes and types of injuries; 8.2B Sport, Health and Exercise (Content with language); 7.3C Healthy Habits (Content with language)

Kazakh culture

Give equivalents of the language of physical education in Kazakh

Plan

Planned timings

Teacher activity

Learner activity

Differentiation

Resources

Introduction

Brainstorm:

3’

Teacher greets students and introduces lesson objectives. Teacher presents video “Describing exercise” (0:50).

Students watch this video and try to define the theme of the lesson.

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

Main part.

Discussion

5’

6’

7’

15’

After this teacher asks some questions.

Teacher presents another video “Exercise and the Brain”(04:37)

Teacher demonstrates tables in Word of the language of physical education.

Teacher gives copies of these tables for students.

Teacher gives copies of stick figures exercises for each pair of students.

(W, F, S3, UE13) Students answer the questions:

-What is exercise?

- Name types of exercises.

- What are the positive sides of exercise?

Students watch the video and share ideas about positive sides of exercise for brain.

Students work with the table (Word of the language of physical education)

Students put these phrases:

(Shoot! Pass! behind, in front; as high/low, as you can, gently etc. so that, because, when this happens…, when you do this, this happens etc. If you do this, this may happen, if you do …you might fall, you should/shouldn’t… field, pitch, foul, “fifteen love” (tennis), Pilates (type of exercise), Yoga)

under these headings.

(P, S3, UE16) Students plan and create an illustrated text describing an exercise.

By support: Provide less able Ss with new vocabulary

By setting into pairs and by support: more able and less able learners join in one pair; Provide less able learners with new vocabulary

Video “Exercise and the Brain” https://www.youtube.com/watch?v=mJW7dYXPZ2o

http://www.yogawithamey.com/images/sunsalutations.jpg

Conclusion: 5’

Teacher demonstrates the video and observes.

Ss watch the video “Just dance” and

dance.

https://www.youtube.com/watch?v=usEQHL_ZN8s

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able Ss?

Assessment – how are you planning to check learners’ learning?

Health and safety check

Differentiation is done by task:

-Provide less able Ss with new vocabulary

T monitors FA Speaking.

Exercises for eyes in the middle of the lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? 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.

- Yes, they were. The lesson objectives focused on the core receptive and productive skills of speaking.

Yes, they did.

- Differentiation worked as identified in the Lesson objectives by recognizing criteria that All, Most and some students would be able to achieve.

- Yes, timings were adhered to very well and the lesson and transitions were timed well.

Minor change: add interesting quiz about sport

Summary evaluation

What two things went really well (consider both teaching and learning)?

- Student co-operation and activities went very well.

What two things would have improved the lesson (consider both teaching and learning)?

-

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?

- Students were able to present confidently information in English.