Healthy parents make healthy children – Project Preparation

Unit 2. Exercise and Sport

School:

Date:

Teacher’s name:

Class:

Number present:

absent:

Theme of the Lesson:

Reading and writing: Sports news

Learning objective(s) that this lesson is contributing to

9.5.4.1 use with limited support style and register appropriate to a growing variety of written genres on general and curricular topics

9.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in familiar general and curricular topics

Lesson objectives

• Practise sports vocabulary and collocations

• Develop reading skills through text

• develop writing skills using model text

Assessment criteria

• A learner can understand specific information in a text

• A learner can use new vocabulary to talk about sport events

• A learner know the structure of an article

Value links

Respect value is instilled through the class discussions.

Cross curricular links

Kazakhstan in the modern world, Physical Education

Previous learning

Reading and writing: Sports news

Plan

Planned timings

Planned timings

Resources

Beginning

0-2

2-7

Organizational moment

Teacher greets learners and introduces the lesson objectives in a simplified manner.

Teacher shows a picture as a brainstorm. Students discuss the picture.

Teacher provides headings to match with paragraphs (A-D).

Handout 1

PPT 3 slide

Middle

7-12

12-32

32-37

Pre-writing task

Aim: Introducing the article

Teacher distributes the article to read and answer the questions

Students read an article and answer the given questions

Students find words that are similar to the words given in exercise.

(W) Class check the meaning of words with the teacher

Teacher presents writing tip for their students about using paragraphs in the article

Descriptor:

-Read the passages carefully

-underline the key words in the questions

-find synonym words in the text

Peer assessment:

Students swap copy books and assess each other according to descriptors and give constructive feedback to their peers.

Handout 1

or PPT 4 slides

Handout2

or PPT 5 slide

Handout2

or PPT 6 slide

End

37-40

At the end of the lesson, learners reflect on their learning:

-what have I learned?

-how can I use the applied knowledge in the future?

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?

Health and safety rules

More support can be given at the start and in middle of lesson by providing less-able learners with the vocabulary in a word list so they can read examples of words seen or heard.

Teacher observes learners during the writing task, supports less-able learners providing with new vocabulary. She/he makes records to provide constructive feedback