Конспект урока "Sport for all"

Unit of a long term plan Sports

School: Lycee ‘”BEST”

Date:

Teacher name: Chizhakovskaya Y.S.

CLASS: 5

Number present:

absent:

Lesson title

Sport for all

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics

Lesson objectives

All learners will be able to:

name different kinds of sport

listen and answer peers’ questions

Most learners will be able to:

answer the questions according to the texts

put the sentences into correct column

Some learners will be able to:

make up a summary of the text in 4-5 sentences without support

write 2-3 sentences according to the text

Assessment criteria

Interact with each other delivering content correctly and clearly to others

Values links

Leading healthy way of life

Cross-curricular links

Physical Education (P.E.)

Previous learning

Some types of sport, grammar structure of present continuous tense

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

5 min

I

W

Greetings

Lead in: Brainstorming

On board: pictures of different types of sport.

To activate students’ prior knowledge of the topic it will be better to answer teacher’s questions:

What can you see? What are people doing? Which of these sports is extreme one? (BMX)

Drilling. To make sure of correct pronunciation students are to repeat the names of sports after the teacher all together.

Visuals –pictures

(badminton, basketball, football, gymnastics, tennis, cricket, BMX, tubing, cycling, skating, skiing, swimming)

Middle

10 min

G

10 min

P

I

10 min

G

P

3 min

I

1. Guided discovery task.

Students are given a graphic organizer at the whiteboard with sport collocations to guess the usage of verbs with types of sport in groups.

We normally use play with team sports and ball sports.

Ex. Play badminton, play football, play basketball.

Go – with sports that end in –ing

Ex. Go cycling, go swimming, go skiing

Do – with other sports.

Ex. Do athletics, do gymnastics

2. Freer practice task. “Interview your friends” – questionnaire.

Pre-interviewing task: reviewing adverbs of frequency

To activate prior knowledge of the topic, students should answer teacher’s question. Possible answers:

How often can we do sport?

Every day sometimes often never

While interviewing students are to complete the chart putting a tick where necessary, by mingling around the classroom and asking questions.

Less able students can use a model: How often do you go swimming (play football, go cycling,…)?

More able students can manage with the task without support.

After interview students take their places to check the answers, answering teacher’s questions.

3. Jigsaw reading task.

What sports are popular in Kazakhstan? What is your favourite sport?

The class should be divided into three groups. Each group has a short simple text about one type of sport (Football, Boxing, Cycling)

While-reading task: Each group should read the text and analyse it with the following criteria.

Post reading task: after completing the chart students change their groups to retell the information they got to their peers, while the second ones are to make notes according to the texts.

After reading assessment: Sport Quiz

Using Plickers App students can check their knowledge on the topic.

1. What is a special racing team in Kazakhstan?

1. Pro Astana b) Winners c) Stars

1. The sport that makes Kazakhstan famous all over the world

a)Boxing b) Football c) Cycling

3. Who people call “The Knock-Out King”?

a) G. Golovkin b) O. Maskayev c) V. Zhirov

4. What is the most popular sport in Kazakhstan?

a) football b) boxing c) cycling

5. Which football team plays in the Kazakhstan Premier League?

a) Kairat b) Kyzyl Zhar c) Bakhyt

Graphic organizer:chart

Visuals of adverbs of frequency

Handouts – chart

Sample sentence

Handouts

Reading worksheets

Chart

Plickers App

End

2 min

I

Feedback

Aeroplane technique (craft activity)

Ask students to write comments on paper to key questions

• What have you learnt?

• What could have been better?

Then, teacher asks students to fold the paper airplanes and throw into a bucket or similar.

White sheets of paper

A bucket

markers

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?

Health and safety check

Involving everyone through jigsaw strategy.

Using tasks from simple to more complicated.

Less able students are given greater support by the teacher, providing them with shortened instructions, sample sentences, asking simple questions to check their understanding of the text.

Less able students use cue cards for presenting their parts of text.

More able students are encouraged to develop own ideas, can manage with the tasks with no support.

Monitoring

Observations by the teacher during the lesson to identify the students who need help

Questioning to promote a full answer

Eavesdropping while students discuss in groups.

Plickers Application

Mingling activity

Use whiteboard no more than 15 minutes

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)?

1:

2:

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