Sport for all 1
Английский язык
Класс:
5 класс
Раздел:
Sports
Тема:
Sport for all 1
03.12.2019
424
9
| Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | <p>5.L2 understand an increasing range of unsupported basic questions which ask for personal information </p><p> 5S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics </p><p> 5.UE3 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things use simple one-syllable and some two-syllable adjectives [comparative and superlative] to make comparisons </p> |
| Lesson objectives | <p><b>All learners will be able to: </b></p><p> Tell about their own favorite sport; </p><p> Link kinds of sports with their places where they do; </p><p><b> Most learners will be able to: </b></p><p> Use comparative and superlative adjectives to describe famous athletics; </p><p> Use the vocabulary of sport to answer personal questions; </p><p><b> Some learners will be able to: </b></p><p> Discuss about sports they like/they don’t like; </p><p>Demonstrate their understanding giving feedback in written form in sentence level; </p> |
| Assessment criteria | <p>Recognize basic general questions without support </p><p> Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility </p><p> Apply the rule for comparative and superlative adjectives </p> |
| Value links | Health, friendship and caring, Respect |
| Cross - curricular links | Physical education |
| ICT skill | <p>Learners develop their ICT skills across the curriculum by finding information from digital and online sources; </p><p> Using interactive whiteboards to support active learning approaches </p> |
| Previous learning | Learners will know a range of sports from previous grades. They know about the Olympic Games from G4. |
Ход урока
| Этапы урока | Запланированная деятельность на уроке | Ресурсы |
|---|---|---|
|
Beginning (9 minutes) |
<p>Organization moment </p><p> - Greeting </p><p> Greets students. Specifies learners’ readiness for the lesson </p><p> - Hello, boys and girls? - How are you today? - Who is on duty today? - Who is absent today? - What date is it today? - What day is it today? - </p><p>Lead in (Odd one out): Learners are shown pictures of sports games. They should explain which one does not connect with other pictures and give a reason why. </p><p> Teacher prepares cards with different kind of sports. According them teacher divide class into three groups: Now I want to ask you about your favourite sport. What is your favourite sport? Do you like summer or winter sports? What kind of summer sports do you like? winter summer and dangerous sports. </p><p> - Introducing the lesson objectives </p><p> Determines together with learners the learning objectives, the assessment criteria</p><p> -At first, in our lesson you will talk about sport and where we do it. In second place, you will discuss about what sport you like and you don’t like. Also in third place, you must use comparative and superlative adjectives. </p><p> Teacher writes numbers from 1 to 3. And ask learners to recall the objectives. </p><p>-Who wants to remind me how we form comparative and superlative adjectives? </p> | Cards, pictures |
|
Middle (28 minutes) |
<p><b>Vocabulary (W) </b></p><p><b>TPR: listen, watch, imitate. </b></p><p> Teacher introduces new words. Learners listen to teacher and repeat after the teacher. </p><p><b>Listen</b> Football Volleyball Basketball Hockey Swimming Biking Skiing Snowboarding Ice – skating Snowboarding Horse – riding </p><p><b> Listen and watch </b>After, teacher says with sentence I like football. I like volleyball. I like swimming. I like biking... Teacher does the actions. I like football – teacher runs like football players. </p><p><b> Listen and do</b> Teacher says sentences. Learners do the actions. At the beginning of each stage it is important to keep order. At the end you may use jumbled order. </p><p><b> Listening (G) </b></p><p><b> Pre – listening</b> </p><p> Name me please, kinds of winter sport! What kinds of winter sport do you like? We are going to watch a video where Wiki tell us about winter sport. Listen carefully! </p><p><b> While – listening </b></p><p><b> Listen and remember:</b> </p><p>While listening teacher stops the video at the main point and let learners to remember the information. </p><p><b> Post – listening</b> </p><p> Learners watch a video about winter sport and answer to questions. </p><p> What is Wiki’s favourite winter sport? </p><p> When did skiing become an actual sport? </p><p> When have started ice – skating? </p><p> Who did create the figure skating? </p><p>Check their answer by watching the video secondly. </p><p><i> Differentiation: </i>Weak learners recognize basic words. More confident learners answer 1-2 questions. Strong learners answer all questions.</p><p><i> Assessment: </i> Teacher’s oral feedback </p><p><b><i> Descriptor: </i></b>A learner • Works in group • Answers questions </p><p><b> (G)</b> Learners brainstorm places where they do sport. They look at the numbered images of a range of courts, pitches, slopes, gyms etc. projected on IWB and in groups, identify which sport is played on or in each place e.g. </p><p><i> We play ice hockey on that one and hockey on this one. </i></p><p><i>We play football on those. </i></p><p><i>We go biking in there. </i></p><p><i>We can ski down that </i></p><p><i> Differentiation: </i> weak and more confident learners identify the places of sports. Strong learners identify and answer the question fully. </p><p><i> Assessment:</i> teacher prepares figures of stars and gives to the group whose answer is right . Which group has more stars is winner and other groups applause to the winner group. <i><b>Descriptor:</b></i> A learner • Link kinds of sports with their places where they do </p><p><b> Speaking (P) </b></p><p>Learners discuss about sports they like/they don’t like using adjectives relaxing, funny, dangerous, exciting, fast, difficult, boring </p><p>- Now, it’s time to talk with our neighbour about his/her favourite sport. Do you know what kind of sport likes your partner? Now discuss about it. You discuss why you like this sport and why don’t like. So, what is your task? Who wants to answer? What kind of sports is dangerous in your opinion? What kind of sports is relaxing? What kind of sport is boring? Tell me! <i>Differentiation</i>: Weak learner discuss in pair with strong learner. More confident learner discuss with more confident learner. </p><p> A<i>ssessment</i>: with smiles </p><p><b> Descriptor: </b> A learner -Use the vocabulary of sport to answer personal questions; -Discuss about sports they like/they don’t like; </p><p><b> Physical minute: </b></p><p><b><i> The Favorite Sport Song </i></b></p><p> We know about our favorite sports. We talked well. Now let’s sing a song about our favorite sports and dance. All of you stand up! Listen to the song carefully and sing along! </p><p> (f,I) Learners Look at the pictures from the Rio Olympic Games and write the sentences using adjectives in the correct form, either in the comparative or superlative form. </p><p>- Do you know these athletes? Who is Dmitri Balandin? Who is Olga Rypakova? Were they champions in Rio Olympic Games? Who are other athletes? Where are they from? You should compare their results. Use the table given below </p><p> Fast – slow</p><table class="table table-bordered"><tbody></tbody></table><p>MEN'S 200M BREASTSTROKE COUNTRY RESULT </p><p> Dmitriy Balandin - Kazakhstan - Gold medal </p><p> Josh Prenot - The USA - Silver medal </p><p>Anton Chupakov - Russia - Bronze medal </p><p><i> Assessment: </i> Traffic light – partners exchange their works and count correct sentences(with teacher’s support), shows his/her opponent </p><p> green card if there are 6- 7 correct sentences </p><p> orange card if There are 4-5 correct sentences </p><p> red card if 1-3 correct sentences </p><p><b><i> Descriptor</i></b> A learner • analyses provided information and writes correct forms of adjectives in the sentence; • completes sentences using information from the boxes. </p><p><b> Feedback (W)</b> </p><p>There is a picture of ball on the board. Learners should write their opinion about lesson on stickers and stick it on the picture. <br></p> | <p>Pictures,</p><p><a href="https://www.youtube.com/watch?v=j3mlnqgKWmM" target="_blank">https://www.youtube.com/watch?v=j3mlnqgKWmM</a></p><p>Numbered images</p><p>smiles</p><p>http://youtu.be/UExR8GZmRLA </p><p>Formative assessment sheet</p><p><br></p><p><br></p><p><br></p><p><br></p><p><br></p><p><br></p> |
|
End (3 minutes) |
<p><b>Reflection (I)</b></p><p><b>(Draw your brain)</b> In IWB there is a picture of brain. Learners should fill this brain with words that explain what they have learnt during this lesson. Teacher asks questions according the learners’ words. </p> | Picture, IWB |
Дополнительная информация
<p><br></p><table class="table table-bordered"><tbody><tr><td><p>Differentiation</p><p> – how do you plan to give more support? </p><p> How do you plan to challenge the more able learners? </p></td><td><p>Assessment – how are you </p><p>planning to check students’ learning?</p></td><td><p>Cross – curricular links Health and safety check</p><p> ICT links Value links </p></td></tr><tr><td><p>By support Pair work allows students to </p><p>discuss a question or task. </p><p>You might like to pair stronger and weaker </p><p>students so that the former can help the </p><p>latter to access what they might find </p><p>difficult on their own. Alternatively, you might</p><p> want to pair two weaker students. </p><p>This will allow you to help them both make </p><p> good progress. Group work allows students</p><p> to talk with one another and to share their</p><p> understanding of the topic. Small, mixed ability</p><p> groups allow lower achievers to take advantage </p><p>of peer support whilst higher achievers gain the </p><p>opportunity to organise and voice their thoughts. </p></td><td><p> -Asking questions </p><p> -Traffic lighht, verbal assessment, </p><p>figure of star, smiles; -Ask questions according</p><p> learners’ answers during the reflection. </p></td><td><p>PE: </p><p> Developing vocabulary of sport; </p><p> Identifying where they do sports;</p><p> ICT skill: </p><p> Learners can find video from web link; </p><p> They can use IWB equipment to write; </p><p> Value links </p><p> They will know going for sport is useful, </p><p>on the other hand they will find out disadvantages</p><p> through discussion; </p><p> Health and safety check </p><p> Physical minute: The Favorite Sport Song </p></td></tr></tbody></table><p><br></p>
Отзывы(0)