Sporting traditions
| Long-term plan unit: Sport and exercise | School: #177 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lesson 1 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Date: 25.06.2019 | Teacher’s name: Kadiraly Abilkaiyr | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| CLASS: 9 | present: | absent: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Theme of the lesson: Sporting traditions | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective (s) that this lesson is contributing to | C.9.1.3.1 respect differing points of view
R.9.4.2.1 understand specific information and detail in texts on range of familiar general and curriculum topics including some extended texts S. 9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics W. 9.5.4.1 use with minimal or no support style and register appropriate to a growing variety of written genres on general and curricular topics |
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| Lesson objectives | All learners will be able to:
· Respect other’s points of view · Understand specific information with little support · Make up and answer to 2 questions about extreme sport with support · Describe and write one type of sport with support |
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| Most learners will be able to:
· Make up 3 questions and answer about one sport using describing adjectives · Discuss about good and bad sides of extreme sport with little support · Describe and write one type of sport with little support |
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| Some learners will be able to:
· Comment or describe one favorite sport moment as a commentator on radio · Describe and write one types sport without support |
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| Plan | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Stages of the lesson | Planned activities (replace the notes below with your planned activities) | Teacher’s notes | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2 min | (W)Greeting
Greet students; students respond to greeting and take their places.
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| Warm up
4 min |
(W) “Blind artist”
Students have to stand back to back with pairs Teacher hands out a pictures The 1st student describes picture, the 2nd student draws it without seeing the original |
Pictures
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| Practice
3 min
5 min
4 min
2 min |
Pre-reading task
(W) Brainstorming • Which sport do you think is the silliest? • Which do you think is the most difficult? • Which sport would you like to try? (G) Read the text (“Everyone teaches everyone”) Group 1 SPORT A. A golf was started in Scotland and the rules were decided by a Scottish club set up in 1877. Now there are over 2,000 places where you can play golf in the UK. The number of players can vary. You have to hit a small ball into a hole. Group 2 SPORT B. The Association of football was founded in 1863. There are eleven players on each team and a game lasts ninety minutes. The team has to try and get their ball in to the net of the opposing team to score a goal. The team with the most goals wins. Group 3 SPORT C. Rugby has been played since the 1500s and is known as the English National Game. Many countries that were once part of the British Empire still play rugby, from India to Australia. Two teams dressed in white use a batsman who must hit a very small, very hard ball. The opposite team throws the ball and must try to hit a wicket behind the batsman. Post-reading: (W) Make up and answer to the questions: Where did start the golf? How many places for play golf in the UK? Which association was found in 1863? What is the English National Game? Writing (W) (FA) Complete the sentences about the text 1. The Association of football was founded in ______. 2. A golf was started in ___________. 3. The golf rules were decided by a _______ set up in ______
4. There are __________ on each team 5. ________ has been played since the 1500s. 6. Now there are over _______ places where you can play golf in the UK. 7. Rugby is known as the ______________.
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/article/sporting-traditions
Handout
Worksheets |
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| 4 min
1 min
9 min
4 min |
(P) (FA)Re-reading
Students read the text again and make questions about one sport using describing adjectives
(W) Watch video fragment about extreme sports
Re-grouping Divide by puzzles (G) (P) Speaking about video (Other peoples opinion) Differentiation: All-Make up and answer to 2 questions about extreme sport with support Most-Discuss about good and bad sides of extreme sport Some-Comment or describe one favorite sport moment as a commentator on radio
(I) Writing Describe and write one type of sport with support Differentiation: All-Describe and write one type of sport with support Most-Describe and write one type of sport with little support Some-Describe and write one type of sport without support
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Handout describing adjectives
Presentation “Extreme sport”
Pictures of sport
Pictures of sport moment
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| End
2 min |
Analyze the learnt lesson
Feedback Fill the (“KWL chart”) method
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KWL table | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Additional Information | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Differentiation – how do you plan to give more support? | Assessment – how are you planning to check learners` learning? | Health and safety check ICT links | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Differentiation:
(I) Writing Describe and write one type of sport with support (P) (I) Speaking
Differentiation: Make and answer to questions about text Discuss about good and bad sides of extreme sport Comment or describe one favorite sport moment as a commentator on radio
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| REFLECTION
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Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult? |
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