{"id":135030,"date":"2020-07-18T12:15:32","date_gmt":"2020-07-18T06:15:32","guid":{"rendered":"https:\/\/45minut.biz\/?p=135030"},"modified":"2020-07-18T12:15:32","modified_gmt":"2020-07-18T06:15:32","slug":"%d0%b4%d0%be%d1%81%d1%8b%d0%bc%d0%b1%d0%b5%d0%ba%d0%be%d0%b2%d0%b0-%d0%b0%d0%b9%d0%bd%d1%83%d1%80-%d0%b5%d1%80%d0%b3%d0%b0%d1%88%d0%be%d0%b2%d0%bd%d0%b0","status":"publish","type":"post","link":"https:\/\/45minut.biz\/?p=135030","title":{"rendered":"\u0414\u043e\u0441\u044b\u043c\u0431\u0435\u043a\u043e\u0432\u0430 \u0410\u0439\u043d\u0443\u0440 \u0415\u0440\u0433\u0430\u0448\u043e\u0432\u043d\u0430"},"content":{"rendered":"\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
LESSON: <\/strong>Unit 8: Sports<\/a><\/p>\n

Sports for all 1<\/strong><\/td>\n

\u0414\u043e\u0441\u044b\u043c\u0431\u0435\u043a\u043e\u0432\u0430 \u0410\u0439\u043d\u0443\u0440 \u0415\u0440\u0433\u0430\u0448\u043e\u0432\u043d\u0430<\/strong><\/p>\n

\u0422\u04af\u0440\u043a\u0456\u0441\u0442\u0430\u043d \u043e\u0431\u043b.\u041e\u0440\u0434\u0430\u0431\u0430\u0441\u044b \u0430\u0443\u0434\u0430\u043d\u044b \u0411\u0430\u0434\u0430\u043c \u0435\u043b\u0434\u0456 \u043c\u0435\u043a\u0435\u043d\u0456 \u0421.\u0421\u0435\u0439\u0444\u0443\u043b\u043b\u0438\u043d \u0436\u0430\u043b\u043f\u044b \u043e\u0440\u0442\u0430 \u043c\u0435\u043a\u0442\u0435\u0431\u0456 \u0430\u0493\u044b\u043b\u0448\u044b\u043d \u0442\u0456\u043b\u0456 \u043f\u04d9\u043d\u0456 \u043c\u04b1\u0493\u0430\u043b\u0456\u043c\u0456<\/strong><\/td>\n<\/tr>\n

Date:12.10.2019<\/strong><\/td>\nTeacher name: <\/strong>Dossymbekova A.<\/td>\n<\/tr>\n
CLASS: 5<\/strong><\/td>\nNumber present:12 <\/strong><\/td>\nabsent:<\/strong><\/td>\n<\/tr>\n
Learning objectives(s) that this lesson is contributing to<\/strong><\/td>\n5.W4 <\/strong>write with support a sequence of extended sentences in a paragraph to give basic personal information <\/p>\n

5.W6 <\/strong>link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics<\/p>\n

5.W8 <\/strong>spell most high-frequency words accurately for a limited range of general topics<\/td>\n<\/tr>\n

Lesson objectives<\/strong><\/td>\nAll learners will be able to:<\/strong><\/td>\n<\/tr>\n
\n
    \n
  • Write a short paragraph about their elbow partners.<\/li>\n
  • Read and retell a piece of text<\/li>\n
  • Participate in a role play as a journalist<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Most learners will be able to:<\/strong><\/td>\n<\/tr>\n
\n
    \n
  • Create 1-2 extended sentences writing about their elbow partners<\/li>\n
  • Remember the information from the text about the Kazakh national sports<\/li>\n
  • Participate in a role play in 2 different roles: as a celebrity and as a journalist<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Some learners will be able to:<\/strong><\/td>\n<\/tr>\n
\n
    \n
  • write an extended paragraph about their elbow partners<\/li>\n
  • spell topic-related words correctly<\/li>\n
  • build up a lively dialogue participating in a role play in 2 different roles: as a celebrity and as a journalist<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Language objectives<\/strong><\/td>\nUse basic personal and demonstrative pronouns and quantitative pronouns;<\/p>\n

Use conjunctions and linking words.<\/td>\n<\/tr>\n

Value links<\/strong><\/td>\nHealthy lifestyle, Respect, Support, Trust<\/td>\n<\/tr>\n
Cross curricular links <\/strong><\/td>\nPE, Psychology, sociology<\/td>\n<\/tr>\n
ICT skills<\/strong><\/td>\nProjector or Smart board, ppt<\/td>\n<\/tr>\n
Intercultural awareness<\/strong><\/td>\nStudents will better able to understand that people should respect each other. Every person should go in for sports to be healthy. It is not important what kind of sport you play as long as you are respectful to others.<\/td>\n<\/tr>\n
Kazakhstani culture<\/strong><\/td>\nStudents will better aware of the significance of healthy lifestyle in the local context, i.e. the Kazakhstani culture.<\/p>\n

The students will recall\/ learn more about the culture of the locals in the past.<\/td>\n<\/tr>\n

Pastoral Care<\/strong><\/td>\nStudents will be able to understand the importance of respecting values and personal preferences<\/td>\n<\/tr>\n
Health and Safety<\/strong><\/td>\nEveryday classroom precautions will ensure that safety measures are provided to prevent the exposure to electrical power cords<\/td>\n<\/tr>\n
Previous learning<\/strong><\/td>\nLearners are expected to know various sports from previous grades. They should also be aware of the topic-related words and collocations from the previous lesson.<\/td>\n<\/tr>\n
Plan<\/strong><\/td>\n<\/tr>\n
Planned timings<\/strong><\/td>\nPlanned activities <\/strong><\/td>\nResources<\/strong><\/td>\n<\/tr>\n
Beginning<\/strong><\/p>\n

0-2 min<\/strong><\/p>\n

2-5 min<\/strong><\/p>\n

5-8 min<\/strong><\/td>\n

Class organisation <\/strong><\/p>\n

Learning and lesson objectives are introduced.<\/strong><\/p>\n

Bell work: <\/strong>Learners write six questions to ask a partner about sport e.g.<\/p>\n

What sports do you like ______ing?<\/em><\/p>\n

What\u2019s your favourite ________________? <\/em><\/p>\n

Which sports do you not _______? <\/em><\/p>\n

Where do you go to _____________?<\/em><\/p>\n

When did you start ___ ing _____________? <\/em><\/p>\n

Which sports would you like to __________?<\/em><\/p>\n

Speaking: <\/strong>students interview each other.<\/td>\n

PPT<\/p>\n

Slides 1-2<\/p>\n

PPT<\/p>\n

Slides 3-4<\/p>\n

Handout 1<\/td>\n<\/tr>\n

Middle<\/strong><\/p>\n

8-15 min<\/strong><\/p>\n

15-16 min<\/strong><\/p>\n

16-20 min<\/strong><\/p>\n

20-27 min<\/strong><\/p>\n

27-29<\/strong><\/p>\n

29-32<\/strong><\/p>\n

32-37 min<\/strong><\/td>\n

Writing (I) – Formative assessment: <\/strong>students write a short paragraph about their elbow-partners.<\/p>\n

Differentiation: <\/strong>High-performing students are expected to write an extended paragraph (about 50 words). Students with lower level of the language abilities write 45 and 40 words respectively. Low-performing students should get more support from the teacher as well.<\/em><\/p>\n

Lead-in (G): <\/strong>students are shown the pictures of the 5 most popular national games in Kazakhstan. They are asked to name the ones they know.<\/p>\n

Each mini group is given a set of 5 cards with the 5 most popular games in Kazakhstan. There task is to write everything they know about those on the other side of the cards<\/p>\n

Jigsaw reading: <\/strong>students work in expert groups, each of which reads a particular piece of text each. Then they are regrouped and they<\/p>\n

Discussion: <\/strong>students are asked to raise their hands<\/p>\n

    \n
  1. if they think the majority of people in Kazakhstan plays the national games<\/li>\n
  2. if they think almost equal number of people in Kazakhstan plays the national and other games<\/li>\n
  3. if they think that only the minority of people in Kazakhstan plays the national games<\/li>\n<\/ol>\n

    Next teacher asks 1 or 2 volunteers to tell why they think it happens. After that, the teacher asks the class to list the Kazakhstani sport celebrities they know.<\/p>\n

    Speaking preparation: <\/strong>students look at the list of suggested questions for interviewing a sport celebrity. They are asked to add\/delete some questions.<\/p>\n

    Role-play: <\/strong>each students writes a name tag of a sport celebrity they know about\/ after that they take turns to interview each other. Teacher monitors the activity and at the end of it provides feedback.<\/td>\n

PPT<\/p>\n

Slides 5-6<\/p>\n

Handout 1<\/p>\n

Handout 2<\/p>\n

Slides 7-8<\/p>\n

Handout 3<\/p>\n

PPt slides 9-10<\/p>\n

PPT<\/p>\n

Slide 11<\/p>\n

PPT, slide 12<\/p>\n

PPT, slide 13<\/td>\n<\/tr>\n

End<\/p>\n

37-40 min<\/strong><\/td>\n

Plenary:Football<\/strong><\/p>\n

Learners can either work as a team to answer questions or can pick some out individually from each team if they get a question right they get to move a line across and if they get 3 in a row they get to shoot to save the other team must get their question right.<\/p>\n

Teacher draws up a pitch with 5 lines running across it for marking draw goals, puts the ‘ball’ in the middle and puts the children in 2 groups or teams.<\/td>\n

PPT<\/p>\n

Slide 14<\/p>\n

A large and a small ball<\/p>\n

Handout 4<\/td>\n<\/tr>\n

Additional information<\/strong><\/td>\n<\/tr>\n
Differentiation \u2013 how do you plan to give more support? How do you plan to challenge the more able learners?<\/strong><\/td>\nAssessment \u2013 how are you planning to check learners\u2019 learning?<\/strong><\/td>\nCross-curricular links
\nHealth and safety check
\nICT links
\nValues links<\/strong><\/td>\n<\/tr>\n
\n
    \n
  • More support can be given at the beginning and in the middle of lesson by providing low-performing learners with more support.<\/li>\n
  • Learners, who are less confident are given more prompts.<\/li>\n
  • High-performing learners can be encouraged to write an extended paragraph and give a detailed oral answer.<\/li>\n
  • Depending on the class level, the tesks can be adjusted.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Monitor how much vocabulary learners can recall from the previous lesson.<\/li>\n
  • Monitor learners as they work on writing? Notice any incorrect sentences and scaffold the learners towards the correct answers.<\/li>\n
  • Monitor groups of learners as they retell the text. Do they take turns to speak? Do they contribute appropriate language for talking about sports? Do they listen to each other carefully?<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Links to the L1: Do learners know these kinds of sport in the L1?<\/li>\n
  • Make sure models are provided.<\/li>\n
  • Learning about various cultures<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Reflection<\/strong><\/p>\n

Were the lesson objectives\/learning objectives realistic?<\/p>\n

What did the learners learn today?<\/p>\n

What was the learning atmosphere like?<\/p>\n

Did my planned differentiation work well?<\/p>\n

Did I stick to timings? What changes did I make from my plan and why?<\/td>\n

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. <\/strong><\/td>\n<\/tr>\n
Summary evaluation<\/strong><\/p>\n

What two things went really well (consider both teaching and learning)?<\/p>\n

1:<\/p>\n

2:<\/p>\n

What two things would have improved the lesson (consider both teaching and learning)?<\/p>\n

1:<\/p>\n

2:<\/p>\n

What have I learned from this lesson about the class or individuals that will inform my next lesson?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

—
\n\u0417\u0430\u0439\u0442\u0443\u043d\u0430 \u0415\u0441\u043c\u0430\u0433\u0430\u043d\u0431\u0435\u0442\u043e\u0432\u0430<\/p>\n","protected":false},"excerpt":{"rendered":"

LESSON: Unit 8: Sports Sports for all 1 \u0414\u043e\u0441\u044b\u043c\u0431\u0435\u043a\u043e\u0432\u0430 \u0410\u0439\u043d\u0443\u0440 \u0415\u0440\u0433\u0430\u0448\u043e\u0432\u043d\u0430 \u0422\u04af\u0440\u043a\u0456\u0441\u0442\u0430\u043d \u043e\u0431\u043b.\u041e\u0440\u0434\u0430\u0431\u0430\u0441\u044b \u0430\u0443\u0434\u0430\u043d\u044b \u0411\u0430\u0434\u0430\u043c \u0435\u043b\u0434\u0456 \u043c\u0435\u043a\u0435\u043d\u0456 \u0421.\u0421\u0435\u0439\u0444\u0443\u043b\u043b\u0438\u043d \u0436\u0430\u043b\u043f\u044b \u043e\u0440\u0442\u0430 \u043c\u0435\u043a\u0442\u0435\u0431\u0456 \u0430\u0493\u044b\u043b\u0448\u044b\u043d \u0442\u0456\u043b\u0456 \u043f\u04d9\u043d\u0456 \u043c\u04b1\u0493\u0430\u043b\u0456\u043c\u0456 Date:12.10.2019 Teacher name: Dossymbekova A. CLASS: 5 Number present:12 absent: Learning objectives(s) that this lesson is contributing to 5.W4 write with support a sequence of extended sentences in a paragraph […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"advanced_seo_description":"","jetpack_seo_html_title":"","jetpack_seo_noindex":false,"jetpack_seo_schema_type":"","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_wpcom_ai_launchpad_first_post":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[213196878],"tags":[],"class_list":["post-135030","post","type-post","status-publish","format-standard","hentry","category-newsabak"],"blocksy_meta":[],"acf":[],"jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p17n9Y-z7U","jetpack_likes_enabled":true,"jetpack-related-posts":[],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/posts\/135030","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=135030"}],"version-history":[{"count":0,"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/posts\/135030\/revisions"}],"wp:attachment":[{"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=135030"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=135030"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=135030"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}