My country. Sports Communication. Asking and telling the

LESSON: Unit 2. Sports. My country. Sports Communication. Asking and telling the time.					School: Ustirt secondary school
Date:					Teacher’s name: Yernazarova Nazgul
CLASS:					Number present:		absent:
Learning objectives(s) that this lesson is contributing to				5.W3  write with  support factual descriptions at text level which describe people, places and objects 5.L4 understand the main points of supported extended talk on a  range of general and curricular  topics 5.S6  communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.R2 read and understand with some support short simple fiction and non-fiction texts
Lesson objectives				All learners will be able to:
				·         Use different characteristics talking about various sport activities. present ideas clearly in a pair, group and whole class conversation
				Most learners will be able to:
				use visual support to name the places, where people do sports listen, understand and complete the tasks without teacher’s support compare and contrast the given kinds of sport
				Some learners will be able to:
				create extended speech talking about differences and similarities of the suggested sport activities can ask and tell the time
Language objectives				Use a and an articles, this, that, these, or those Use Capital letters .
Value links				Respect, Support, Trust, academic honesty
Cross curricular links   link				Literature, PE, Psychology
ICT skills				PPT teacher’s use
Intercultural awareness				Students will better able to understand that people should respect each other. Every person should go in for sports to be healthy..
Kazakh culture				Students will better aware of the significance of healthy lifestyle in the local context, i.e. the Kazakhstan culture
Pastoral Care				Students will be able to understand the importance of respecting values
Health and Safety				Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords
Previous learning				Learners are expected to  know use capital letters
Plan
Planned timings	Planned activities						Resources
2-3 minutes Beginning 10 min.	Class organisation Teacher introduces learning and lesson objectives Students write the date, day and lesson objectives into their copybooks. 1. Which of these words  are similar in your language? Can you guess their meanings? Use a dictionary to check your answers. Football, boxing, judo, cycling, tennis, hockey, wrestling, skiing, golf, swimming, gymnastics, horse  riding.						Worksheet 1
Middle 5 min. 5 min.	2. 1.22 Read and listen to the texts. Answer the questions. How old is Talgat? What is Talgat’s favourite sport? Who thinks Astana is the best city? Who are Altai and Yeren? Where is Gulmira from? What club is Gulmira in? 1. Match the times in the box with  clocks 1-6. Then say the times. Eight o’clock     half past three        quarter past two      twenty to six  Quarter to ten     five past eleven						Worksheet 2
End 5 min. 5 min.	Reflection (W) Teacher asks learners 1) What was difficult to do at the lesson? 2) What do you need to work on? Feedback (I) Learners complete an evaluation sheet of what they did during the lesson writing a number in each statement or circling one word: When’s the music club? What time is it on Monday? Evaluation sheet is given to all learners to fill in and all sheets should be collected for teacher’s reflection and further work on shortages. Home task: Ex 6. Activate.						Evaluation sheet
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?			Cross-curricular links Health and safety check ICT links Values links
Learners, who are less confident are given more prompts. High-performing learners can be encouraged to use more kinds of sports in the task for comparison and contrasting.			Monitor groups of learners as they discuss the given tasks). Do they take turns to speak? Do they contribute appropriate language for talking about sports?			Links to the L1: Do learners know these kinds of sport  in the L1? Make sure models are provided.
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? 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?