Поурочное планирование

Short-term plan

Term 1,Unit 2. ‘Exercise and Sport’ (Content with language)

Date: term 1 week 4

Teacher’s name:

Grade: 9A

Number present:

Absent:

Theme of the Lesson:

Causes and types of sports injuries

Learning objective(s) that this lesson is contributing to

9.C6 organise and present information clearly to others

9.C7 develop and sustain a consistent argument when speaking or writing

9.S3 explain and justify their own point of view on a range of general and curricular topics

9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts

9.UE12 use an increased variety of comparative degree adverb structures with regular and irregular adverbs, use a variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics

Lesson objectives

Learners will be better able to:

• develop oral fluency through explaining and justifying their own opinion while discussing causes and types of sports injuries with some support;

• enrich their vocabulary about causes and types of sports injuries through different activities with some support ;

• practice reading and listening skills with some support. (dif by support and task)

Assessment criteria

• Learners can use appropriate vocabulary of the given topic in speech

Value links

To know the value of their health and healthy lifestyle

Cross curricular links

PE, Biology

ICT skills

Projector or Smart board

PastoralCare

Assure the needs of all learners are met

Previous learning

Hobbies and personality

Health and safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Plan

Planned timings

Planned activities

Resources

Beginning

3minutes

T. introduces the Unit

Warm up T. randomly asks Ls to Finish The Thought:

• TodayI’m happy about...

• Today will be awesome because...

• Today I want to learn about...

• I like my classmates because..

• Unfortunately…

T. shows the pictures of people who have injuries and Ss should say the topic of the lesson. LOs are presented

PPT, slide 1

Middle

5 minutes

5 minutes

7minutes

10 minutes

10 Minutes

10 min

10min

5 min

10 min

T. introduces new words using pictures and elicits questions about the pictureto engage your learners’ interest.

• What happened with people?

• What similarities/differences can you say about the pictures?

Group discussion

Ss work in small groups and discuss the following questions

• What are the main causes of sport injuries? Why do you think so?

• What sport injuries can you name?

• Do you know some facts about statistics in sport injuries?

• There are many types of sport injuries…

Listening

Pre- listening

• Ss should match the words in the box to the correct parts of the body in the picture

Answers: a. toe; b. ankle; c. ribs; d. shoulder; e. throat; f. wrist; g. elbow; h. neck; i. back; j. knee

• Ss should say why given parts of the body are important, where they are and what is their main function

Answers: heart – pumps the blood through our body; lung – body’s breathing organs; stomach – digests food; brain – controls thoughts, movement

While- listening

• Ss listen to six conversations, all of them related to accidents, and match the conversations to the pictures. There are some extra pictures that Ss will not need.

• Ss listen again and make a list of all the parts of the body the speakers mentioned. What words did the speaker use to describe how they felt or to describe the pain? Ss should complete the table.

As.criteria: should be set up

Post- listening

Before discussion T. gives some information about adverbs to remind learners. Help your learners use adverbs such as gently, as well as:

a bit, just a bit, a little, a little bit, just a little bit, slightly etc. You can practice adverbs by showing sentences, that is asked

BREAK

Think-pair-share

Ls work in pairs and discuss the following situation:

Describe a minor accident that you had in the past. You should say:

-how the accident happened

-what you did about it

-how long you took to recover and explain how you felt about the accident

Reading

Pre- reading

• TRUE / FALSE: Read the headline. Guess if a-h below are true (T) or false (F).

• SYNONYM MATCH: Match the following synonyms from the article.

While- reading

GAP FILL: Put the words into the gaps in the text.

Post- reading

STUDENT A’s QUESTIONS (Do not show these to student B)

What do you think about what you read?

How at risk is the brain in everyday life?

Do you think research likes this makes a problem where there isn’t one?

What other sports put the brain at risk?

What can we do to use more of our brain?

-----------------------------------------------------------------------------

STUDENT B’s QUESTIONS (Do not show these to student A)

Did you like reading this article?

Would these findings make you think twice before playing football?

Do you believe in brain training exercises?

What questions would you like to ask Dr. Lipton?

As.criteria: set up at the lesson

PPT

PPT

Handout 1

PPT

PPT

PPT

https://breakingnewsenglish.com/1111/111130-soccer_headers.html

Handout 2

Handout 3

Handout 4

End

5minutes

Feedback

Ls are asked to say one by one new words/things that they learnt from the lesson

Home task: Ss work in pairs and each pair should write about sports injuries, symptoms and causes. They can make a PPT

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?

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 achievements/difficulties of individuals that will inform my next lesson?