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La Masia Football Academy
Материал жайлы қысқаша түсінік: This short-term plan is developed for teachers of 7th grade. It is about a well-known type of sport which is football. This lesson plan includes various methods and strategies in teaching English.
Материалды ашып қарау


Lesson plan

Unit of a long term plan Unit 8. Healthy habitsSchool:
Date:Teacher name: Yeltuzerova Gaziza
CLASS: 7Number: present: absent:


Lesson title


La Masia Football Academy
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)7.R5 deduce meaning from context in short texts on a growing range of familiar general and curricular topics;7.W5 develop with some support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics;7.S6 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges.
Lesson objectives
  • All learners will be able to: read a text and answer the questions;
  • More learners will be able to formulate their opinions on a topic;
  • Some learners will be able to argue their statements.
  • Assessment criteria
  • read a text attentively and understand the meaning of the text;
  • explains the text to another group using a new vocabulary;
  • gives full answers the questions;
  • work collaboratively and give extended short speech on a topic;
  • use the topic-specific vocabulary in formulating their ideas;
  • work in groups and justify their statements.
  • Language objective New vocabulary:Siesta, royal, choreographers, mix, audition, judge, table football.Comprehension Checking Questions (CCQs)
  • Where and when was La Masia football academy established?
  • What kind of footballers was trained in this academy?
  • What information is given about The Royal Ballet school?
  • Useful classroom language for dialogue/writing: Discussion points:It is right to…, because…;it is not right .., because…; to my mind.., I am of the opinion that secondary schools.., from my point of view..; thus…, the reason for that…; I disagree with his/her opinion…, etc
    Values links respect cooperation and tolerance
    Cross-curricular linksSport and culture
    Previous learningSports in Great Britain
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    Start 1min











    3min

































    2min





    Teacher and learners greet each other and take their places.
  • Warm up
  • Strategy “Articulate then answer”
  • Teacher asks learners the questions such as:
  • “How do people become good at things like football and ballet?”
  • What do you think what are they?
  • Have you ever been to the places like in the photos?
  • If you went in for football/ ballet, would you like to go to these places? Why/why not?
  • There will be given 30 seconds of silent thinking, then 2-3 minutes in order to articulate learners’ thoughts and brainstorm their ideas in pairs about the question.Teacher elicits learners’ answers and writes some learners’ answers to the board.Formative assessment:
  • After each right answer teacher says the appraisal words such as: well done, excellent, great, super work, what a careful work, etc.
  • Group division
  • Teacher divides the class into two groups having asked about their favorite kind of sport. There will be two groups with the names “Messi” and “Peter Pen”.
    Pictures


















  • Middle4min









    6min















    3min





























    5min





























    2min











    7min







































    Pre-reading stage:
  • Pre-teaching vocabulary:
  • Siesta, royal, choreographers, mix, audition, judge, table football.
  • Task 1. Learners find out the transcriptions and write the words on their vocabulary, repeat new words after the teacher.
  • While-reading stage:
  • Task 2. Strategy “Jigsaw reading”. Teacher asks learners to read two texts “La Masia Football Academy” and “The Royal Ballet School”. Each group reads one text and then explains the meaning of text to another group.
  • Post-reading stage:
  • Strategy “Comprehension Checking Questions (CCQs)”
  • Task 3. Learners try to answer the comprehension checking questions of the teacher related to the text.
  • Where and when was La Masia football academy established?
  • What kind of footballers was trained in this academy?
  • What information is given about The Royal Ballet school?
  • Formative assessment:
  • Then groups assess their works by showing thumbs up, middle thumb and thumbs down.
  • Strategy “Guided discovery” (P)
  • Task 4. There learners work in pairs. They use their smart phones to find information about unusual schools in the world.They are to find one school and prepare a short presentation. Then by working in pairs, learners present their works to each other.Teacher asks some questions to learners about their presentations.Peer assessment

    Formative assessment:
  • Then pairs evaluates themselves by giving smile stickers.


  • Pre-teaching the expressions of useful language:It is right to…, because…;it is not right .., because…; to my mind.., I am of the opinion that secondary schools.., from my point of view..; thus…, the reason for that…; I disagree with his/her opinion…etc
  • Interactive strategy “Debate” (G)
  • Task 5. Teacher writes on the board the following statement “Secondary schools focus too much on academic subjects” and asks learners to have a discussion in their groups.Convergent question: What subjects do learners study at secondary school?According to the statement:
  • The Group “Messi” discusses the advantages of academic subjects at school;
  • “Secondary schools should focus much on academic subjects”;
  • The Group “Peter Pen” discusses the disadvantages of academic subjects at secondary school.
  • “Secondary schools focus too much on academic subjects”.

    Having discussed it, the leader of each group comes to the board in order to present their group’s arguments on the statement using the expressions of the useful language.

    Formative assessment: “Two stars and a wish”The groups assess their works by writing on the colourful mini-papers two positive words about the opposite group’s speech and one thing that should be improved.

    Differentiation by resourceTeacher hands out the cards with the expressions of useful language. In the process of discussing a statement, teacher observes learners’ works and find out whether they are using them or not. Also, teacher gives a text with its illustrations to weaker learners, at the same time advanced vocabulary to stronger learners.

    Differentiation by the roles within groupsThis type of differentiation is applied to define the degree of individual learner’s achievements. The division of roles in groups shall reflect learner’s abilities and strengths. Teacher’s planning of the lesson should be built on the strengths of learners and promotion of their works.

    Reading resourcesEyes Open 3 for Kazakhstan (Student’s Book) Grade 7







































    Handout

































    Handout













    English Vocabulary in Use, Pre-Intermediate and Intermediate, 2ndedition, 61 unit, p.128

















    PPT (Slide 3) and cards









































    End5min

























    2min
    Plenary
  • Task 6. Strategy “Speech with mistakes” (I)
  • (Learners prepare a short speech about the lesson (a few sentences for beginners, a minute or more for higher level students). They should include some incorrect statements. This works best with a topic learners are currently studying.The class listens. After the speech is over, the class lists the mistakes.Formative assessment: Colorful starsTeacher gives colorful stars that have shown activeness while doing this activity.At the end of the lesson learners will give feedback.
  • Feedback: Strategy “Here I am!”
  • The teacher sticks three pictures on the walls around the classroom: the peak of the mountain (success), the deserted island (disappointment), and the cross-roads (indecision).The learners write their names on the sticky papers and put them on the relevant picture, reflecting spiritual and emotional state.

























    Pictures and sticky papers
    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?Health and safety check ICT links
    By support: more support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support;By level:
  • All learners will be able to: read a text and answer the questions;
  • More learners will be able to formulate their opinions on a topic;
  • Some learners will be able to argue their statements.Differentiation by resourceTeacher hands out the cards with the expressions of useful language. In the process of discussing a statement, teacher observes learners’ works and find out whether they are using them or not. Also, teacher gives a text with its illustrations to weaker learners, at the same time advanced vocabulary to stronger learners.Differentiation by the roles within groupsThis type of differentiation is applied to define the degree of individual learner’s achievements. The division of roles in groups shall reflect learner’s abilities and strengths. Teacher’s planning of the lesson should be built on the strengths of learners and promotion of their works.



  • Appraisal words such as: well done, excellent, great, super work, what a careful work, etc.
  • Group assessment: “Thumbs”;
  • Peer assessment “Smile stickers”;
  • “Two stars and a wish”;
  • Colorful stars;
  • Strategy “Here I am!”.


  • -PPT; -Health promoting techniques-Breaks and physical activities used.-Points from Safety rules used at this lesson.
    REFLECTION

    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?


    Handout 1La Masia Football Academy, BARCELONALa Masia is Barcelona's football academy. Some of the greatest footballers in the world have come from La Masia. The World Cup and the European Championships were full of players from this academy. There are about 80 boys between the ages of and 18 at the academy. They go to school until half past two in the afternoon, then they have lunch and a siesta. Most boys have to use this time to study and do their homework. In the evening, they watch TV or play video games before they go to bed. For these boys, football is their life. They train hard because they want to be the best.

    The Royal Ballet School, LONDONThe Royal Ballet School in the heart of London trains dancers and choreographers. The school has two buildings, one near Richmond Park for to 16-year-olds and the other in Covent Garden for older students. Students at the school mix normal school subjects with their dance classes. Many famous ballet dancers have come from this school To get into the school, students have to audition-they have to perform in. front of judges from the school. Over 2,000 children attended auditions for the school in 2012 About 70 boys and girls get a place each year. There are students from all over the world. In the evening, when students aren't in class or practising ballet, they can play tennis or play table football in the student halls.Handout 2

    Cards with the expressions of useful language for group discussion:
  • It is right to…, because…-Это правильно , потому что...
  • It is not right .., because…-Так не правильно... , потому что...
  • To my mind..-по моему мнению...
  • I am of the opinion that secondary schools... Я в таком мнении что среднеобразовательные школы...
  • From my point of view...- с моей точки зрения...
  • Thus... the reason for that…-Таким образом...причиной для этого является...;
  • I disagree with his/her opinion…etc-Я не согласен (-на) с его/ее мнением...и т.д.
















  • Материалды жүктеу (Скачать)
    Авторы:
    Елтузерова Ғазиза Рахманқұлқызы
    Жарияланған уақыты:
    2020-03-24
    Категория:
    Шет тілі
    Бағыты:
    Ашық сабақ
    Сыныбы:
    7 сынып
    Тіркеу нөмері:
    № C-1585066094