Футбол академиясы туралы ашық сабақ, 7 сынып

Lesson plan

Unit of a long term plan

Unit 8. Healthy habits

School:

Date:

Teacher name: Yeltuzerova Gaziza

CLASS: 7

Number:

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 links

Sport and culture

Previous learning

Sports in Great Britain

Plan

Planned timings

Planned 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

Middle

4min

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?

Descriptor

reads the text attentively;

explains the text to another group using a new vocabulary;

gives full answers the questions.

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

Descriptor

Uses time effectively

Gives extended short speech on a topic

Works collaboratively

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”