Short term plan

Lessons: 9.1B Exercise and

Sport/ Kazakhstan in large
sport events
(Content with Language)

School: Nazarbayev Intellectual school of Physics and

Mathematics in Semey

Date: 15.10.2015

Teacher name: Duisenbayeva A. Zh.

Grade 9 B

Number
present: 10

Learning
objectives(s)
that this lesson
is contributing
to

absent: 0

Content
9.R9 use a range of familiar and unfamiliar paper and digital reference
resources to check meaning and extend understanding
Language
9.W1 plan, write, edit and proofread work at text level with minimal
teacher support on a range of general and curricular topics
9.W5 develop with support coherent arguments supported when
necessary by examples and reasons for a range of written genres in
familiar general and curricular topics
9.S8 recount extended stories and events on a growing range of
general and curricular topics

Lesson
objectieves

Language
objective
Value links

All learners will be able to:

Recount or speak about Kazakhstans sportsmen
Understand the organization of essay and use multiple
paragraphs
Most learners will be able to:
Answer the questions which are related to the text
Understand the organization of essay and create accurate thesis
and topic sentences
Some learners will be able to:
Analyze the current situation in Kazakhstan (Reading, Q6)
Understand the organization of essay and create excellent
thesis and topic sentences
Organization of an essay (hook, thesis, topic sentences, supporting
evidence, transition, restating thesis, revisiting hook)
Respect, Health, Responsibility

Cross curricular
links
Previous
learning
Use of ICT

Kazakhstan in the modern world, Physical Education

Intercultural
awareness

Students may talk about famous types of sport from around the world

Active and Passive Voices/Archetype

Projector or Smart board to show a presentation

Kazakh culture

Students may tell about Kazakh national sports

Pastoral Care

Assure the students should understand how important to be responsible

Health and
Safety
Planned
timings

Health promoting techniques through role play and giving advice

about health and wellness
Planned activities
Resources
Warm up
Show quotes about sport in an active board. Students
task is to choose one of them and discuss it with peers.

When they finish, ask volunteers to share with their ideas

to the whole class.
After discussion ask students how the quotes are
connected with each other. What associations come to
their mind? (Possible answers: big sport events, Olympic
games and etc.)

10

10

Slide 1-4

Slide 5

Differentiation: less able students can be provided with

the definitions of unknown words from the quotes. More
capable students may express their thoughts without any
help while less capable ones can ask help from teacher or
classmates.
Before Reading
Tell students they are going to read an article about
Winter Olympic Games. Before reading ask them these
questions:
- What do you know about the history of Olympic
Games?
- What do five rings represent in Olympic Games?
- When were the Olympic Games hold last time?
Where?
- Were there any Kazakhstans sportsmen? In what
kind of sport did they take part in this Olympic
Games? Did they win or lose?
- Has Kazakhstan hold any big sport events? When?
Differentiation: students who knows World History or
Kazakhstan in the modern world well might succeed in
these questions. As well as students who are interested in
sports may show their classmates what they know about
sport or sport events.
Assessment: to keep the psychological friendly
atmosphere in class do not tell the students that you will
assess their speaking. While they are speaking observe
them and take notes. Summarizing two speaking tasks
(warm up and before reading tasks) teacher may give
Achieved (9.S8) or Excellent mark to those students who
were able to recount stories or events about given topic.
Do not assess their grammar or vocabulary, assess their

Differentiated
reading texts
from
Newsela.com

Reading handouts

Slide 6

Slide 7

bravery.

10-15

15-20

Instruction for students and teachers before reading:

Print reading assignment with five different reading
lexiles (380, 750, 970, 1100, and Maximum). Tell
students that there are texts under five Olympic rings. All
five rings put in different places (It depends on teachers
creativity. You may just put them in five different places
without rings). Explain students that the content of the
texts are similar but the level of language are different.
Ask them to walk around and find appropriate level for
themselves, the chosen text should not be too difficult or
easy for them. Explain if the text is too easy they might
not gain any new words from the text so the consequence
is that they will not develop their English. If the chosen
text is too difficult it may make a lot of pauses and slow
down the process of studying.
While Reading
Students choose their texts and then they should take their
places and read. Give students enough time to read and
understand the text. While they are reading they need to
answer the questions.

10

After Reading
Ask students to assess their peer while you are telling
them the right answer or they may do self-assessment.
Discuss the 6th question with the students as a whole
class. Ask students to explain their answers. Ask follow
up questions such as:

How far can world events such as the Olympics,

the Winter Olympics, tennis etc. help integration between
Kazakhstan and other countries?

What advantages and disadvantages does

involvement in international events bring to Kazakhstan?
Have stem sentences on the board for learners to use:
I think that
You may be right but
What about?
Im not sure that really true.
Possibly, but
Differentiation: Less able learners may be able to give a
summary or a list of the advantages and disadvantages.
More able learners may be able to write an essay which
expands on the theme.
Assessment: 4 correct answers are Achieved in Reading
(9.R9). Assess speaking by observing students. Students
get Achieved (9.S8) or Excellent mark if they are able to
recount stories or events about given topic.

Slide 8-11

Students thesis and

topic sentences

Time for Reflection and Giving feedback. Ask students

what was difficult and give advice how to improve this
problem. Students may have questions to teacher in this
case answer their questions.
BREAK
Before Writing
Explain students the organization of an essay.
While Writing
Give students the writing prompt: Is Kazakhstan
ready for big sport events and how it can affect to our
country?
First ask students not to focus on the hook, in order
not to waste their time. Ask them just to write thesis and 3
topic sentences to the prompt, because you will be able to
give feedback what to fix during the class time. As their
personality is different they may finish differently, in
different time. So start individual discussion with the
student who will finish first. Discuss about the strong and
weak sides of his/her writing, explain what to fix or
improve.
Differentiation: students are provided with flexible time
to finish their task. Each student will get individual
feedback from the teacher which provides better
understanding of the task.
Assessment: If students are able to write thesis and 3
topic sentences they are Achieved (9.W1., 9.W5 )
Once all students get feedback from teacher they may
they use the rest of the class time in order to start writing
hook, supporting evidence and conclusion.
Time for Reflection and Giving feedback. Ask students
what was difficult and give advice how to improve this
problem. Students may have questions to teacher in this
case answer their questions.
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?

Critical thinking

Differentiation by reading

tasks and support

More support:
Some questions are more
difficult than others
Allow thinking time.

The teacher will

observe and guide
the students helping
with their questions.
Oral and written
formative
assessment.

Higher Order Thinking

questions

Summary evaluation
What two things went really well (consider both teaching and learning)?
1: Some positive aspects of this lesson were the comprehension checks, activation of
schema, and integration of skills through reading, writing, and speaking activities.
Students were successful at the tasks. In the discussion activity students were engaged in
natural conversations, and if necessary, used negotiation of meaning to understand each
other's points.
2: Individual feedback to students about thesis and topic sentences went really well. It gave
a great opportunity to assess individually how deep the student understands the task.
What two things would have improved the lesson (consider both teaching and learning)?
1: The second part of the lesson was mainly teacher-centered. I think to use JIGSAW
activity next time so that students can explain the rules to each other.
2: Organization of an essay took more time than it was planned.