Theme: Sports equipment

LESSON PLAN
Date_____ Form_____ Subject: English
Theme: Sports equipment
Grammar : Adverbs of frequency
Reading : Try these sports! Sports equipment
Listening : An interview about an unusual sport
Speaking : Talking about sports
Aim of the lesson : to learn the names of unusual sport
Type of the lesson: Individual, Pair Work, Group Work
Equipment of the lesson: Textbook “Prepare ", pictures, flashcards, a ball, blackboard, handouts, worksheets
TECHNOLOGICAL MAP OF THE LESSON:
Part of the lesson Tasks Time
1.Organizational moment
- to great pupils
- to check up the register 3mins
2. Repeating last lesson
- to give pupils some question about the lesson ;
- to ask words from previous lesson 5mins
3. Explaining new theme
- to explain to pupils new vocabulary and theme. 10mins
4. Consolidating
- to consolidate new theme and new words of the theme 18mins
5. Homework / Evaluation
- giving homework 2mins
- to mark pupils 2mins
Procedure of the lesson:
I. Organizing moment: Motivation, Greeting, checking attendance, season, weather, checking the preparation for the lesson.
- Check for homework given on past lesson.
- Ask pupils all new words learnt on previous lesson.
II. WARMER
III. Pre-activity
1. Encourage the students to underline the sports equipment in the three Reading texts on page 16 (e.g. bike, ball, goal, stick, bat, puck). Then, ask them to try to find some of these underlined words in the photos before matching the words in the box.
Answers
The answers are recorded for students to check and then repeat. A racket B stick C bat D ball E board
2. Books closed. Copy the table onto the board with the column headings and challenge the students to think of at least two sports for the first two columns and one sport for the last column (e.g. surfing, snowboarding and skateboarding). If appropriate, organise the students into teams and award points for sports with the correct spelling. Next, ask the students to complete the table in their books, but point out that some words don’t go in the table, i.e. sailing, skating, cycling, swimming and running. Then, ask them to add any extra sports from the board.
Answers
The answers are recorded for students to check and then repeat.
Use a stick, a racket or a bat:
badminton (racket), baseball (bat), gillidanda (sticks or one stick and one bat), hockey (stick), octopush (stick), table tennis (bat), tennis (racket)
Use a ball:
baseball, basketball, cycleball, football, hockey, rugby, table tennis, tennis, volleyball
Use a board:
Surfing, snowboarding
3. Encourage the students to cover the words in Exercise 2 and try to complete the sentences from memory first. When they have finished, encourage them to test each other on these word in pairs by asking the question
What do you need to play [name of sport]? and answering
You need … .
Answers
1 bat 2 balls 3 bat 4 ball 5 racket 6 stick 7 ball
IV. LISTENING
1. Encourage the students to look at the photos and predict how the sport is played, what equipment is needed, whether it is played in teams, and whether it is played inside or outside.
Answers: 1. B 2. A
2. As they listen for the first time, students should also check their predictions in Exercise 1.
3. Encourage the students to read the sentences first and choose the correct words before they listen again. With a weaker class, play the recording for a third time and stop after each answer. With a stronger class, play the recording for a third time, stop after each of the interviewer’s questions, and encourage the students to repeat the question with the correct intonation.
Answers : 1 four 2 six 3 give 4 throw
V. SPEAKING
1. Encourage the students to choose a sport quickly. Alternatively, write some sports on different slips of paper and give one slip to each student. Then, ask the students to read through the questions and make some notes on their sport. Check that the students can say each question with an interested intonation (rather than flat and bored) by asking them to listen to you and then repeat. Student A now asks Student B about their sport. Point out that Student B shouldn’t use the name of the sport in their answer as Student A will need to guess the sport. Encourage Student B to use some of the new vocabulary and to use full sentences. Have Student A guess the sport before Student B confirms the answer. They then swap and Student B asks Student A about their sport.
Answers: Students’ own answers
VI. COOLER
Have a general knowledge sports quiz. On the board, write some questions based on the information in this unit (see below). Play in teams. Each team takes turns to answer a question and gets a point for a correct answer. If time allows, students write five questions for another general knowledge sports quiz. They can either use the information in the unit or they can look for new information on the internet. Finish the next class with this new quiz.
Sample questions (and answers)
1. What sport does Sophie White play? (rugby)
2. How often does she go to practice games? (three times a week)
3. Does Ben James live in the mountains? (no)
4. Does he go snowboarding with his friends? (no)
5. What’s another name for octopush? (underwater hockey)
6. How many players are there on a cycleball team? (two)
7. Are gilli-danda sticks the same size? (no)
8. What’s special about a Pato ball? (there are six handles)
VII. Evaluation. Marking pupils according to their attendance.
VIII. Homework. Give students Exercise 1 (on page WB9).
Find nine more words for sports equipment and sports.