Expressing interest

Long-term plan unit: 8 Sports

School:

Lesson 8

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Expressing interest

Learning objective (s) that this lesson is contributing to

5.3.4.1- respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics;

5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges;

5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lesson objectives

All learners will be able to:

Most learners will be able to: •watch teenagers talking about their favourite sport.

• practise talking about the sport I did at the weekend.

Some learners will be able to:

Success criteria

Demonstrate an ability to organize and express ideas clearly

Recognize factual details in a given argument related to the topic

Figure out the content of a short text with some support

Value links

Lifelong learning

Cross curricular links

PE

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up

Books closed. Write: Do you watch or do a sport at the weekend?

• Put students into pairs to ask and answer the question.

• Ask some students to report back to the class on their partner.

Ask students to open their books at

page 90. • Tell students they are going to watch some

teenagers answering the following question: What’s your favourite sport and why? • Give students some time to look at the list of sports and then play the video. • Students work alone to tick the sports.

• Students can compare answers in pairs before you check answers with the class.

Videoscript

Adult: What’s your favourite sport and why?

Steve: My favourite sport’s swimming. I like being in the pool, and I love winning competitions.

Petra: My favourite sport is tennis because it’s fast

and fun.

Binny: I don’t like sports very much, but football is okay. I like kicking the ball.

Evan: I love baseball. I usually play baseball with my friends but on the weekends I play basketball with my dad.

Rachel: I don’t like playing sports. But I like watching sports.

Emily: I love playing volleyball. I’m the captain of my team. It’s a lot of fun and we’re really good friends.

Courtney: My favourite sport is soccer. I think I’m pretty good at it. My team practises twice a week and we play games on Saturday.

Freddie: My favourite sport is table tennis. I’m really good

at it.

Adult: What’s your favourite sport and why?

Answers

baseball basketball football soccer swimming

table tennis tennis volleyball

Put students into pairs to ask and answer the question.

• You could then fi nd out which is the most popular sport with the class as a whole.

3 2.24 Give students time to read the question, then play the recording.

• Students compare answers in pairs before you check the answer with the class.

Answer

She went windsurfi ng.

4 • Refer students to the words and phrases in the Useful language box and check understanding.

• Explain that when expressing interest, we need to get the intonation right. If our voice is fl at it will either seem that we are not interested or that we are being sarcastic.

• Put students into pairs and give them a couple of minutes to

complete the conversation.

5 2.24 Play the recording for students to listen and check

their answers to Exercise 4.

• You could play the recording again, pause it after each of the words and phrases in the box, and ask students to repeat them.

Answers

1 How was it? 2 What happened? 3 Really? 4 Cool!

Students work in pairs to practise the conversation in

Exercise 4.

7 Before students begin this exercise, teach the distinction between fall off and fall down. Fall off refers to dropping from something onto the ground, whereas fall down means to lose your footing and fall to the ground.

• Read through the instructions and make sure that students

understand what they have to do. Encourage stronger students come up with their ideas.

• Put students in pairs to practise their conversations. Monitor while students are practising their conversations.

• Check that they are using the phrases from the Useful language box correctly.

Homework

For homework, students can use their smartphones to record a video diary of their weekend. They record their videos at the end of Saturday and Sunday, saying what they did each day. At the beginning of the next class, students can work in pairs and try to guess what their partner did at the weekend before watching the video to find out.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-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?