Ashraf Ashraf

Sports lesson- Adjectives and Adverbs
Intermediate level

Description

In this lesson, students learn about adjectives, verbs and adverbs related to sports through guided discovery based on a reading text about extreme sports. The lesson starts with a lead-in where sts. brainstorm sports vocabulary. This stage involves speaking and\or writing and will be presented with the target language, then to describe the pic. This is followed by a jigsaw where sts. read for gist, scan for vocab. and relate stories about exteme sports. Finally, there's a controlled practice through speaking or writing

Materials

Abc Flash cards
Abc Reading handouts
Abc Word cards
Abc Jigsaw reading texts

Main Aims

  • To provide gist and scan in the context of " do it, if you dare."
  • To provide clarification, review and practice of sports vocab. in the context of "do it, if you dare"

Subsidiary Aims

  • To provide accuracy speaking practice in a debate in the context of practising extreme sports
  • To provide process writing practice of a essay in the context of extreme sports

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T draws a spider diagram on the WB and writes "sports" in the middle. Then asks sts to elicit some adjectives related to sports. After eliciting the adjectives, T circles the ones related to "extreme sports" and asks sts what type of sports that are usually described by those adjectives. Eliciting the context, T gives sts the adjectives that they do not mention, then asks them some Qs about sports like: Are there any sports you like? Do you practise any extreme sports? etc. then sts brainstorm as many words related to sports as possible.

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible

After eliciting the adjectives, T shows sts some flashcards and divide the WB into two sections: go and do. sts match the flash-cards with the nouns and put them in the correct column. T asks ss what the sports are, what equipment is used, how do they feel in each photo and which types of sports are they? Then a model writing in the same ex is presented on the w/b. Ss are asked to follow and produce theirs. Ss then work in groups and write or speak about the sports. T asks individual ss to write or to say it. T checks the verbs used with WC for FB.

Highlighting & Clarification (4-6 minutes) • To draw students' attention to the target language

Ss are asked which of the sentences about extreme sports they agree or disagree with then, T explains that ss need to get only the main idea and read quickly. T gives ss one minute. - and asks ss to answer the question. Feedback is provided

While-Reading/ #2 (8-11 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

T. divides the class into four groups, asks each team about the person they are going to read about and what sport, then sts are asked to skim a jigsaw reading and find out as many words related to extreme sports as possible. Then, feedback is done and each team exchange their positions and scan the texts again to find out which person of the 4...ex 4 on page 48

Post-Reading (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T asks sts to write a text message or say it out about why they think people do extreme sports. T models a piece of writing for the class to follow. finally the sts are asked will you dare to do an extreme sport or not? follow up is done at the end.

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