The Olypic Games, sports
Intermediate, B1 level
To provide detailed reading practice using a text about Sports in the context of The Olympic Games
To provide clarification of Verbs for actions in the context of Sports
Procedure (40-52 minutes)
T writes 5 phrases related to the Olympic Games and poses 2 questions; 1. All of these are about one thing - what? 2. One is incorrect - which one? T asks the students to work in pairs and try to find the answers. After they finished their discussion, T checks the answers and gives feedback to the students. T gives the questions to the students that the phrases on the board are answers for. The students that have already formed two groups, should match the questions to the answers on the board then T points to one group and one of them asks one of the questions. A student from other group answers and they change the role and continue till the questions are finished.
T holds the visuals one by one and elicits the right verb for each visual. After sticking them on the board, T drills the words and ask concept check questions and write the words on the board each next to the right action. After drilling, T puts some pieces of papers on which the name of different sports are printed. T asks students to stand up and take the papers one by one and by their classmates' help match the sports with the proper verbs. T checks the matching with the whole class.
T gives the instructions to the students on how to do this activity and after asking ICQs he plays the the recording in which a person describes a sport without saying the name of it. The students should guess the name of the sport. T replays the recording if the students need to listen more and checks their answers and asks them for their reasons to make sure if they have understood the description and the verbs in it or not.
T writes the definitions of four words on the board. He divides the students into two groups and gives them the instructions. Each group will be given two words and try to match the words they have with the right definition on the board. They come to the board and stick the words next to the definition. T will checks their job and corrects the probable mistakes then asks concept check questions and drills them.
T divides the class into two groups and numbers the students in each group the way that there will be a counterpart for each student in the other group (for example 2-2 3-3). T gives them a clear instructions for this part and after asking ICQs gives each group half of the text along with the questions for both halves. T sets asks students to read their half and answer the questions for it. When both groups finished their job, T tells the students to find their number in the other group and seat next to them. The students work in pairs and ask questions about the their partners' half and answer their partners' questions about their own half. Finally teacher makes sure if there is an agreement on every answer.
T asks the students to form 3 groups. They will be given a set of pictures in sequence that tells a story about a girl who were an Olympic champion, but in a car accident she became disabled. After a period of time she decides to compete in the Paralympics and the rest of the story. Each group look at the pictures carefully during the certain time they are given and try to understand and practice telling the story with their teem-mates. When the time is over T asks one group to start telling the story from the beginning. Each group covers two pictures and stops for the other group to continue. T listens to the students very carefully and writes down their mistakes for delayed correction.