Sarah McGuire Sarah McGuire

Work and Play: Vocabulary and Speaking
Beginner level


This lesson focuses on introducing, clarifying and practicing vocabulary related to sports and on providing the students with speaking practice to utilize the newly acquired vocabulary.


Abc Fill In The Blanks

Main Aims

  • To expose learners to vocabulary related to sports; to practice asking and answering questions about sports using the new vocabulary.

Subsidiary Aims

  • To practice speaking about sports in a context related to the students' country.


Lead In (5 minutes) • Set the context in an interesting and engaging way.

Write "What is/are your favorite sport[s]?" on the whiteboard (separate sentences to avoid confusion). Instruct students that you would like them to ask and answer this question with other students while mingling. Elicit from Ss that IS = used when talking about one sport; ARE= more than one sport. Model examples on the board: Example: My favorite sport IS basketball. My favorite sports are soccer and basketball. Model activity with a strong student. ICQs: If I have two favorite sports, do I say my favorite sport is or my favorite sports are? Are you talking to one student, or many students? Monitor.

Study: Elicit and Introduce Vocabulary (10 minutes) • Expose learners to common sports-related vocabulary

Review the PPT with students. Elicit vocab from visual on first slide PRIOR to showing second and discuss meaning; CCQs, ie. Do you swim in water? Do you need two people to play table tennis? Put up photos of cricket and baseball bats and volleyball net on the whiteboard when they apply to the sports vocabulary for clarification and reference of definitions. Switch to second slide and review pronunciation. Review meaning of NOUN by eliciting from students the answer to the question what is a verb? What is a noun? Model and drill pronunciation, choral then individual. WC Feedback.

Controlled Practice: Match the Word with its Definition (10 minutes) • Students practice an activity that requires them to match the sports vocabulary with its definition.

Display pictures with vocabulary on the floor for students to refer to while completing activity. Show students the handout. Instruct students that, in pairs, they will match the WORD with its DEFINITION (motion to WORD on the left of handout, DEFINITION on the right). Provide an example on the whiteboard (ie. American football =========>>> a game with two balls and two team full of people who use their hands to hit the ball over a net, or a game with one ball and two teams who run with the ball and try to hit each other to get the ball). Refer to the display visual for help. ICQs. Are you matching two words or a word and what it means? Can you use the pictures to help you? Are you working in pairs? Handout worksheet. Assign students to work in pairs. Monitor and assist. Students switch post-activity to compare answers. Distribute answer key.

Controlled Practice: Fill in the Blanks (5 minutes) • Consolidate spelling of sports vocabulary by having students fill in the missing vowels.

Show students the handout. Tell students they are going to fill in the names of the sports using the missing vowels in partner (different partners than before). Elicit the meaning of vowels from students. Write them on the board. Model the first question of the activity on the whiteboard. ICQs. Are you going to put a letter or a whole word in the space? Will you use only vowels (a, e, I, o, u)? Will it be the name of a sport? Give students handout. Monitor and assist.

Production: Countries and Their National Sports (5 minutes) • Provide students with freer practice in which to utilize vocabulary during discussion within the context of naming countries and their national sport.

Show students flag of Turkey. Ask students, "What is this?" When students answer, explain concept of national to them. Use gestures to demonstrate relationship. Show students the handout. Refer to the graph and the names of countries below it. Explain to students that each graph with country names represents a sport. Students, in pairs, need to guess what sport or sports it may be. Model this activity with a stronger student. Provide model language and list of sports on the whiteboard: A.I think number one is swimming. What do you think B. I think it's basketball. Sports to choose from: Basketball, swimming, running, table tennis, cricket, basketball, American football, football ICQs. Will you work in pairs? Will you use the vocabulary list on the whiteboard and the handout? Will you decide which sport is famous for the countries in each graph? Do you choose one sport per graph or more than one?(demonstrate to the graph bar on handout) Monitor and assist. Have students switch pairs and check answers. Provide answer key and whole class feedback.

Production: Discussion (10 minutes) • Students work in pairs to ask and answer questions about sports and their country.

Write the questions on the whiteboard: 1. Which sports are popular in Turkey? (elicit meaning of popular/clarify as required. Write the definition on whiteboard). 2. Which sports are NOT popular? (elicit meaning of "not popular") 3. Is there a national sport? Explain this by giving an example, ie. Canada's national sport is hockey. ICQs for question 1: Are you going to talk about which sports are popular in Turkey? Does popular mean that many people like it? For question 2: will you discuss which sports people don't like or that are not popular? Will you talk about Turkey's national sport, if it has one? Monitor for error correction. Have students switch pairs and discuss with another student. Repeat if time allows.

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