Zinat Zinat

Intermediate level


This lesson encompasses a variety of lexical sets around the topic of sports. It starts with nouns, goes onto collocations and then introduces four basic verbs commonly used in sporting contexts. The lexis is presented through different activities- i.e., matching pictures to lexical items, matching lexical items to other sets of related words, and gap-filling. All these activities lead to practicing productive skills in which Ss work in pairs to have dialogues (question and answer) on sports topic.


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Main Aims

  • To activate Ss' schemata by eliciting their vocabulary knowledge and adding to it with the help of classified lexis which assists Ss to experience a more systematic and organized learning.

Subsidiary Aims

  • Ss build upon their vocabulary through different activities which empowers them to set an independent speaking activity with the least amount of teacher intervention.


Stage 1- Lead-in (2-3 minutes) • To activate the schemata and engage all Ss in the lesson

A set of nine pictures on the topic of sports is projected on the WB. The Ss will be asked to express what they think each picture represents. The aim is to elicit as many words as possible to warm up Ss' brain and get them interested in the topic. The elicited words will be written on the WB.

Stage 2- Set Up Activity (5-7 minutes) • To introduce the new vocabulary

Handouts are given out to students. It includes the set of 9 pictures already projected on the board along with new vocabulary. Ss are supposed to work on their own and match the vocabulary with each picture. Then, they will work in pairs to check their answers. The T reveals the answer key on the board so that all Ss have a FB on the activity. The Ss see the phonetic transcription of each word next to it. Each S is called on to try to read one word. After eliciting Ss' pronunciation, the T does a concept checking on the pronunciation and highlights the stress of vocabulary, which is followed by WC and solo drills.

Stage 3-1. Expand the activity (5-7 minutes) • To provide deeper practice by adding related collocations

The Ss follow the handout and start the next activity. Here, they are supposed to fill in the gaps with related lexical items. First, Ss do the gap-fill activity in solo and check it with a partner. Then, the T provides FB on the activity by reading the answers one by one. After each answer, the T tries to make Ss aware of the relationship between the words in each collocation so that they can set up a logical connection within each lexis. By doing so, the T tries to make the vocabulary more understandable by using techniques like visuals, drawings, contrast/ comparison and other ways that may arise during the lesson depending on Ss' knowledge.

Stage 3-2. Expand the activity (6-8 minutes) • To expand the activity by adding related verbs

Ss start a new activity in which they get familiarized with four basic verbs about sports. They work in solo and write the three parts of the verbs in their HOs. Then, the meaning of the verbs will be elicited and checked for meaning and form. After they have been clarified on the meaning, they will practice the pronunciation of the verbs in choral drill and/or PW/GW patterns. In the end, they are required to use the verbs in the following sentences to ensure they have understood the meaning and usage of each verb.

Stage 4- Productive Skills Practice (12-15 minutes) • To put the learned vocabulary into practice

After several controlled practices, now Ss must be prepared to have a freer practice by setting up dialogues, in which they ask and answer about sports. The T is the least active member of the class in this task. She only gives the instructions on how to do the activity, puts the Ss in pairs and gives the lead to the Ss. The role of the T is this stage is to only monitor and support Ss by giving them directions or the right vocabulary in a way that does not break the flow of the conversation. She also takes note from Ss so that after the activity can provide FB on them.

Stage 6- Closing (3-5 minutes) • To provide feedback on the last activity

The T has some notes she took during the speaking task. She praises the best expressions used by Ss during conversation by highlighting them and also provides the correct form of the mistakes Ss made in their speaking practice. If needed, she writes the notes on the WB.

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