Evrem Evrem

B1+ level


The topic of this lesson is sport. The lesson begins with a vocabulary focus on words and phrases connected wıth sport. This is followed by a reading about the superstitions that many sportspeople have. Then Sts have a speaking activıty about sport which caters for both sts who like and do sport, and those that do not. Also, talking about the superstitions they have when they are playing or wathing sport or before an exam?


Abc Pictures
Abc Audio
Abc Taking a shourt cut text
Abc Speaking topics
Abc Grammar Exercise

Main Aims

  • To provide fluency and accuracy in the context of sport

Subsidiary Aims

  • To provide gist reading practice using a text about a famous cheating moments in the context of sport


Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

T writes on the board the names of three most popular sports in sts' country and drill the pronunciation. Then get a show of hands to find out how many people in the class like watching these sports and how many do these sports. T asks sts if they think the class statistics are typical of their country as a whole. T gives a pictures card to sts and set a time limit for them to find the names of the sports on the pics in small groups. (make it as a competition). Then Sts in pairs match the pics with the words and complete the sentences with the correct verb.

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

Sts listen to an interview with an ex-Champions League football referee from Spain and answer five questions. Sts compare their answer and teacher elicits the answers. Then sts listen to part 2 to complete the sentences with one to three words and again sts compare their answers with a partner and teacher checks. Then sts read a very short text about a marathon runner who cheated and find out how she cheated.

Task (10-15 minutes) • To provide an opportunity to practice target productive skills

Sts are asked to tell a partner a anecdote (this can be a make-up story or a real story). Sts need to choose one of the given topics and teacher gives them a time to think what they are going to say. Teacher monitors and help sts with their planning and with any specific vocabulary. Sts in pairs tell their anecdotes and the other pair listens and asks questions to understand if its real or not. Then the other student tells his/her story. T monitors but do not correct sts too much because here fluency is important.

Planning (6-10 minutes) • To provide an opportunity to plan students' reports

sts plan to report their stories. T allows them to write their stories, walks around and helps if they need it.

Report (15-20 minutes) • To allow students to report on how they did the task and how it went

Sts report their stories and they all together decide which story was the most interesting, which one has a happy ending and which one has a sad ending.

Language Analysis (8-10 minutes) • To clarify the meaning, form and pronunciation of the task language

While students report, teacher takes note and correct them on the board. Also, they go back and look at the short text again underline the verbs with past simple, past continous and past perfect and whole class discuss the meaning form and pronunciation.

Language Practice (10-15 minutes) • To provide students with practice of the task language

Sts are given extra grammar practice to complete the sentences with the past simple, past continous or past perfect. If no time in the class, give as homework.

Web site designed by: Nikue