Lesson Plan

Teacher:
Form: 5th Grade
Level: Beginners
Lesson: Which do you choose? Sports and games
Text book: Pathway to English, E.D.P
Time: 50 min
Aims: By the end of the lesson students will be able to:
Cognitive:
- to make the difference between sports and games;
- to identify types of sports/games;
- to associate adjectives with a sport/game;
- to agree or disagree with somebody;
Affective:
- create interest in the topic;
- stimulate their imagination;
- be confident in them when speaking a foreign language.

Approaches: Communicative and Discovery Approach

Techniques: Brainstorming, Elicitation, Oral Drill Activities, Description, Conversation,
Drawing, Anticipation, Reproducing Sounds. Games
Materials: Textbook, Blackboard, Small Football/Tennis Ball, Handouts.

Stage of
lesson

Teachers activity

Students
activity

Interaction

Skill

Tim

I.
Warm-up
II.
Homework

III.
Lead-in

IV.
Feed-back
V.
Introducing
new
material;

1. Teacher greets the students and calls the

roll

- ss answer

T-SS

Speaking

1 min

- ss answer and
correct their
homework

SS-T
SS-SS

Speaking
Listening
Writing

3 min

1. Teacher asks students if they recognise the - ss answer

ball and share something about the sport with
which is played. Then, brings out a second
ball and asks students to tell her which type of
ball it is.

T-SS
SS-SS
SS-T

Speaking
Listening

2 min

1. Teacher offers feed-back and encourages

students to participate.

- ss listen

T-SS

Listening

1 min

1. Teacher writes the title on the blackboard

and announces the objectives of the lesson.
She asks students if they know the difference
between sport and game.
2. Teacher offers the definitions and invites
students at the blackboard to write as many
sports and games as they know.

- ss listen

T-SS

Listening

1 min

- ss listen
- ss write

T-SS
SS-SS
SS-T

Writing
Listening

3 min

3. Teacher allows time for students to write

down all the words from the blackboard and
asks them to open their books at page 93.

- ss write

T-SS
SS-SS

Writing

2 min

4. Teacher asks students to pay attention to all

the sports pictured in their books and invites
them to ask each other which game/sport they
prefer:
SS: Which game/sport do you prefer?
SS: I prefer (football). And you? Which
game/sport do you prefer?
SS: I prefer (chess).
5. Teacher hands students a list of adjectives
(Appendix 1) and asks them to associate each
game/sport with one adjective.
6. Students are invited at the blackboard to
write their answers

- ss answer

T-SS
SS-SS

Speaking

- ss write

T-SS

Writing

3 min

- ss write

SS-T

Writing

2 min

7. Teacher explains students that what they

did is give, in fact, a reason why they like a
sport/game.
For example: chess boring
I do not prefer chess because it is boring.

- ss listen

T-SS

Listening

1 min

1. Teacher checks homework

2 min

8. Teacher asks students to make up sentences

as the given examples: I prefer (chess)
because it is...
I do not prefer (chess) because it is...

- ss write

SS-SS

Writing

3 min

9. Teacher checks students answers to see if

they are correct.

- ss report their
answers

SS-T

Writing

1 min

10. Teacher invites students to look at

Language Focus Box and agree or disagree
with one sentence written on the blackboard,
using the expressions in the box.
11. Teacher asks students to write their
answers in their notebook while handing them
a worksheet: Agreeing and Disagreeing.
(Appendix 2)

- ss listen
- ss answer

T-SS
SS-T

Listening
Speaking

2 min

- ss write

T-SS

Writing

2 min

12. Teacher briefly revises the lesson and asks

students if there is any piece of information
they did not understand

- ss listen and
offer feed-back

T-SS
SS-T

Listening
Speaking

1 min

VI.
Feed-back

1. Teacher offers feedback and thanks

everyone for the lesson.

- ss listen

T-SS

Listening

1 min

- ss write the
homework

T-SS

Writing

2 min

VII.
Homework

1. Teacher announces the homework for the

next lesson and explains what students have
to do: exercise 6.b page 95

Appendix 1
List of adjectives

Associate one adjective with a game/sport

Terms

CHALLENGING
DANGEROUS

Definitions

difficult in an interesting way that tests your ability

that involves risk

ENJOYABLE
EXCITING
FRIGHTENING
FRUSTRATING
HEALTHY
RELAXING
RISKY
THRILLING
TIRING
UNSAFE

giving pleasure
causing great interest or excitement.
making you feel afraid
causing you to feel annoyed and impatient because you cannot
do or achieve what you want
promoting health; good for your health
helping you to rest and become less anxious
involving the possibility of something bad happening
exciting and enjoyable
making you feel the need to sleep or rest
not safe; dangerous

Appendix 2
Agreeing and Disagreeing

Agreeing strongly

Agreeing mildly

For example:
That film should be banned.
You are so right.
Absolutely.
I totally/completely/fully agree.
That's exactly what I say.
Of course it should.

For example:
That film should be banned.
I suppose so.
Well, yes, maybe it should.
Should it? Okay.
If you say so.

Staying neutral

For example:
That film should be banned.
Well, that's your opinion.
Perhaps. Perhaps not.
Mmmm.
Ah. That film.

Disagreeing mildly

Disagreeing strongly

For example:
That film should be banned.
Do you think so?
Why that one in particular?
Well, it is challenging.
Isn't banning it rather extreme?

For example:
That film should be banned.
No, it shouldn't.
That's rubbish.
What are you talking about?
You are so wrong.

To make their disagreement seem less forceful, English people will use words like Well,
Actually or Yes, but at the start of their sentence. They might also apologise for disagreeing
For example:
That film should be banned.
I'm sorry, but I don't think so.
Yes, but you want almost every film banned.
Well, actually, it's not that bad as a matter of fact.