SPORTING 8 MOMENTS any word not used in English (for example waterball Objectives instead of water polo ). Elicit suggestions from the whole class and build up a list of words on the FUNCTIONS talking about feelings; talking about sports board for students to copy and learn. Practise the GRAMMAR past continuous; past continuous vs. past pronunciation of any trickier items by reading out simple; when and while the words and getting the class to repeat. VOCABULARY sports and sport verbs; adverbs of sequence Student’s Book page 74–75 Optional extension For an extra challenge, ask students to identify which sports READING mentioned are: a) team sports, b) individual sports, c) ball sports, d) winter sports, e) summer sports. Note that some 1 Books closed, ask the class: How much do you like sports can go in more than one category, and some can’t be sport? Do you love sport or do you think it’s OK? categorised like this. Who doesn’t like sport? Ask for a show of hands. To practise the vocabulary in Exercise 2, ask students to say Ask individual students who love sport what their which sports they named in Exercise 3 go with the things favourite sport is and ask students who don’t like listed. For example: water polo needs a ball , water , and teams sport why they don’t like it. Then, ask students to play in a match . open their books and look at the pictures showing 4 Students go through their lists individually, and mark difgerent sports. If you’re using an interactive the popular ones and the ones they personally like. whiteboard (IWB), display the pictures on the screen, Allow up to two minutes for this. with books closed. Elicit the names of any sports 5 SPEAKING Students compare their ideas in pairs. students recognise. Students match the words to the photos. Ask them to compare answers in pairs before Monitor and help with vocabulary as necessary. you check with the whole class. Pay special attention Ask each pair to agree on what they think the top to the word stress in mountaineering /maʊntɪˈnɪərɪŋ/ three most popular sports in their country are. Elicit and athletics /æθˈletɪks/. suggestions from pairs, then have a quick show of hands to fjnd out which sport is considered most Answers popular within the class. 6 Students look at the photos and identify the sports 1 C 2 B 3 E 4 F 5 D 6 A ( athletics and mountaineering ). If you’re using an 2 Do the fjrst word together as a class. Ask: In which IWB, just display the photos, and cover up the sports do you have a ball? Do you have a ball in two blocks of text and the title. (You may need to basketball ? (yes); Do you have one in horse racing? prepare covering panels for this before class.) Elicit (no), and so on. Students then work in pairs to try suggestions for what connects the stories. Write and decide which words go with which sports. Tell these on the board to facilitate feedback following them that a word may go with more than one sport. Exercise 7. Elicit suggestions for each word, and ask the rest 7 2.12 Play the audio for students to listen to and of the class to listen, check and correct answers as read the article to check their ideas. Refer them necessary. back to the notes on the board, and ask students to say which ideas were right, and which were wrong. Answers Check their comprehension of the gist of the stories by asking: What happened to Derek? (He hurt his leg a ball: tennis, basketball a race: horse racing, track during the race.); What happened to Gerlinde? (Her water: swimming, mountain climbing (snow and ice) friend and climbing partner had an accident, fell rope: tennis (net), swimming (lane lines), mountain climbing and died.) a net: tennis, basketball Answers 3 You may like to do this activity as a competition between small groups. Set a time limit of, say, two 1 athletics and mountaineering minutes. Each group should appoint a student to be 2 The stories are about not giving up. the list-keeper. The team to write the most sports in English wins. You may like to introduce a rule that you deduct a point for each incorrect word, or 75
8 Students fjrst read the statements and underline the elicit the corrections from the students. To follow up the discussion, ask pairs to come up with two key words. This will help them fjnd the relevant information in the text. Remind them that the additional sentences of their own relating to trying, winning and losing. For example, you could ask information will appear in the same order in the article as the sentences in the exercise. Students fjnd them to think about the right way to behave if you win something as well as if you lose. Give students a and underline the the parts of the text that relate to few minutes to discuss their ideas in pairs and then the sentences before correcting them. They can work individually or in pairs but, in either case, give them conduct whole-class feedback. some time to compare their ideas with a partner before you check answers as a class. Student’s Book page 76–77 Answers GRAMMAR 1 The weather in Barcelona was good / sunny. 2 Derek Redmond was in the 400-metre race. Past continuous 3 The race organisers tried to stop Derek. 1 Students try to complete the sentences from memory, 4 Derek was walking when he crossed the finish line. then look back at the article to check. Then they 5 In 2010, Gerlinde Kaltenbrunner had already tried to complete the rule. Ask students to compare ideas climb K2 four times before. with a partner before you check answers as a class. 6 Gerlinde was with his friend (Fredrik Ericsson) on the Ask: Is this structure more like the present simple or mountain. the present continuous? (the present continuous) ; In 7 The accident happened in the morning. 8 Gerlinde has climbed every mountain that is over 8,000 what ways is it formed like the present continuous? (It metres. is formed with ‘be’ plus the - ing form of the verb.); What do we use instead of the present tense of ‘be’ – is and are? (the past tense of ‘be’ – was and were ). You Fast finishers can also point out that, like the present continuous, Students work in pairs to write some further incorrect the past continous is used to describe an ongoing statements about the text, then swap with another pair to or unfjnished action which is happening ‘around’ make corrections. a point in time. Answers Optional extension Ask students to re-tell the story in their own words. Write 1 was shining 2 was running 3 was climbing the following prompts on the board: Where were the people? 4 was trying What were they doing? What happened? What did the people Rule do afuer this? How did the people show they didn’t want to give up? Ask a few volunteers to share their versions of the actions in progress story with the class. Ask the rest of the class to follow the text and see if the speakers miss out any important details. 2 Students look through the text for further examples Alternatively, put students in AB pairs and instruct A to tell and underline them. Ask them to compare underlined the story – using notes but with his/her book closed while B examples in pairs, then work together to complete checks. Switch roles and repeat. the table. Monitor to check that all students are on the right track. Answers Examples: Derek was crying; 60,000 people were cheering; Trying, winning and losing she was trying to climb the mountain; it was snowing; the 1 Check/clarify: win , lose , go wrong , keep going , fail . two climbers were getting ready Write the words on the board and ask: What is the 1 was 2 were 3 wasn’t 4 Was 5 Were opposite of winning? (losing); What is the opposite of 6 was 7 wasn’t 8 were 9 weren’t suceeding? (failing); If you try to do something but everything goes wrong, are you more likely to succeed or fail? (fail); What do you think the opposite of ‘go wrong’ PRONUNCIATION could be? (go right); If lots of things go wrong, but you To practise weak and strong forms of was and ‘keep going’, does this mean you stop and give up? (no). were , go to Student’s Book page 121. Then focus students on the sentences and give them a minute or two to think about them. 3 Ask students to read the instructions. To start to get 2 SPEAKING Ask students to discuss which statements across the ideas that the past continuous is used to they agree and disagree with. In pairs, they should describe continuous ‘background’ action that was rank them in order of importance and reach an happening at a time when a specifjc event happened, agreement with their partner about this. Monitor and ask: Were the students in the class before the sports help with any challenging language as necessary. teacher arrived? (yes); Did the teacher arrive at a As the focus is on fmuency and educating the whole specifjc time? (yes); So what the students were doing, learner, avoid correcting errors unless they hinder was it happening at the specifjc time when the teacher comprehension. Make a note of any serious errors in came in to the room? (yes). Students complete the the use of the past continuous and past simple; then gaps individually, then compare their ideas in pairs put the most frequent mistakes on the board and before you check answers as a class. 76
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