Professional Sports (A conversation Lesson)

The latest post on Richmond share blog was about the most frequent question asked: “Teacher, sou fluente?” http://www.richmondshare.com.br/teacher-eu-sou-fluente-faq/ 

Please have a look and feel free to share your ideas (they will be most welcome).

This lesson is adapted from: Dummet, P., Hughes, J. & Stephenson, H. (2016) Life Advanced. National Geographic. Cengage Learning (pages 26-27). And it is planned to be used with Advanced Level students (EF C1) – Adult/young adults.

 

The topic of the lesson: Daring, Defiant and free

[Slide 1]

  1. Setting the scene  – background Image below (working with a video)
  • Interaction:  S-S / Ss-S (pairs or trios)
  • Timing: 7′
  • Monitoring: Teacher walks around the room listening to students’ contributions and making note of important points to be discussed in the feedback part of the lesson.
  • Feedback: Teacher provides ss with feedback on vocabulary and pronunciation.Climbing

Students will watch the following video from Nat Geo channel (up to  1’10”).

World’s Hardest Climb goal of Yosemite Wall Climber | Nat Geo.

https://www.youtube.com/watch?v=l_lZc7nATT4

Yosemite climber

And answer the following students: 

  • What professional sports can you think of that are particularly dangerous?
  • Are you prone to practicing extreme sports? 
  • In your viewpoint, what motivates people to do this kind of thing?

[Slide 2]

1.1 Working with vocabulary from the video – detailed information – Use the same background image above.

  • Interaction:  S-S / Ss-S (pairs or trios)
  • Timing: 20′
  • Monitoring: Teacher walks around the room listening to students’ contributions and making note of important points to be discussed in the feedback part of the lesson.
  • Feedback: Teacher provides ss with feedback on vocabulary and pronunciation.

Students watch the whole video and work on the following vocabulary. They will make notes, re-watch the video and pay attention to the use of these words in context. After, they have to decide what these words mean. 

  • daunting
  • humbling and inspiring
  • follow sb’s bliss
  • subordinate (verb)
  • prior to
  • a party (to his vision) 5’20”
  • pitch-worthy
  • (that was) a sharp (one)

[Slide 3]

1.2 Using the vocabulary in context (from the video)  – Use the same background image above.

  • Interaction:  S-S / Ss-S (pairs or trios)
  • Timing: 15′
  • Monitoring: Teacher walks around the room listening to students’ contributions and making note of important points to be discussed in the feedback part of the lesson.
  • Feedback: Teacher provides ss with feedback on vocabulary and pronunciation.

Students discuss the following questions:

  • Are there any sports you find daunting? Generally speaking, what else do you find daunting?
  • What places in Brazil can be called humbling and inspiring, in your opinion? What about other off the beaten track places in the world?
  • When you chose (or will choose) your degree, did/will you follow your bliss or did/will you choose what showed/s fast results?
  • Prior to studying English did you study any other languages? 
  • Do you have any professional or personal projects that are going to be pitch-worthy?

[Slide 4]

2. Introduction to the reading task  – use the same background Image above

2.1 Reading for general information: skimming.

  • Interaction:  S-S / Ss-S (pairs or trios)
  • Timing: 10′
  • Monitoring: Teacher walks around the room listening to students’ contributions and making note of important points to be discussed in the feedback part of the lesson.
  • Feedback: Teacher provides ss with feedback on vocabulary and pronunciation.

Ask students:

  • How do you think this man is able to do this?
  • How was this picture taken?

After students discuss these questions, they will read the article on page 27 and check their answers.

Check with the whole group.

Find the article here: Daring, Defiant and Free

  2.2  Reading for detailed information – scanning (working with vocabulary).

  • Interaction:  S-S / Ss-S (pairs or trios)
  • Timing: 20′
  • Monitoring: Teacher walks around the room listening to students’ contributions and making note of important points to be discussed in the feedback part of the lesson.
  • Feedback: Teacher provides ss with feedback on vocabulary and pronunciation.

Have the following words on the board. Students will do as they did with the video, but now going back and re-reading the article. They have to find these words in context and decide what they mean.

  • clinging to
  • as thin as a coin
  • ripples
  • free soloing
  • glass-slick slab
  • smear (verb)
  • stunned
  • dangling (like a spider)

2.3  Using the vocabulary in context. 

  • Interaction:  S-S / Ss-S (pairs or trios)
  • Timing: 15′
  • Monitoring: Teacher walks around the room listening to students’ contributions and making note of important points to be discussed in the feedback part of the lesson.
  • Feedback: Teacher provides ss with feedback on vocabulary and pronunciation.

After you checked the meaning of each word and their use, students can have a freer practice. Here they can create the questions they are going to ask their peers. Just remind them it should the around the topic of the lesson, when possible.

Or, you can have more questions for them:

  • If it were you dangling from a rock, who would be the first person you would think of? 
  • Do you prefer reading books as thin as a coin or the biggest ones?
  • How would you describe the feeling of free soloing?
  • When was the last time you felt stunned?

[Slide 5] Have the last 3 minutes to round-off, check the vocabulary they have acquired and re-visit the topic of the lesson.

 

 

Advertisement

Published by

BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s