(indoor) swimming pool ['swɪmmɪngˌpuːl]плавательный бассейн,
tennis court ['tenɪsˌkɔːt]теннисный корт
• Have students look at the Key Words and see if they can guess the meaning of any of them.
• Students then check the meaning of the Key Words in their Mini-dictionaries.
• Students listen and repeat the Key Words on the recording. Play the recording again for students to listen and identify where the main stress comes in each expression.
• Students work in pairs, looking at the information about the sports centre to find which of the Key Words are not in the text.
Reading and Listening Exercise 2 p.44
• Have students look at and talk about the photo (Who/Where are they?).
• Have individual students read the adjectives aloud.
• Play the recording twice for students to listen and complete the dialogue with the adjectives.
• Check students' answers by playing the recording again, pausing it before each answer.
Answers 1 good 2 fantastic 3 Great 4 big 5 terrible 6 new 7 boring
Tapescript
Kostas: Megan, is there a sports centre near here?
Megan: Yes, there's a good place near Newmarket Road. It's got a fantastic gym.
Kostas: Great! Is there a swimming pool?
Megan: Yes, there are two pools. There's a children's pool and a big pool.
Kostas: Good. There's a big pool near my house in Rhodes. And is there a sauna?
Megan: No, there isn't. And there isn't a jacuzzi. There are five tennis courts but there aren't indoor courts.
Kostas: Mmm ... I can't play tennis very well. Are there tennis classes?
Megan: Yes, there are. There are tennis classes in the afternoon.
Kostas: Can you play tennis? Megan: Not very well! I'm terrible!
Kostas: Well, come to the tennis classes with me! Megan: That's a good idea, but ... I haven't got a good tennis racket.
Paola: I've got two tennis rackets. Take this racket. It's new. Jamie: Come on, Megan. Don't be boring!
Megan: OK.
• Check students' general comprehension by asking:
Can Kostas play tennis well? (No)
Can Megan play tennis well? (No)
How many swimming pools/tennis courts has the sports centre got? (two swimming pools and five tennis courts)
Doing exercises:: Presentation: there is/there are
Exercise 3 p.45
• Have students look at the table as you read out the sentences. Draw students' attention to the short verb forms.
Demonstrate the use of 'there is/are' by talking about the classroom, e.g.:
There are four tables.
There is a board.
There are some computers.
• Students listen and repeat the sentences on the recording.
• Have students look back at the dialogue in Exercise 2 and find and read out sentences with 'there is/isn't/are/aren't'.
Exercise 4 p.45
• Have one of the students read out the example sentence.
• Students work individually, writing out sentences from the cues.
• Check students' answers before going on to the pair work.
Have students read out the sentences.
Answers
2 There is a cafe in the sports centre.
3 There isn't a football pitch in the sports centre. 4 There isn't a sauna in the sports centre.
5 There is a gym in the sports centre.
6 There isn't a restaurant in the sports centre.
7 There are two swimming pools in the sports centre.
8 There are five tennis courts in the sports centre.
• Have two students read out the example dialogue.
Students work in pairs, asking and answering questions about the places. Go round and monitor the activity.
• Have some of the pairs say their dialogues for the class o hear.
Home task: learn by heart new words, ex from lpb.
Conclusion Giving marks, saying good buy.
School-lyceum #53
Theme of the lesson:
Teacher: Tleulenova A.B.
Form: 5
Book: New Opportunities (Beginner)
Date:____________
Theme of the lesson: My favourite sports
The aims of the lesson:
Educational: to teach students
• To practise using can and can't.
• To practise using the expression good at.
• To practise using the vocabulary of sport.
• To practise using adverbs: well, fast, brilliantly.
• To talk about abilities.
Developing: to develop listening, speaking, writing skills.
Bringing-up: to bring up respect each others
The type of the lesson: traditional, new lesson.
Visual aids: books, cassette recorder.
The plan of the lesson:
Organization moment 1. Greeting
2. Asking about weather, date, about holidays
3. Marking absents
Warm up How about you?
What can you do?
Jump, I can jump.
Swim, I can swim.
Ride a bike, I can ride a bike
How about you?
What can you do?
Read, I can read.
Play guitar, I can play guitar
Sing a song, I can sing a song
How about you?
What can you do?
(Pupil will repeat after teacher. After translation pupil will listen song.)
Checking home task: learn by heart new words, ex from lpb.
New lesson. Before you start Exercise 1 p.42
• Students open their books and look at the photos.
Students work in pairs, listing the favourite sport of each of the four characters.
• Students then report back to the class and see if there is general agreement.
Answers
Gabriela - skiing Paola - athletics Adam – football
KEY WORDS: SPORTS (2)
play football [pleɪ 'futbɔːl] играть в футбол
play basketball [pleɪ 'bɑːskɪtbɔːl] играть в баскетбол
play tennis [pleɪ 'tenɪs] играть в теннис
ski [skiː] кататься на лыжах
swim [swɪm] плавать
do the long jump [duː ð ə lɔŋ ʤʌmp] прыгать в длину
do the high jump [duː ð ə haɪ ʤʌmp] прыгать в высоту
run the 100 metres [rʌn ð ə 'hʌndrəd 'miːtə] бегать 100 метров
jump 3 metres [ʤʌmp θriː 'miːtə] прыгать 3 метра
• Have students look at the Key Words and draw their attention to the verbs used with different groups of sports.
• Students check the meaning of the Key Words in their Mini-dictionaries.
• Students then listen and repeat the words on the recording.
• Then read out the example sentence to the class and draw students' attention to the use of 'good at'.
• Have students look back at the Key Words and make expressions with 'good at' for each of the Key Words, e.g. 'good at football/swimming/the long jump'.
• Students then take turns to tell the class what sport each of them is good at. If necessary, teach any new vocabulary the students need.
Reading and Listening Exercise 3 p.42
• Have students look at the photo and say who the people are, where they think they are and what they think they are talking about.
• Students read and listen to the dialogue to find out what sports Adam and Paola are good at.
• When checking students' answers, encourage them to differentiate between favourite sports and other sports the person 'can' do but which are not their 'favourite' ones.
Answers
Paola - athletics (running) Adam - athletics (the long jump)
• After checking students' answers, have the class find out if any of them can run the 100 metres in 14 seconds or jump three metres in the long jump.
• Demonstrate the use of 'can' by touching the board and saying 'I can touch the board' and then trying to touch the ceiling and saying 'I can't touch the ceiling'. If necessary, as you do the actions, say the sentences in the students' Ll as well as in English.
• Ask students to look back at the dialogue in Exercise 3 and find one thing that Paola can do (running) and one thing she can't do (ski).
• Read out the expressions from the table to the class.
• Have students repeat the expressions on the recording and draw their attention to the pronunciation of 'can' (the weak form in affirmative sentences and the strong form in questions and short answers) and 'can't'. Also draw their attention to the position of 'can'/,can't' in the sentences.
Exercise 5 p.42
• Have one of the students read out the example sentence.
• Elicit an example positive and negative sentence about Kostas.
• Students work individually, writing ten sentences about Gabriela and Kostas.
• Have students work in pairs, reading out their sentences to each other.
• Students then take turns to read out a sentence to the class and see how many different sentences they have got.
Answers
Gabriela can ski/swim/play football/play tennis/play basketball.
