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●Work with a partner. Write as many sports and games as you can in each
column.
S P O R T
Swimming Parachuting Othello Rugby Tennis
●Now put these sports and games into the correct column
B Reading
Read about what Carlton does in his free time. Does he do any of the sports
from the previous exercise?
B Reading
Underline all the games and sports. Which verb is before each sport or game?
PLAY GO DO
With ball games (Soccer), board games (Monopoly), we use the verb _______
With sports and games which finish with –ING (Sailing), we use _______
With all other sports and games (Aerobics), we use _____
Now put the sports and games from the lead-in into the correct box.
C Class activity
D Information exchange
Your partner has different information. Ask and answer questions to complete
the chart about the tennis player.
Bill Williams
Where? Red Hills Tennis Club
What time start?
17:00 – 18:00
What time finish?
His brother, Mal
Who with?
How often? Every Friday
What wear? White t-shirt, blue shorts
Usually win? Yes!
B Reading
PLAY GO DO
With ball games (Soccer), board games (Monopoly), we use the verb _______
With sports and games which finish with –ING (Sailing), we use _______
With all other sports and games (Aerobics), we use _____
Now put the sports and games from the lead-in into the correct box.
C Class activity
D Information exchange
Your partner has different information. Ask and answer questions to complete
the chart about the tennis player.
Teacher Notes
Target Language: Play/go/do vocabulary
Duration: 60 minutes
Total 60 minutes
B Procedure
A. Lead In
This is to elicit as many sports and games as possible for use later on in the lesson
and to set the context. ‘O’ is a really difficult one, so tell them not to worry too much
if they can’t think of anything.
The second activity serves as a comprehension check for the reading activity.
B. Reading
The reading introduces the verbs used with different types of sports. First students
read and identify any sports they wrote in the previous activity. The others they can
put in the second table in the lead-in.
Then they identify the different verbs used with each sport and put the sport in the
correct box. Then complete the rules. Now add sports they wrote in the first part of
the lead-in.
C. Class activity
This is a ‘find someone who’ activity. Make sure you elicit the correct question form
and point out to the students that they then have to add the correct verb according to
the activity in question.
Feedback in open class if the class isn’t too big, alternatively they can write the results
as affirmative 3rd person sentences for practice of 3rd person ‘S’.
D. Information exchange
Extended question practice. Still with the same present simple structure but with a
question word added.
Make sure the students give full answers at this stage; it’s good practice. They can
use the empty box to write notes in.
Note that because of this activity page 2 should be given to half your
students and page 3 to the other half.
C Extra ideas
Draw 3 circles on the board and label them A B C. In circle A write play, go and do. In
circle B write + - ? and in circle C write some subjects e.g. John, we, they, Bill and
Steve, I etc.
A B C
Now put the class in teams. They take turns to choose one element form each circle
and then the opponent has to make a grammatically correct sentence e.g. Play - I
“I don’t play rugby”
Check the correct activity is used with each verb, 3rd person s, doesn’t for 3rd person
negatives etc.
Students conduct a class survey about free time activities and then write up a
report for homework.