LESSON PLAN

GRADE: 5th
STUDENTS BOOK: Pathway to English, English Agenda
UNIT: 10. Sports and games
LESSON 1: Which do you prefer?
TYPE OF LESSON: Language focus, communication of new knowledge and vocabulary
SKILLS: reading, speaking, listening, writing
TIME: 50 min.
LESSON AIMS:
By the end of the lesson students will be able to:
- develop and practice the productive skills (writing, speaking) and the receptive skills (reading,
listening)
- practise new vocabulary – language related to sports, people, equipment, etc.
- talk about their knowledge regarding sports and related activities
- improve their comprehension skills
- improve their reading skills by summarizing short texts about sports

TEACHING TECHNIQUES
- brainstorming, elicitation, conversation, explanation
MATERIALS
- students’ books, notebooks, blackboard, worksheets, quizzes
STAGES OF THE LESSON
WARM UP: The teacher greets the students, checks the attendance and the homework.
Time: 5’

ACTIVITY 1
Aim: to check Ss’ knowledge on sports
Interaction: T – Ss, Ss – T,
Time: 5’
Procedure: The teacher hands out a quiz to each student and invites them to solve it. Students are
allowed 3 minutes to solve the quiz. When finished they will read aloud the answers and they will correct
it if necessary.

ACTIVITY 2
Aim: To introduce the new topic
Interaction: T – Ss, Ss – T
1
Time: 10’
Procedure: The teacher announces today’s topic: sports. She writes the word SPORTS on the BB and asks
the SS to think about the most important things related to sports, eliciting: sports names, players, verbs
and objects related to sports, equipment etc. Ss answer. The teacher draws a spidergram on the BB, using
these words. The teacher tries to elicit some words for each of the categories above, words that the
students will encounter in this unit. She invites a few students to enlarge the spidergram on the BB.

ACTIVITY 3
Aim: to reinforce the vocabulary already written on the BB and to introduce some other new words
Interaction: T – Ss, Ss – Ss, Ss – T,
Time: 5’
Procedure: The teacher hands out one worksheet to each pair of students and invites them to get into
pairs in order to solve the fill in the gaps exercise on the worksheet. The pairs are allowed 3 minutes to
solve the exercise. Students take turns and provide the correct answers for each gapped sentence.

ACTIVITY 4
Aim: to improve their reading skills and their summarizing strategies, to practice new vocabulary
regarding sports
Interaction: Ss – Ss, T --Ss
Time: 10’
Procedure: The teacher invites the Ss to read the four short texts on the second worksheet and discover
the characters’ opinion concerning some sports. They are told to work in pairs. The teacher gives them 5
minutes in order to read the texts and make up one sentence about the subject of each of the texts. They
are also told to underline the words in the texts that they already have on their spidergram.

ACTIVITY 5
Aim: to check their understanding of the texts
Interaction: T – Ss, Ss – T
Time: 5’
Procedure: The teacher asks Ss to read exercise 1 on the second worksheet and decide whether the
statements are true or false.

ACTIVITY 6
Aim: to check the overall understanding of the lesson, to draw on students’ personal lives
Interaction: T-Ss, Ss-Ss, Ss- T
Time: 10’
Procedure: The T asks Ss to work in pairs. She writes Why practicing sports is good for you: on the BB and
asks the pairs to make a list containing at least 5 reasons that underline the importance of sports in our
lives. Pairs report back. Some of the most interesting ideas are written on the Bb.