Arbeitsblatt: New World 4 Unit 3 - Passion for sport

New World 4 Unit 3: Passion for sport Passion for sport • Project task: In this unit your project task is to suggest an attractive new sport for an after-school programme. To help you do this you will: – Read two interviews about sports. – Listen to people talking about their passion for sport. – Discuss which sport you like doing and watching. – Find out about formal letters in English. – Write letter suggesting new sport for your school. Passion for sport • Read question 1 and 2 on p. 49 in your coursebook and try to answer them orally with your partner. • Get up and enter your favourite sport for doing and your favourite sport for watching into the list (number 3). My Resources • Read the task plan, pages 30-31 • What are you going to learn during this unit? Fascinating sports CB p. 5051 Main aim: Activating pre-knowledge about sports and being able to talk about them. • Listen to the sounds and write the numbers 1-9 next to the pictures. Not all the pictures have sound in the recording. • Find the name for each sport and write it under the picture. • Which sports have similar name in German? Mark them. • Name sports you know in another language (French, Italian). • Use dictionaries and translate the named sports into English. Play the Post-it game with sports and use the table on p. 51 to ask questions. List of sports for post-itgame • • • • • • • • • • Badminton Soccer/ Football Basketball Floorball Volleyball Baseball Tennis Table tennis Boxing Cycling • • • • • • • • • • • • • Diving Golf Handball Hockey Horse Racing Ice hockey Squash Swimming Skiing Fishing Climbing Dancing Your own new sport Aim: Create your own sport with your own rules with the distributed object in groups. • Task: – Work in your table group. – The teacher is going to distribute ball to each group. – Think of new sport by using your object but not in the same way that it is normally used. – Think of at least 3 rules and find way to explain your sport and the rules to the class. – 20 minutes preparation time • Presentations Fascinating sports CB p. 5253 Aim: Make use of the reading strategy skimming. • What does «skimming» mean? Read the orange box. • Look at the questions on p. 53. • Skim the interviews to find the answers to the questions. • Write down the answers. Fascinating sports CB p. 5455 Aim: Make use of the reading strategy «scanning». • What does «scanning» mean? Read the orange box. • Mark one or two keywords in each question which you could use to scan the texts. The first example has been done for you. • Now scan the texts and write the answers. • Go on with p. 55 and write two questions of your own about the texts. • Exchange your coursebook with partner and answer your partners questions. What do you still remember about the two people who do an extreme sport? Fascinating sports CB p. 55 • Look at the pictures showing other types of texts. Where would you use «skimming», where would you use scanning? Write your answer next to the sentences. Fascinating sports CB p. 56 Aim: Finding important details in text and summarise it. • Listen to the two interview on p. 52-53 and read along. – Mark important keywords and key phrases relating to the fascination and dangers of Jesss and Johns sports. • Fill in the forms with your keyword and key phrases. • Compare in class. Fascinating sports CB p. 57 • Summarise the texts: – Work with partner. – Choose one of the two interviews – Tell your partner what the text says about the fascination and dangers of the sport. – Use keywords and key phrases. • Find out more about underwater rugby and bossaball. – Work with partner. – Take WS 1 and one of you is going to read the text about underwater rubgy and the other one about bossaball. – Fill in the chart on p. 57. – Present your sport to your partner. Explain the rules and say what you think of the sport. – Compare the two sports and decide which of them you would like to try and why. Fans and players CB p. 58 Aim: Talk about doing and watching sport. • Are there sports that you prefer watching to doing yourself? Work with partner and answer the following questions: – Which sports do you like watching on TV? – Are you fan of particular athlete or particular sports team? – Have you ever been to live sports event? What was it Useful phrases and chunks like? like watching on TV because Im fan of because Ive been to liked didnt like it because Fans and players CB p. 58 59 Aim: Being able to say which sport you personally like doing or watching. • Read and listen to the quotes. • With which opinions do you identify the most/ the least? • Look at all the verbs on p. 58. What do you realise? – Circle all the –ing forms you can find. – Go on with CB p. 59. What words often go before the –ing form? Write them into the box. – Find 3 more sentences with the –ing form in the interviews on p. 52-53. Mark them in the texts and write them into the box. • Go to the Language focus in My Resources p. 34, to find out more about the –ing form. Fans and players CB p. 60 Aim: Writing statements about sports you like doing or watching. • Solve activities a, b, and on your own. Read carefully what you have to do. • When you are done prepare yourself to talk about your opinion in class (activity d) • Sharing opinions and correcting double page in class. Solve the worksheet «About me!» and stick it into your little booklet. Add your likes and dislikes to My Resources p. 33. Fans and players CB p. 62 Aim: Make use of the stategies skimming and scanning while listening. • Read the orange box «thinking about learning». • Look at the pictures and describe them: – What are the team sports called? – How are the team sports played? Fans and players CB p. 6263 • Listen to Jamie and Steve talking about their sport. Write the sports under the pictures on p. 62. • What do they find positive about their sport? – Fill in the provided box. • Try to answer the questions on p. 63. • Listen again to the recordings and write the specific answers down. – Work with the transcript to correct your answers. • Listen to Steve again and write down at least three additional facts. Compare and add your partners facts to your list. Fans and players p. 64 Aim: Find useful phrases and words for the project task. • Jamie uses certain phrases to say why he is passionate about his sport. – Complete the sentences with the words in the box. – Listen to Jamie again and check your answers. • Use the highlighted phrases and make four sentences about sport which you would like to learn at school Fans and players p. 64 • Find out what fascinates people about diving and dancing. – Read either the text «Dancing» or «Diving» – Highlight useful phrases and words to talk about sports and add them to your personal vocabulary. • Go on with the worksheet All about sports and An athlete to extend your vocabulary. Fans and players CB p. 65 Aim: You know the rules when to use «if» and when to use «when». • Whats the German word for «if» and «when»? • Read the rules on p. 65 and match each beginning to its correct ending. • Fill in the blue box «Thinking about language and culture» on your own. • Compare your answers with partner. Fans and players CB p. 66 • How do fans support their team in match? • Which sport might the girls on the picture support? • Go to the website to get information to answer the questions on the worksheet. Fans and players CB p. 66 • Listen to the chant and sing along. • Mark the pronouns in the song and write other pronouns you know in the box. • Go to Language focus in My Resources p. 35 to check how much you remember about personal pronouns. • Match the sentences on p. 67 which have the same meaning. • Solve worksheet 3 Personal Pronouns. new school sport CB p. 68 Aim: Discover how to write the perfect formal letter. Many schools in English-speaking-countries organise afterschool-programmes which students can sign up for. • Ben is unhappy about the sports classes at his school. He has decided to write letter to the head teacher to complain and make suggestion for the after-school progr4amme. Read his letter and answer the following questions orally with partner. – If you were the head teacher, how would you react to Bens letter? Why? – Do you think Ben is going to get what he wants? – Mark everything in the letter which Ben should change. new school sport CB p.69 • Read the model formal letter and the comments. – What makes this letter formal? – How would the head teacher react if Ben wrote his letter with these formal phrases? – What effect does formal letter have on the reader? • Read the blue box Thinking about language and culture. • Solve the worksheet 5 «More phrases for formal letters» Project task CB p. 71-72 • Choose sport (list) for the after-school programme and write letter to the head teacher. – Before you start writing, collect language chunks to use in your letter. Complete the table on p. 71. – Write draft. Use the model letter and the table on p. 69. – Correct your text. Make sure that the beginning and ending is correct that there are paragraphs that the languages is formal and polite and the spelling and punctuation is correct. – Revise your draft (- logical structure, spelling) – Write the final version of your letter. – Hand your letter in to the teacher. My Resources p. 37 • My English journal – Think about what you have learnt during Unit 3.