Stage

Procedure

Warm-up/ Allowing for Latecomers

Play Blooket to review the unit vocabulary

Review of Language from the previous lesson

Board Race (for the vocabulary from p.15)

Lead-in

Talk to a  partner: What sports do you really like to do?  Why do you really like to do them?  What would you do if you got injured and couldn’t play that sport anymore?

Orientation to the text

What sport does Amy Purdy like?  What difficulties did she have?  How did she overcome those difficulties?

Play video: Jacuzzi® Performance: Paralympic Snowboarder Amy Purdy  (No need to play whole video)

Gist Question

What has Amy Purdy achieved?  (Play track 13 for students. Students listen and read, and then check their answers with their group).

Specific Information Questions

Quizziz

Post Reading Activities

Student Editors.  Instruct students to close their books.  Display worksheet on projector.  Read the first sentence, and try to elicit from students what is wrong with that sentence.  Then, tell students that they have to identify where the reference pronouns should be.  They get one point for every correct reference pronoun they are able to put back into the reading.  Students work in teams of two.

For hints, you can either play the audio track 13 again (students listen and check their answer) or you can photocopy pages 16-17 and place it outside the room, and students can check their answers for running dictation.

Once the activity is over, check answers, award points, and congratulate winners.

Vocabulary: Noticing

Direct students’ attention to the 5 vocabulary words on page 16.  Have students locate these words in the reading text.  Ask students to read out the relevant sentences.

Vocabulary: meaning

Display the text on the projector.  Show the relevant sentences, and use Concept Checking Questions to check the meaning of the 5 vocabulary words.  
e.g. “She felt totally in control of her life.”  Was Amy’s life the way she wanted?  Did she feel like she had power over her life?

Additional clarification activities:

• Quizlet Live: More practice with matching the definitions to the words.  You can get students running around the room by instructing them to find their teams, but to keep it chaotic, don’t let them see their teams on the projector.  Just click on “shuffle teams” and then immediately on “start game” before students have had a chance to see who is in their team. They have to find their team by running around and asking.   Shuffle teams up before each game.  I usually find quizlet is good for 2 or 3 games.

Vocabulary: Form

Display on the projector the relevant sentences from the reading. Elicit from the students what the parts of speech are.  Use the grammar of the sentence to help where necessary.  

Vocabulary: Pronunciation

Remove the written form of the vocabulary from the students’ view (e.g. turn off the projector, tell students to close their textbook, and turn over any worksheets that they may have.)  Do oral drilling of some of the sentences or phrases from the model text that contain the key vocabulary.

Vocabulary:  Controlled Practice

Play this Kahoot game.  

Communicative Follow Up

Students write about a time when they overcame an obstacle.  Feedback is as a gallery walk.

In Subsequent Lessons  (The vocabulary will need to be reviewed in subsequent lessons, or it will be quickly forgotten).

Reviewing the Vocabulary

• Cumulative Blooket and Cumulative Gimkit (This includes the 5 vocabulary words from today’s lessons, plus all the previous vocabulary learned in this level.  It work well during the first 7 minutes of class when you’re waiting for all the late comers to arrive)
• Board Race