SPORTS: MY FAVOURITE GAME

Listening and Speaking

Pronunciation and Vocabulary (Listening Fluency)

By the end of the lesson, the learner should be able to:
How do facial expressions and gestures help us to communicate well?

By the end of the lesson, the learner should be able to:
- Listen to short speeches related to sports for listening fluency.
- Distinguish sounds and words from an oral text.
- Use nonverbal cues appropriately in communication.

The learner is guided to: - Listen attentively to audio recordings with the sounds /aʊ/ /ð/ /θ/ and consonant cluster 'sk'. - Repeat words with these sounds after the teacher or audio recordings accurately. - Identify and practice appropriate facial expressions and gestures during speech. - Match sounds to sports vocabulary.

Mentor English Learner's Book pg. 165
- Audio recordings
- Sports vocabulary cards
- Digital devices
- Gesture guides

Observation - Sound identification - Gesture assessment - Matching exercises

Listening and Speaking

Pronunciation and Vocabulary (Listening Fluency)

By the end of the lesson, the learner should be able to:
Why should we listen actively to what others are saying?

By the end of the lesson, the learner should be able to:
- Apply vocabulary related to sports in a variety of contexts.
- Make a three-minute speech using sports vocabulary.
- Recite poems about games with appropriate expression.

The learner is guided to: - Make a three-minute speech using vocabulary related to sports. - Recite poems about games. - Listen actively to peers' presentations and provide constructive feedback. - Identify key points from sports-related speeches.

Mentor English Learner's Book pg. 165
- Sports poems
- Speech templates
- Feedback forms
- Sports vocabulary lists
- Sports speech videos
- Digital devices
- Nonverbal cue charts
- Speech delivery guides

Speech delivery - Poem recitation - Active listening - Vocabulary usage

Reading

Intensive Reading (Reading with Technology)

By the end of the lesson, the learner should be able to:
Why should we read using technology?

By the end of the lesson, the learner should be able to:
- Read grade appropriate digital poems and narratives about sports.
- Navigate digital reading platforms effectively.
- Compare digital and print reading experiences.

The learner is guided to: - Read animated stories, comics and cartoons about sports interpretively. - Navigate different digital reading platforms. - Compare features of digital and print texts. - Discuss advantages of digital reading.

Mentor English Learner's Book pg. 169
- Digital reading devices
- Animated sports stories
- Comics and cartoons
- Comparison charts

Navigation assessment - Comprehension questions - Comparison discussions - Digital interaction

Reading

Intensive Reading (Reading with Technology)

By the end of the lesson, the learner should be able to:
How do you search for information using technology?

By the end of the lesson, the learner should be able to:
- Watch videos or mimes and answer questions about sports.
- Interpret visual representations such as mind maps.
- Carry out simple online research on sports topics.
- Promote reading digital resources for information.

The learner is guided to: - Watch videos or mimes about sports and answer questions. - Interpret visual representations such as mind maps about sports. - Carry out simple online research on topics related to sports. - Create simple crossword puzzles based on sports stories. - Read a poem or story about sports expressively.

Mentor English Learner's Book pg. 169
- Sports videos
- Mind maps
- Digital research guides
- Crossword puzzle templates
- Sports poems

Video comprehension - Mind map interpretation - Research assessment - Crossword creation - Expressive reading

Grammar in Use

Language Patterns (Interrogatives)

By the end of the lesson, the learner should be able to:
Why do we ask questions?

By the end of the lesson, the learner should be able to:
- Identify interrogatives in a variety of texts about sports.
- Understand the purpose of different types of questions.
- Categorize questions based on interrogative words.

The learner is guided to: - Identify the interrogatives when, where, whose, who and what in sports-related texts. - Discuss the purpose of different types of questions. - Categorize questions by their interrogative words. - Match interrogatives to their functions.

Mentor English Learner's Book pg. 173
- Sports texts with questions
- Interrogative word cards
- Categorization charts
- Matching exercises
- Sports videos and pictures
- Question construction worksheets
- Sentence frames
- Digital devices

Identification exercises - Categorization assessment - Matching activities - Group discussions

Grammar in Use

Language Patterns (Interrogatives)

By the end of the lesson, the learner should be able to:
How do questions help us learn about sports?

By the end of the lesson, the learner should be able to:
- Read texts and identify interrogative sentences.
- Create digital content featuring interrogatives.
- Realise the importance of interrogatives in communication.

The learner is guided to: - Read newspapers, magazines, brochures about sports and identify interrogative sentences. - Write or type interrogative sentences in exercise books or digital devices. - Create sports questionnaires using various interrogatives. - Conduct mini-interviews using prepared questions.

Mentor English Learner's Book pg. 173
- Sports magazines and newspapers
- Digital devices
- Questionnaire templates
- Interview guides

Text analysis - Digital content creation - Questionnaire design - Interview conduct

Writing

Spelling (Commonly Misspelt Words)

By the end of the lesson, the learner should be able to:
Why is it difficult to spell some words correctly?

By the end of the lesson, the learner should be able to:
- Identify commonly misspelt sports-related words.
- Understand patterns in commonly misspelt words.
- Create strategies for remembering correct spelling.

The learner is guided to: - Listen to and identify commonly misspelt sports-related words. - Analyze patterns in commonly misspelt words. - Develop memory strategies for correct spelling. - Create a personal list of challenging words.

Mentor English Learner's Book pg. 176
- Commonly misspelt sports words list
- Spelling pattern guides
- Memory strategy cards
- Personal word lists

Identification exercises - Pattern analysis - Strategy development - Personal list creation

Writing

Spelling (Commonly Misspelt Words)

By the end of the lesson, the learner should be able to:
How can we become better at spelling words?

By the end of the lesson, the learner should be able to:
- Write commonly misspelt sports words correctly.
- Use spelling strategies effectively.
- Create word puzzles with commonly misspelt words.

The learner is guided to: - Listen to a dictation and spell selected sports words and sentences. - Search for commonly misspelt sports words and create a word puzzle with peers. - Copy the words correctly in their vocabulary book. - Construct sentences using commonly misspelt words.

Mentor English Learner's Book pg. 176
- Dictation texts
- Word puzzle templates
- Vocabulary books
- Sentence construction guides

Dictation assessment - Puzzle creation - Vocabulary book check - Sentence construction

Writing

Spelling (Commonly Misspelt Words)

By the end of the lesson, the learner should be able to:
How can spelling games help us learn?

By the end of the lesson, the learner should be able to:
- Form commonly misspelt words from jumbled up letters.
- Participate in spelling games and activities.
- Adopt the skill of writing words clearly and correctly.

The learner is guided to: - Form commonly misspelt sports words from jumbled up letters. - Participate in spelling bees and other spelling games. - Use digital spelling applications and games. - Create spelling tip cards for challenging words.

Mentor English Learner's Book pg. 176
- Jumbled letters exercises
- Spelling game materials
- Digital spelling apps
- Card-making materials

Jumbled word exercises - Game participation - Digital app usage - Tip card creation

Writing

Spelling (Commonly Misspelt Words)

By the end of the lesson, the learner should be able to:
How can spelling games help us learn?

By the end of the lesson, the learner should be able to:
- Form commonly misspelt words from jumbled up letters.
- Participate in spelling games and activities.
- Adopt the skill of writing words clearly and correctly.

The learner is guided to: - Form commonly misspelt sports words from jumbled up letters. - Participate in spelling bees and other spelling games. - Use digital spelling applications and games. - Create spelling tip cards for challenging words.

Mentor English Learner's Book pg. 176
- Jumbled letters exercises
- Spelling game materials
- Digital spelling apps
- Card-making materials

Jumbled word exercises - Game participation - Digital app usage - Tip card creation