ESL Secondary 2 - Units 5 & 6 - Sports and hobbies / Entertainment and media - Cambridge Curriculum

Units 5 & 6 - Sports and hobbies / Entertainment and media -

Unit 5 Focus: Sports and hobbies - 3 Lessons (60-90 minutes)

Reading/Topic: Sports and sports equipment, Sporting ability, An article about two top women athletes, A web forum about hobbies;

Listening/Speaking: - Listening: Sports commentaries;

• Speaking: Ask and answer questions in a sports quiz, Discuss what it takes to be a top sportsperson, Talk about hobbies;

Use of English: Compound nouns (ice hockey, goal post), Abstract nouns (strength, agility), Present perfect continuous;

Vocabulary: Sports and sports equipment (horse riding, reins, saddle), Qualities associated with sport (coordination, speed), Hobbies (judo, juggling, making model planes);

Writing: Sentences using abstract nouns, A web forum post about your hobbies;

Project: A flyer for an after-school club;

Unit 6 Focus: Entertainment and media - 4 Lessons (60-90 minutes)

Reading/Topic: Free time, An article about the circus as a way of life, A film review;

Listening/Speaking: - Listening: An informal and a formal way of talking about free-time activities, A profile of the Cirque du Soleil;

• Speaking: Talk about free-time activities, Discuss life in a circus and whether animals should be used in circuses, Give your opinions of a film;

Use of English: Phrasal verbs (take up, go out), Position of adverbs;

Vocabulary: Free-time activities (playing the flute, doing taekwondo), The circus and circus performers (acrobat, circus ring), Film reviews (performance, script, soundtrack);

Writing: A paragraph about freetime activities;

Fiction: Bend it like Beckham by Narinder Dhami;

Project: A film review;

Complete PowerPoint lessons with answer keys and instructions (60-90 minutes)
No planning required -

NOTE: While these lessons follow the Cambridge Framework for Secondary 2, they may also be suitable for students from Secondary 1 or Secondary 3, depending on the students’ ability.

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