Professional Documents
Culture Documents
Expectations
By the end of the unit, most students will: understand a range of common affixes and roots and use them to guess the meanings of unknown words, and to extend, elaborate on and add precision to meaning; follow and respond to narratives, descriptions, explanations, recounts and commentaries; recount, discuss and compare events; report what people say or believe, and in general speak with increasing fluency; use a variety of language functions appropriately to speculate about and criticise past actions; read independently and intensively, texts of 1000 words; summarise stories through notes, diagrams and charts which identify the sequence of time; use notes to present a coherent summary of about one third the length of the original. Students who progress further will: speculate about the past and criticise past actions; express regrets about past actions; take comprehensive notes from an audio or written text and use these notes to summarise the text. Students who make slower progress will: speculate about the past and criticise past actions with prompting; make simple notes from an audio or written text and use these notes to recount the main ideas in the text.
Vocabulary
Drugs: illegal, addiction, performance-enhancing, steroids, dope test, etc. Sport: athletics, train, record, competition, win, come second, match, pitch, stadium, to beat a player/a team, etc. Events: sprint, long jump, hurdles, shot-putting, weight-lifting, breaststroke, marathon, etc.
Unit 10A.7
CORE STANDARDS Grade 10A standards
10A.1.3 Continue to collect and classify speech verbs for reported speech e.g. promise, wonder. Understand elements of morphology in order to be able to guess the meanings of unknown words. Consolidate from G69 and extend ability to recognise, investigate, and spell root words with a range of affixes; generate new words and guess the meaning of unknown words from affixes, to extend vocabulary and support spelling. Understand and respond to descriptions and explanations of people, places, events and processes: identify detail accurately; note detail with sufficient precision to re-use without error; note logical progression. Understand and respond to hypothetical situations and propositions in the past and the future recognising utterances with: third conditionals; I wish + past perfect. Understand and distinguish between different varieties of English: British and American pronunciation and vocabulary; British and American dates (e.g. giving date of birth over the telephone); regional and non-native varieties (Australian, Asian, European) in extended pieces of discourse. 10A.4.1 Speak accurately, using a series of up to 10 connected, simple and complex utterances with: accurate and appropriate use of grammar, vocabulary and pronunciation, including appropriate stress and intonation; appropriate cohesive devices to link ideas within utterances and organise ideas at discourse level; a variety of subordinate clauses, linked with appropriate conjunctions; precise delivery of ideas backed by relevant examples and minimised use of redundancy; ability to deal with unexpected questions or comments. 11A.4.2 Speak accurately, using a series of up to 12 clear, connected, simple and complex utterances.
11 hours
9.5.7
Consolidate ability to talk with reasonable fluency about events in the past using past tenses.
10A.5.2
Talk about the hypothetical past: speculate and make accusations using past modals, should, could, would, might have done; express regrets with wish + past perfect; talk about past unreal possibilities with the third conditional, in positive and negative statements, yes/no and wh-type questions with long and short answers.
11A.5.2
Consolidate and extend ability to describe possible choices, courses of action, in the past, present or future; and weigh up options and consequences. Use hypothetical language with conditionals and appropriate modals and connectives.
10A.3.6
Understand and respond to hypothetical situations and propositions in the future recognising utterances with: future continuous; future perfect.
10A.5.3
Discuss possible scenarios in the past, present and future, based on hypothesis and supposition: Use conditional and hypothetical language including: first, second and third conditionals; modals will, can, could, may, might, be able to, and their negative forms; connectives if, when, unless, provided (that),otherwise, suppose/supposing.
10A.5.4
Recount and compare events, situations, narratives and personal experiences in the past, using the simple past, past continuous, past perfect and present perfect for the general past, as appropriate.
11A.5.3
Recount and compare events, situations, narratives and personal experiences in the past, using the simple past, past continuous, past perfect and present perfect for the general past, as appropriate.
10A.5.5
Report what people say or believe: use reported commands with verbs other than say, tell and ask, and active and passive voice; use reported statements and questions with verbs of speech and thought other than say, tell and ask; use the correct sequence of tenses, and appropriate changes in time phrases and demonstrative adjectives.
11 hours
9.6.1
9.7.7
Read a wide variety of notes and summaries in different forms to interpret and use as models for own note-taking, including: formal summaries for others to read in bullets or continuous text; telegraphic notes for personal use based on key words and main ideas from a text; pictorial and diagrammatic notes.
11A.7.9
Read a variety of examples of notes and summaries, comparing them with the original text to recognise: how notes and summaries capture and order the main points to show how they are related using connectives, lists, arrows; the telegraphic or concise nature of the language used; the purpose of the notes (e.g. who will use them and by why); the formatting and organisation (e.g. a complete short narrative, bullet points, diagrams); use examples as models for writing own notes (see writing composition standards below).
10A.7.3
Identify some of the ways in which time is structured in narratives (e.g. by chronological order, flashbacks, events in simultaneous time, and time slips stories within stories). Recognise how the text makes this clear through the use of verb tenses, connecting words and phrases, ordering simultaneous events in sequential paragraphs or chapters.
10A.8.1
Extend techniques from Grade 9 for retelling ideas in ways that make sense as written texts: orientating the audience; sequencing information, chronologically, logically, in order of importance, relevance etc; using complete sentences; using appropriate and expressive dialogue language or reported speech as appropriate; using appropriate tenses and connectives (e.g. for narrating or instructing).
11A.8.1
Consolidate and extend techniques from Grade 9 for retelling ideas in ways that make sense as written texts through: orientating the audience; using appropriate and expressive dialogue language or reported speech.
100 | Qatar English scheme of work | Grade 10A | Unit 10A.7 | Sport
11 hours
10A.9.7
101 | Qatar English scheme of work | Grade 10A | Unit 10A.7 | Sport
Activities
Objectives
2 hours Reading, listening and note-taking Students are able to: use active reading strategies; identify how time is marked and sequenced through stories by chronological order, flashbacks, and events in simultaneous time, using verb tenses and connecting words and phrases; recognise the telegraphic or concise nature of the language used in notes; independently compose a text of at least 1015 sentences in a coherent structure from notes. Give each pair of students a set of jumbled sentences: two paragraphs of 810 sentences with facts (e.g. date of birth, place of birth, age when started playing, early achievements, famous events, family details) about two well-known sports personalities who play different sports. Cut the paragraphs into sentences and mix them. Students read the sentences, separate the stories and sequence the sentences to make two separate paragraphs. They check by reading the paragraphs aloud for sense and coherence. Elicit the clues students used to sequence the sentences (e.g. time sequencers, tenses, connectives, references). Students guess the meanings of any unfamiliar words in the texts by looking at their morphology (roots and affixes) and using clues in the surrounding text. Give students 45 sentences from the jumbled biographies that demonstrate use of a range of tenses (e.g. past simple, past perfect, present perfect simple, present perfect continuous, present simple). In pairs, students discuss the use of tenses in those sentences. Check in whole class work arrangement. Students identify the kind of information given in the short biographies and make simple headings (e.g. date of birth, place of birth, age when started playing, early achievements, famous events, family details). Students listen to or watch a recorded interview with a sports personality and check the corresponding notes prepared by the teacher. After listening the first time, students check with a partner. Elicit the number of errors each pair identified and write the number on the board. Circle the correct answer. Students listen a second time to identify more errors and add any information that was not given in the notes. Elicit from students the way that notes are written (i.e. key information and not complete sentences). Using some of the notes, elicit complete sentences. Highlight the importance of using cohesive devices to join the sentences into a cohesive paragraph. Using their notes, students continue to write a paragraph of 120150 words about the sports person. They exchange writing with a partner and edit each others work, paying special attention to use of narrative tenses.
Unit 10A.7
Possible teaching activities
Introduce the topic of sports by playing a game such as matching symbols of different sports to their names or matching a list of famous sports people to a list of sports.
Notes
School resources
This column is blank for schools to note their own resources (e.g. textbooks, worksheets).
Biographies of sports personalities can be found on the Internet. For an article about Mohamed Suleiman and his family see: www.sportstaronnet.com/tss2538/ 25380620.htm
Use the headings (and any others that are appropriate) to prepare notes on another wellknown sports personality. The notes should contain 45 factual errors when compared to an interview with the sports person.
102 | Qatar English scheme of work | Grade 10A | Unit 10A.7 | Sport
Objectives
2 hours Reading Students are able to: generate new words and guess the meaning of unknown words from affixes and roots; make notes from a reading text; present a coherent summary of about one third the length of the original from their notes.
Notes
To play the game, make twenty tally marks on the board. One student thinks of a famous sports personality, living or dead. The rest of the class asks yes/no questions to find out who it is. Each time a question is asked, erase one of the marks. Students must work out the answer before all the marks are erased.
School resources
Prepare a text of approximately 1000 words about a sports personality who has followed an interesting or unusual path to fame. Possible sports personalities include Mohamed Ali (boxing), Lance Armstrong (cycling), Pele (football), Yvonne Goolagong (tennis), Olga Korbut (gymnastics), Zola Bud (distance running).
103 | Qatar English scheme of work | Grade 10A | Unit 10A.7 | Sport
Objectives
3 hours Drugs in sport Students are able to: recognise how time is marked and sequenced through stories by chronological order, flashbacks, and events in simultaneous time, using verb tenses and connecting words and phrases; report statements and questions with verbs of speech and thought other than say, tell and ask; express regrets with wish + past perfect.
Notes
Ben Johnson, Kostas Kenteris and Maradonna have all been accused of using drugs. Articles about the Greek athletes can be found on many sites, such as: www.rte.ie/sport/2004/0818/kenteris.html http://news.bbc.co.uk/sport1/hi/olympics_2004/ athletics/3611664.stm http://news.bbc.co.uk/sport1/hi/athletics/ 3970445.stm
School resources
104 | Qatar English scheme of work | Grade 10A | Unit 10A.7 | Sport
Objectives
Notes
School resources
3 hours Supporting an argument Students are able to: identify the purpose of a text; identify speakers opinion and supporting arguments; use a range of conjunctions to express similar and contrasting ideas; present a persuasive argument and support their opinions in a written text.
Prepare students to listen to a text about an MP/teacher/student giving his or her opinion about cigarette advertising in sport. Pre-teach key vocabulary and develop a pre-listening task. Students listen to identify the purpose of the text, the speakers point of view and supporting arguments. If relevant, highlight and discuss examples in the text of hypothetical situations and propositions in the future, recognising utterances with future continuous and future perfect. Students summarise the opinion of the speaker using a range of reporting verbs. Students practise the use of conditional and hypothetical language to describe possible scenarios, including: first and second conditionals; modals will, can, could, may, might, be able to, and their negative forms; connectives if, when, unless, provided (that),otherwise, suppose/supposing, for example: Supposing cigarette advertising is banned from all sports. Organisers wont be able to find the money to put on the events. Using students own opinions on the topic of the listening text, review and practise language of strong agreement, disagreement, partial agreement and asking for opinions. Using some of the ideas from the listening text, highlight the use of conjunctions to express supporting or contrasting ideas. Provide further practice through an exercise in which students make a complex sentence by joining two simple sentences using a range of conjunctions. Review the listening text. Give out role-cards (e.g. a young racing driver who depends on tobacco sponsorship to compete in Formula One racing; a parent who is worried about the effects of advertising on his or her teenage children; the director of a tobacco company; a leading cancer specialist; a director of Ferrari or Maclaren). Put students in groups with the same role to prepare their arguments either for or against banning tobacco sponsorship. Regroup students so that each new group contains one student for each role. Groups act out the role-play. Monitor and note common errors for later remedial work.
Authentic interviews and debates can be downloaded from the Internet at: www.discovery.com, www.bbc.co.uk
Students who are progressing well can experiment with re-ordering clauses in sentences using a wide range of conjunctions for coordination and subordination; noting differences in meaning and emphasis.
105 | Qatar English scheme of work | Grade 10A | Unit 10A.7 | Sport
Objectives
Notes
School resources
1 hour Extensive reading Students are able to: read extensively from graded readers and other appropriately levelled texts in 2500 key word range; identify, by reference to the text, the point of view from which a narrative is told; recognise how the same incidents in stories can be told from other points of view.
Students read a biography selected from a range of graded or appropriately levelled readers within the 2500+ key word range. They may be given time to read the book in class and reading should be set for homework. Students identify the point of view from which the narrative is told and discuss the effect on the reader. Have them retell an incident in the story from the perspective of another character, for example, they write a letter to a friend about an incident in the story.
106 | Qatar English scheme of work | Grade 10A | Unit 10A.7 | Sport
Assessment
Examples of assessment tasks and questions
Listening Students listen to an audio or video recording of a discussion of substance abuse in sport. They complete multiple-choice questions or true/false questions to demonstrate comprehension of the main ideas and supporting details.
Unit 10A.7
Notes
Listening carries approximately 20% of the assessment weighting for this grade. TV and radio recordings can be found at: www.rte.ie/news/2004/0525/ primetime.html
School resources
Speaking
In groups, students read and discuss a case study of a sports player accused of drug abuse.
Speaking carries approximately 30% of the assessment weighting for this grade. Assessment scales should include both accuracy and fluency criteria.
Reading Writing
Students read and make notes from a text of approximately 800 words. Using the notes from the reading task, students write a summary of the reading text in approximately 750 words.
Reading carries approximately 20% of the assessment weighting for this grade. Writing carries approximately 30% of the assessment weighting for this grade.
107 | Qatar English scheme of work | Grade 10A | Unit 10A.7 | Sport
108 | Qatar English scheme of work | Grade 10A | Unit 10A.7 | Sport