Sports — Lesson Plan, English, Grade 9
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Lesson plan
| Section |
Sports and Healthy Lifestyles
|
| Lesson title |
Sports
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| Class |
9
|
| Lesson objectives according to program |
9.1.3.1 уважать различные точки зрения
9.1.5.1 использовать обратную связь для постановки персональных целей обучения
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| Lesson objectives |
Students know and use vocabulary for sports, equipment, and sporting activities.
Students know language for expressing and respectfully responding to different opinions about sports.
Students know how to use feedback to identify a personal English-learning goal.
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| Values |
Respectful dialogue: Students listen to and acknowledge differing opinions about sports.
Personal responsibility: Students use peer feedback to choose a realistic learning goal.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Getting Started 5 minutes |
Organisational moment:
Welcome the class and introduce the topic, Sports.
Ask students to name sports they know and remind them to listen respectfully to different preferences.
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Students greet the teacher and name sports they know. Students listen to classmates and respect differing preferences. | Names one sport in English — 1 point. Listens respectfully without interrupting — 1 point. Stage maximum — 2 points. | board, notebooks |
| Opinions About Sports 7 minutes |
Problem statement:
Display the question: “Which is better for teenagers: team sports or individual sports? Why?”.
Explain that there can be several valid viewpoints and invite students to support opinions with reasons.
Present key language for expressing opinions and respectful disagreement: “In my opinion…,” “I see your point, but…,” and “I agree because….”.
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Students consider the question and express an opinion with a reason. Students use a respectful phrase to agree or disagree with a classmate. | States an opinion — 1 point. Gives a relevant reason — 1 point. Uses a respectful discussion phrase — 1 point. Stage maximum — 3 points. | board, opinion phrase cards |
| Sports Vocabulary 7 minutes |
New material explanation:
Introduce vocabulary for sports and equipment, including football, basketball, swimming, tennis, a ball, a racket, and a swimming cap.
Model pronunciation and example sentences: “She plays tennis with a racket” and “They go swimming twice a week.”.
Use the presentation to show sports and equipment visuals and clarify the vocabulary in context.
Slide 1 — Sports — Sports Vocabulary
Slide 2 — A tennis player uses a racket, while a swimmer may wear a cap.
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — A sport is an activity with rules or skills, played for exercise or competition.
Slide 5 — Swimming is an activity in water; people say “go swimming,” not “play swimming.”
Slide 6 — Which matters more when choosing a sport for yourself—enjoyment, fitness, or playing with…
Slide 7 — Pair each sport with equipment that fits its activity: football—ball; basketball—ball; te…
Slide 8 — Share an opinion: “I think tennis is exciting because…”
Slide 9 — Match by use: Equipment suits the actions and rules of a sport.
Slide 10 — Which equipment would you match with football, basketball, tennis, and swimming, and what…
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Students view the sports and equipment visuals, repeat the vocabulary, match sports with equipment, and make an example sentence. | Matches four sports with appropriate equipment — 1 point each, max 4 points. Produces one accurate example sentence — 1 point. Stage maximum — 5 points. | |
| Sports Word Match 7 minutes |
Instructions:
Organise students into pairs for a vocabulary matching game.
Ask pairs to match sport names, equipment, and activity descriptions, then check each other’s choices.
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Students play the matching game in pairs, connect sports with equipment and descriptions, and check their answers together. | Correct sport-and-equipment match — 1 point each, max 4 points. Completes the task cooperatively — 1 point. Stage maximum — 5 points. | |
| Opinion Practice 7 minutes |
Questions to the class:
Ask: “What are the benefits of team sports?”.
Ask: “What are the benefits of individual sports?”.
Ask: “How can we disagree respectfully?”.
Answers:
Possible answer: “Team sports develop cooperation and communication.”.
Possible answer: “Individual sports can develop independence and self-discipline.”.
Possible answer: “We can acknowledge the other person’s view and give a reason, for example, ‘I see your point, but…’.”.
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Students answer the questions using complete sentences. Students compare benefits and demonstrate a respectful response to a differing opinion. | Gives one relevant benefit of team sports — 1 point. Gives one relevant benefit of individual sports — 1 point. Gives a respectful disagreement phrase — 1 point. Stage maximum — 3 points. | board, notebooks |
| Independent Practice 5 minutes |
Instructions:
Assign a short written task: write three sentences about a sport you enjoy or would like to try, including one benefit and one reason for your choice.
Ask students to exchange work with a partner and give one specific, constructive comment.
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Students write three sentences about a sport, including a benefit and a reason. Students exchange work and give a partner one specific constructive comment. | Names or describes a chosen sport — 1 point. States a relevant benefit — 1 point. Gives a reason — 1 point. Provides constructive feedback — 1 point. Stage maximum — 4 points. | |
| Learning Check 5 minutes |
Administering the quiz:
Give a short quiz on sports vocabulary, equipment, and respectful opinion phrases.
Ask students to answer independently and submit their responses for checking.
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Students complete the quiz independently, identifying vocabulary and equipment and selecting a suitable phrase for respectful disagreement. | Correct sports vocabulary answer — 1 point each, max 2 points. Correct equipment answer — 1 point. Selects a suitable respectful phrase — 1 point. Stage maximum — 4 points. | |
| Reflection 2 minutes |
Runs the "Finish the sentence" reflection. Teacher picks which lesson moments to ask about — students pick a moment, then choose how it went.
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Students complete the "Finish the sentence" reflection and assess their understanding of the topic. | Identifies one useful piece of feedback — 1 point. States one specific, achievable learning goal — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Keep walkways clear and remain seated or move carefully during pair activities. Use respectful language and avoid negative comments about classmates’ sports abilities or preferences. |
Material details
- Material type
- Lesson Plan
- Subject
- English
- Grade
- Grade 9
- Language
- English
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