Unit 2: Sports

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• Leerjaar 3

Unit 2

Sports

Unit 2: It's just a game

In this unit you will learn more about sports: useful vocabulary and collocations, narrative tenses and verb patterns. You'll practise with use of English, reading, listening and writing.

You can't score if you don't shoot.

Proverb

Show what you know

Together: page 18 ex 1 and 2

Then answer the following questions

What are the advantages
of a team sport?

What are the advantages
of an individual sport?

Now read the introduction and the blogs on page 19.

Do you know all the words that are used?

If not, write these words in your notebook.

Now together: do exercises 5- 12

Homework: Read the article on page 23 about Rafael Nadal and do exam focus ex. 4

GRAMMAR

Narrative tenses:

Past continuous

Past simple

Past Perfect

Past Continuous

1. to describe a scene in a story

2. to talk about an action in progress when another action takes place.

3.  to talk about actions in progress at the same time.

Form:

I was working

They were playing soccer

On the day of the match ....

Past Simple

To describe a series of actions that happened one after another.

This morning I ......

Last Saturday I ......

Form:

I worked

They played soccer

Past Perfect

To talk about an action that happened before another action in the past (we use Past Simple for the second action):

Before I arrived at school this morning I ....

I had studied long and hard before ....

Form:

I had worked

They had played soccer

Homework:

Page 20: ex. 4

Page 135: ex. 1 - 4

Repeat: Grammar Focus page 20 and together: ex 5

Listening exercises:

2, 3, 5, 6, 7

Homework for Tuesday Nov 15

Reading page 22:

ex 3, 5, 7 and 8

Let's check.

GRAMMAR

Verb patterns

Read the text: Think like a Winner

(p. 24)

What do you think the blue phrases  have to do with verb patterns?

Verbs that are followed by the infinitive:

aim, arrange, attempt, can't afford, decide, expect, hope, intend, manage, offer, plan, refuse, remember, seem, tend, try, want.

He manages to do his homework

He refuses to do his homework

He wants to do his homework

Mind the position of 'not' !!

He managed not to fail the test

He tried not to fail the test

He planned not to fail the test

Verbs that are followed by an object +infinitive

Advice, allow, engcourage, force remind, teach, urge and warn:

I advice you to do your homework

I force you to do your homework

I urge you not to forget your homework

I want to remind you not to forget your homework

An object is in Dutch:

meewerkend voorwerp/lijdend voorwerp

Verbs that are followed by a gerund

Avoid, can't help, can't stand, don't mind, enjoy, fancy, finish, imagine, keep, miss, stop and waste time:

She avoids doing her homework

She doesn't mind doing her homework

She keeps doing her homework

A gerund is a verb with an  -ing ending without the use of to be.

After modals: the bare infinitive

Can, could, might, should, would

You can do your homework

You should do your homework

The bare infinitive is an infinitive without 'to'.

Make and let : object + bare infinitive

I make you do your homework

I let you do your homework

Now

Listen to ex. 3 on page 24 and complete the text below.

Then:

+ exercises 1 - 5 on page 136

Short statements

Positive statements

so, too.

Rose has passed her exams. So has Tom.

Tom has passed his exams. Lisa has too.

With the help of an auxiliary or modal verb

Auxiliary = hulpwerkwoord

have/had + participle (voltooid deelwoord)

am/is/are/was/were + participle

or

a modal

can, could, may, might, will, would, must

Tom was warned not to talk in class.  

So was Lisa. / Lisa was too.

Lisa has come home. So has Tom / Tom has too.

Lisa will help you with that. So will Tom/ Tom will too.

Tom can play the violin. So can Lisa / Lisa can too.

Short statements

Negative statements

Neither, nor.

Rose hasn't passed her exams. Neither has Tom.

Tom hasn't passed his exams. Nor has Lisa.

With the help of an auxiliary or modal verb

Auxiliary = hulpwerkwoord

have/had + participle (voltooid deelwoord)

am/is/are/was/were + participle

or

a modal

can, could, may, might, will, would, must

Tom wasn't warned not to talk in class.  

Neither/Nor was Lisa.

Lisa hasn't come home. Neither/Nor has Tom.

Lisa won't help you with that. Neither/nor will Tom.

Tom can't play the violin. Neither/Nor can Lisa.

When no auxiliary have/be?

You use to do as an auxiliary.

Tom speaks French. So does Lisa.

Lisa plays hockey. Tom does too.

Tom didn't go to school last week. Neither did Lisa.

Lisa  doesn't work at the MacDonalds. Nor does Tom. 

Using pronouns

Tom's mother isn't home. Nor is hers.

Lisa's father works at the factory. So does his.

Their house was renovated. So was ours.

Lisa wrecked her bicycle. Tom wrecked his too. 

   Mine, yours, his, hers, its, ours, yours and theirs

Opposite tags: Really? Oh.

I like going to the beach. Really? I don't.

He can speak Japanese. Really? I can't.

My friend can't come to the party. Oh. Mine can.

I will not go and see the game. Oh. I will.

Homework

Together: page 25 ex 1 + 2

Do the following exercises:

 on page 25: 3 and 5

 and page 137: all.

Today:

Writing your own story.

Use narrative tenses.

Describing order of events

2.7 Writing

page 26

ex 1: speaking

ex 2 and 3: reading

ex 4: speaking

What writing advice is given?

Read the  Writing Focus and summarize the 9 pieces of advice that is given.

Now do ex. 7 and 9

Write your story

Apply all the advice of the writing focus in your own story.

Ex. 10: Write your own story of at least 150 words.

In groups of 4

Read each other's stories. Score the following aspects ( points):

• How is the beginning of the story? Good opening sentence? Description? Hook?             3
• Is the Past continuous used to set the scene?                                                                                      1
• Is the Past Simple used to describe the main events?                                                                       1
• Is the Past Perfect used to describe events that happened earlier?                                           1 
• Are adverbs and strong adjectives used to make the story more exciting?                            2
• Are sequencers used to describe the order of events?                                                                     2
• Are there of few short sentences for dramatic effect?                                                                      1
• Is direct speech involved to make the story more alive?                                                                   1
• The story in general?                                                                                                                                          3
• Total                                                                                                                                                                         15

Practice FCE Reading

Part 5

Start preparing for your test and have a 

wonderful weekend!