GRADE 10A: Sport Taking notes; writing a summary

About this unit

This unit is designed to guide your planning and teaching of English lessons. It provides a link between the standards for English and your lesson plans. The teaching and learning activities in this unit should help you to plan the content, pace and level of difficulty of lessons. You should adapt the ideas in the unit to meet the needs of your class. You can also supplement the ideas with appropriate activities from your schools textbooks and other resources. In this unit, students read biographies, listen to interviews with sports personalities and practise taking notes. They explore the issue of drugs in sport and read about incidents of drug abuse.

UNIT 10A.7 11 hours

Resources
The main resources needed for this unit are: two short reading texts of approximately 100120 words each about a famous sportsperson; a reading text of 1,000+ words about a famous sportsperson; a 5-minute radio or TV recording featuring a sportsman or woman talking about themselves; a short reading text about a drug-related sports incident.

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.

Key structures and functions

Speculating about the past: They might not have known about the drugs test. Criticising past actions: He shouldnt have faked an accident. He ought to have apologised. Reported speech: He has denied claims that he faked the accident. She claimed that she asked to be tested for banned substances in hospital after the crash. The 31-year-old insisted he will be happy if he is charged so he can clear his name. Describing possible scenarios in the present and future, based on hypothesis and supposition: Supposing cigarette advertising is banned from all sports; organisers wont be able to find the money to put on the events.

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.

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Standards for the unit

11 hours
2 hours Reading, listening and note-taking 2 hours Reading 3 hours Drugs in sport 3 hours Supporting an argument 10A.3.7 1 hour Extensive reading 10A.3.6 10A.3.3 Understand and respond to recounts, commentaries and nonchronological information texts on familiar and unfamiliar topics. 10A.3.2 10A.2.1

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.

SUPPORTING STANDARDS including Grade 9 standards

EXTENSION STANDARDS including Grade 11A standards

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11 hours

SUPPORTING STANDARDS including Grade 9 standards

10A.4.6

CORE STANDARDS Grade 10A standards

Show awareness of other participants through: recognising the main points made by other speakers and responding in relevant ways; repeating or paraphrasing what was said to check meaning; asking follow-up questions; using basic expressions to request or invite views from others and to show interest; using verbal and non-verbal expressions to show (dis)agreement, interest or ignorance.

EXTENSION STANDARDS including Grade 11A standards

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.

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11 hours
9.6.1

SUPPORTING STANDARDS including Grade 9 standards

Independently and intensively, read texts of at least 1000 words. 10A.6.5

CORE STANDARDS Grade 10A standards

Use active reading strategies: use techniques (e.g. highlighting a paper text) to pick out key points and remain focused on the material; use indexes, pictures, tables of contents, and glossaries to help locate and assimilate information; skim and scan written and screen-based texts for information; discern the overall message or theme; consider alternative actions, outcomes, etc. to those in the text; compare and contrast text information; interpret a real-world application of text information; evaluate in relation to preferences or purposes. 10A.7.2 Recognise that a narrative can be presented from different perspectives: 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.

EXTENSION STANDARDS including Grade 11A standards

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.

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11 hours

SUPPORTING STANDARDS including Grade 9 standards

10A.8.2 10A.9.4

CORE STANDARDS Grade 10A standards

Extend ability to plan a piece of writing in note or diagrammatic form showing the main points in sequence. From Grade 9, extend writing of persuasive texts, which argue for or against a particular view on an issue of topical, or personal interest, in a variety of forms: Make detailed notes (either hand-written or on a computer) from listening or reading From these notes, present a coherent summary of approximately one third the length of the original, in the form of: telegraphic or pictorial notes based on key words and the main ideas from a text for personal use; written, pictorial and diagrammatic notes to summarise or explain a text to others; a short coherent summary in the form most appropriate for ease of communication, which captures the main ideas in a sufficiently clear form for others to read and understand.

EXTENSION STANDARDS including Grade 11A standards

10A.9.7

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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.

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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.

Possible teaching activities

Play 20 Questions. Encourage students to check the information after each question, and to ask appropriate follow up questions, for example: Student 1: OK, who am I thinking of? Student 2: Is it male? Student 1: No. Student 3. So, it must be a female. Is she living? Student 1: Yes, she is. Student 4: So, a living female. Is she from the Middle East? Student 1: No, shes not. Student 5: So, a living female, not from the Middle East. Is she ? The student who guesses the answer correctly thinks of another famous sports personality and the game is played again. In pairs, students read the text and make notes using their own headings. After the first reading, students compare headings with another pair. They read again to improve their notes. In groups of four, students use their notes to draw a timeline showing major events in the persons life. They practise retelling the biography of the sports personality from the timeline. Students present and compare their timelines. Students write a summary of the text of approximately 200250 words using their notes. Have students complete a gap fill exercise to practise collocations with sport, for example: to do sport, to play sports, to play for a team, to play against another team, to win/lose a game/a competition/a cup, to beat a player/a team, etc. Point out that American sports teams always start with the definite article the, whereas British teams rarely do. Names of sports teams may look either singular or plural but always take a plural verb: The Chicago Bulls are playing the LA Lakers in the final next week. Liverpool beat Manchester United 21 in the play-off. Draw a table on the board with some missing information. Using dictionaries and drawing on their own vocabulary, students fill in the table. Sport athletics tennis pitch boxer golf a bat and ball Player/person Place Equipment running shoes

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).

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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.

Possible teaching activities

Write the names of three or more well-known athletes who have been involved in drug scandals on the board (e.g. Ben Johnson, Kostas Kenteris, Maradonna). Ask students if they know the connection between them. If not, play a game of 20 questions. Students read a text about drug abuse in sports (e.g. the case of Kostas Kenteris and Ekaterini Thanou, the Greek athletes at the 2004 Athens Olympics; Ben Johnson, the Canadian athlete who was stripped of his Olympic gold medal at the Seoul Olympics after failing a drugs test). Students plot the events on a timeline. Discuss use of chronological order, time words and phrases and verb tenses. Students work out the meaning of unfamiliar words from their morphology or context. Highlight verbs in the text used for reporting speech (e.g. deny, insist, claim, confirm). Write examples on the board and examine the structure. For example: Kenteris has denied claims that he faked a motorbike crash to avoid a doping test days before the start of the Olympics. (He) claimed that he asked to be tested for banned substances in hospital after the crash. The 31-year-old insisted he will be happy if he is charged so he can clear his name. (Kenteris) confirmed that he was due to light the flame at the Athens opening ceremony. Use the examples to elicit rules about the use of reporting verbs: deny + noun deny that + clause deny + - ing Students complete written exercises to practise structures used with reporting verbs. Elicit a list of stakeholders in the story, for example: the athletes, their coaches, their lawyers, their fans, the International Olympic Committee. Write some sentences on the board in direct speech. In pairs, students read the sentences and discuss who they think said them. They then make sentences to report what was said using reporting verbs from a list. Students discuss the case of the Greek athletes and speculate about what they think might have really happened: They might have faked the accident to avoid the drugs test. They might not have known about the drugs test. Identify several mistakes the athletes made and make criticisms: They shouldve agreed to do the drugs test immediately. They shouldnt have faked the accident. Revise and practise the use of past modals for the functions of speculating about the past and criticising past actions as necessary.

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

Quotes can be found by reading related articles available on the Internet.

Pay attention to stress, intonation and weak forms.

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Objectives

Possible teaching activities

Students imagine that they are the disgraced athletes. They express regrets with wish + past perfect. Divide the class into two groups, A and B, to prepare and carry out a role-play. Group A takes on the role of journalists and prepares to interview the athlete. Group B takes on the role of the athlete. Give each group 510 minutes to revise the text and prepare their roles. Pair each student from group A with one from group B and have them act out the role-play. During the role-play, monitor for errors focussing on use of tenses. Make a note of errors that are common to the whole group and deal with them in whole class situation after the role-play.

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.

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Objectives

Possible teaching activities

Review the layout of a formal letter. Students draft a letter to a newspaper either defending or protesting against the use of cigarette advertising in sport, presenting their opinion and supporting arguments. Students develop a checklist for editing their letters. Students edit and redraft their letters.

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.

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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.

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108 | Qatar English scheme of work | Grade 10A | Unit 10A.7 | Sport

Education Institute 2005