iZone 2 Unit 1 Lesson Plan
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iZone 2 Unit 1 Sports for All
Unit overview
This unit is based on the sports people play and why they play them. The Communication strategy
teaches students to keep a conversation going and show polite interest by asking questions. These
kinds of questions are commonly called follow-up questions. Students are also directed towards
listening to the variations in tone at the end of questions.
The target language includes vocabulary used to talk about different kinds of sports, expressions
commonly used to say why people play particular sports, and responses such as “Really?” and “Do
you?” For details see the Language Summaries on page 100 of the Student Book.
The Communication task is conducted in pairs. The aim is to keep conversations going about the
sports classmates play and the ways they keep fit. Students prepare questions to ask their partners,
make notes on the answers, and present their information to the rest of the class.
MyiZoneLab (pages 14–15)
The first two pages of the unit summarize the online Prepare sections and can be used before and
after students go online.
Before students go online
1. Draw students’ attention to the unit goals to inform them of what they will be learning. The
goals are:


Talk about sports you like to do and why
Keep the conversation going and show polite interest by asking questions
2. Assigned activities
Cover each of the four sections and have the students use the check boxes to make their own record
of which activities they are expected to complete.
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iZone 2 Unit 1 Lesson Plan
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Have students use the check boxes to make their own record of the assigned activities. Cover each
of the four sections.
1. Video clip: Part A, Part B
2. Language zone: Part A, Part B, Part C
3. Strategy: Part A, Part B, Part C
4. Role play: Part A, Part B
Remind students to fill in the Gradebook score and Completed boxes as they work online.
After students have completed the assigned online activities
1. Check that students have done the assigned Online prepare activities. Students who have
completed the activities should have filled in the Gradebook score or Completed boxes.
2. Invite students explain and comment on any specific difficulties they had with the online
material and answer any queries arising.
3. Although all ionline Prepare material is covered in the textbook, you may wish to check
students’ understanding of the Language zone vocabulary and the Strategy before beginning
the in-class activities.
Use the target language to ask questions such as:
What kind of sports do you like?
How do you keep in good shape?
Have you ever played volleyball?
Do you ever go skiing?
What sports get rid of stress?
Check comprehension of the strategy by creating questions such as:
I play soccer.
Soccer? How [long have you been playing?]
Soccer? Where [do you play?]
Do you? How [many nights a week do you practice?]
Ask students to give reasons for playing sports:
I play sports to have [fun].
I play sports to keep [fit, in good shape].
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iZone 2 Unit 1 Lesson Plan
I play sports to feel [better].
I play sports to lose [weight].
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iZone in class (pages 16–21)
Listen and respond (page 16)
Activity A: Pre-listening
1. Check students’ comprehension of the target items in activity A by asking:
1. What sports do you play?
2. Why do you play those sports?
3. Are there any other sports you would like to play?
4. Have you ever played any of the sports in the pictures?
2. Ask students to look at the pictures and predict what the people are doing in each one.
3. If you think students need additional support, use the notes below to explain the context
of the audio.
The four characters all play sports. The audio is divided into four sections. Each section comprises
of a character describing the sport they play, the reason they play it, and another aspect of the sport
that appeals to them.
Activity A: Listening
Play the audio through once or twice, pausing between sections if you think students need
more time than the recording allows to answer the questions. Check the answers.
[Tracks 05–08]
1
Woman:
I’ve been playing golf for more than twenty years. It’s a good way to get together
with friends and do some light exercise at the same time. I also enjoy being
outdoors.
2
Man:
I’ve been playing table tennis since I was at junior high school. I loved it then and I
still do. I’m a competitive person and so I enjoy the competition. It also helps me to
keep fit.
3
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iZone 2 Unit 1 Lesson Plan
Woman:
4
Man:
5
I play volleyball a couple of times a week. I get rid of all my stress on the court and
after a game I always feel better. I enjoy playing on a team too. I never really liked
individual sports.
I played basketball when I was a kid, then last year I started playing again to lose
weight. I was getting fat so I figured I needed to do more exercise. I’m in much
better shape now.
Activity B: Listening
Play the audio again. Check the answers.
Activity B: Extension
1. Have students write additional sentences using vocabulary from the listening. Provide
about ten items, and have them write a story that includes all of them. Students then read
the stories aloud in small groups.
Example sentence starters:
A good way to lose weight is to …
A famous sports competition is …
I get together with friends to play …
I keep fit by playing …
I feel better when I …
I like being outdoors because I …
I was playing on a team when I was ten years old.
I think exercise is ...
Dictate this story and have students write their ideas in the gaps when you stop and ask a
question:
There was a heavy man called
(What was his name?) He wanted to lose
weight. He entered a slimming competition and lost
kilograms. (How much weight did he
lose?) He got together with friends to play
. (What sport did he play?) Another
sport he played to keep fit was
. (What was the other sport?) He felt better by playing
sport, and he met a beautiful woman called
. (What was her name?) He felt very
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iZone 2 Unit 1 Lesson Plan
hungry after exercising, so he decided to
. (What did he decide to do?) In the
end, the woman
. (What did the woman do?)
Who has the best story?
2. Use these questions to check students’ comprehension of the listening passage after
completing Activity B.
Picture 2 [table tennis]
1. When did the man start playing? [at junior high school]
2. What kind of person is he? [competitive]
Picture 3 [volleyball]
1. How often does the woman play? [a couple of times a week]
2. What does she think about individual sports? [She’s never really liked them.]
Picture 4 [basketball]
1. When did the man start playing again? [last year]
2. How has it helped him? [He’s in much better shape now.]
Picture 1 [golf]
1. How long has the woman been playing? [more than twenty years]
2. What kind of exercise is it? [light]
Activity C: Pre-speaking
Before starting Activity C, encourage students to come up with their own ideas by eliciting
possible answers to the three questions in the table. Make three lists on the board:
1. A sport you would play to keep fit, e.g. tennis.
2. A sport you would play to get together with friends, e.g. volleyball.
3. A sport you would play to be outdoors, e.g. soccer.
Activity C: Interviews
Encourage students to keep their conversations in English. This would be an appropriate
time to remind them of, or even review, the language covered in the Zone In unit.
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iZone 2 Unit 1 Lesson Plan
Use this model to demonstrate the type of conversation expected.
A: Are you ready?
B: Yes, I’m ready.
A: What sport would you play if you wanted to keep fit?
B: Oh, I’d play tennis.
A: What sport would you play if you wanted to get together with friends?
B: Oh, I’d play volleyball.
A: What sport would you play if you wanted to be outdoors?
B: Oh, I’d play soccer.
A: Good. Can you tell me your name?
B: Sure. It’s Ken. Now, are you ready?
A: Yes, I’m ready.
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Strategy in action (page 17)
Communication strategy
Explain that the examples given are used to keep a conversation going and show polite
interest by asking questions. Students should already be familiar with this material as they
will have covered it in the online Prepare sections.
Warm-up
1. Ask students to suggest situations where the examples might appropriately be used.
This could be done orally or in writing.
e.g., I play volleyball. [Talking to a new classmate after class, or someone at a sports club.]
Really? How long have you been playing?
2. Give students situations and ask them to suggest an appropriate question to show polite
interest. Encourage them to come up with their own ideas in addition to the examples
given. This could be done orally or in writing.
e.g., A classmate tells you that he does kung fu.
[Kung fu? Where do you train?]
[Really? When did you learn to do it?]
[Do you? Why did you decide to do kung fu?]
Activity A: Pre-listening
Inform students that some words from Activity A are on the page to guide them, but the
answers are not, so they will need to listen carefully and guess any words they don’t know.
Ask them to predict likely answers by looking at the situation depicted in the photos.
Activity A: Listening
Play the audio. Check the answers.
Audio Script [Track 9]
Man:
I play cricket.
Woman:
Cricket? What kind of game is that?
Man:
Oh, it’s a team sport. Usually men play it, but there are some women’s teams.
Woman:
So how many players are on each team?
Man:
Eleven.
Woman:
And what do you use to play it?
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Man:
Woman:
Man:
Woman:
9
All you really need is a bat and a ball.
OK. So how long does a game last?
The longest games last five days!
Wow!
Activity B: Pair work
Ask students to use the model they completed in Activity A to have the conversations in B.
All the information they need is already on the page. Encourage them to come up with
their own questions to keep the conversations going.
To vary this activity you can:
• change roles with every partner to get practice in asking and answering questions
• ask students to find a new partner for each sport
• encourage students to keep their conversations going for as long as possible by using extra
questions of their own (i.e. by imposing a goal of, say, 2 minutes).
Activity B: Extension
Extend this activity by giving students more sports to talk about. Call out the sports, telling
them to start a conversation with a new partner and keep it going for a specified length of
time, such as one or two minutes. Use the model below as an example to illustrate what is
expected before challenging them to create their own conversations.
Example situation:
• Talk about soccer
team sport
11 players
a ball
90 minutes
Use the model conversation provided on the page as a guide.
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Language in action (page 18)
Introduction
For students who are unfamiliar with the situation depicted in the model conversation, you
may wish to explain that the questions asked in the model would all be considered polite in
most English speaking cultures. They should already have practiced this conversation
online.
Warm-up
Get your students thinking about playing sports by asking them questions such as:
1. How long have you been playing the sport you do now? [e.g. baseball, lacrosse]
2. Who do you usually play with? [e.g. friends, club]
3. Where do you play the sport? [e.g. at school, in the park]
Activity A: Reading and Listening
Play the audio. Have students answerthe question, “Where does Mike play basketball?”
Audio Script [Track 10]
Steve:
You look tired.
Mike:
I am. I was playing basketball.
Steve:
Really? How long have you been playing?
Mike:
Just a week.
Steve:
Who do you play with?
Mike:
Oh, the guys from work. It’s really good exercise.
Steve:
Sounds great. Where do you play?
Mike:
At the sports center near the office.
Steve:
Yeah, I know it. So, how was the game?
Mike:
Great fun, but I’m so tired.
Activity B: Pronunciation
Play the questions one at a time. Have your students repeat them first as a whole class
and then in pairs.
Audio Script [Track 11]
1
Man:
Really? How long have you been playing?
2
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iZone 2 Unit 1 Lesson Plan
Woman:
3
Man:
4
Woman:
Who do you play with?
Where do you play?
Does it help you to keep fit?
Language note
You may wish to explain that yes / no questions normally take a rising tone, e.g. Does it
help you to keep fit? However, other question types often have a falling tone, e.g. How
long have you been playing?
Activity C: Substitutions
Have students work in pairs, using the substitutions to make new conversations.
Activity C: Extension
1. Encourage students to come up with and use their own substitutions.
2. Ask them to suggest and use substitutions for other parts of the conversation. For
example:
Line from the model: It’s really good exercise.
Possible substitutions: It keeps me fit. / I feel great when I play.
Line from the model: Great fun, but I’m so tired.
Possible substitutions: Really good, but I’m hungry now! / I enjoyed it, but I need a rest.
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Communication task (page 19)
Introduction
Explain to students that steps A, B and C constitute an integrated activity. They will first
make questions to keep a conversation going. They will then ask questions with a partner
and make notes, before presenting the information to other students in full sentences.
Pre-task activity
Before writing questions, direct student’ attention to the illustrations and ask them to
predict what sports the people are doing. They can keep their predictions to themselves or
share them with a partner.
Step A: Writing questions
Explain to students that for this activity they are only required to write questions under the
headings. They do not have to answer the questions yet.
Step B: Taking notes
Students need to work with a partner. They will probably not be used to finding a partner
by themselves, so they can be allocated a partner. One procedure is:

Number off the class into pairs at random and place them with their partners. They
can sit down with their partner.
Stand up and demonstrate in front of the class with one student how to take turns in asking
and answering the questions and writing notes.
Show your notes on the board so that everyone knows how to proceed. Have the class
continue and circulate to monitor.
Give feedback at the end of the activity. Try not to interrupt students for error correction
while they are engaged in this fluency activity.
Step C: Sharing
Tell students to remain with their partners. They should write out their notes in full
sentences. They can then check with their partner to see that the content of the sentences
is accurate.
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Have two pairs join together to form groups of four. Model how to do this in front of the
class with two pairs.
In turn, each member of the group should present their sentences to the others. They
should always look at the sentence they wrote, then look at their partners while they are
speaking. They must not read out the sentences without making eye contact. Again, this is
best demonstrated in front of the class with one group.
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Activity Zone (page 20)
Name this sport!
Use these three steps to present this activity.
Step 1: Tell the class that they are going to play a sports quiz. Instruct students to look at the
example in the box. Go through the example and check understanding.
Step 2: Have them write their own hints for a sport they know following the directions on the page.
Allow time for this. If any students finish writing quickly, put them into pairs and have them read
the rules at the bottom of the page. They can begin to play when they are ready.
Step 3: Put students who do not have a partner into pairs. They will need to change partners during
the game. Demonstrate how to play the game with a partner using the table at the bottom of the
page. Challenge students to gain as many points as they can by guessing correctly. The winner is
the player with the most points.
Extension activity
Have students work in pairs and make a similar sports quiz with a new sport or game.
Specify that there should be four hints. (See the example below.)
A: This is a track and field sport.
B: The 100 meters?
A: No. You need to be good at jumping. You do it alone.
B: The long jump?
A: No! You use a long stick called a pole to help you.
B: A stick? It sounds like the javelin. Do you throw it?
A: No. You jump over a bar, like the high jump, using the pole to help you, and land on a mat.
B: Is it the pole vault?
A: Yes, that’s right!
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Video extras (page 21)
Warm-up
For students who haven’t already seen it online, play the video through with the sound
muted. Ask students to use visual clues to make predictions. Ask:
Where do you think the action takes place?
What do you think Jay is doing?
What do you think is the relationship of the main characters, Sun Mi and Jay?
What do you think Sun Mi and Jay talk about?
Step A
Play the video and have the students complete the information. You will probably need to
play the video through at least twice.
Video transcript
Jay:
Hey ... it’s you!
Sun Mi:
Hey! You look tired.
Jay:
I just ran, like, fifteen miles.
Sun Mi:
Really? Where did you go?
Jay:
Well, I started up at the campus and then I ran down to Battery Park, saw the Statue
of Liberty, and then I ran back up here to Central Park.
Sun Mi:
Wow ... you must have seen a lot ...
Jay:
Yeah, I love it. Every neighborhood is just so different. Plus, on the Upper West
Side, they were shooting a film today!
Sun Mi:
Did you see who it was?
Jay:
I didn’t stop, but I overheard it’s supposed to be the big summer blockbuster.
Sun Mi:
Cool! Well, it seems like good exercise. Is that why you do it?
Jay:
It does keep me fit, and it’s a great way to get rid of stress, but you know, I think it’s
the best way you can see the city. You should try it! OK ... I’ll see you later.
Sun Mi:
Bye.
Step A: Extension
1. If the warm-up was done, use these questions to check students’ predictions against the
actual answers. If it wasn’t done, use them as general comprehension questions.
Where did the action take place? [in Central Park]
What was Jay doing? [jogging]
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What is the relationship of the main characters, Sun Mi and Jay? [They are friends.]
What do Sun Mi and Jay talk about? [They talk about exercise, and Jay says he can see the city and
get rid of stress.]
2. This is an appropriate moment if you would like students to take a more detailed look at
the video transcript. Provide copies of it. You may wish to draw students’ attention to:
The language Jay and Sun Mi use to initiate the conversation:
Jay:
Hey ... it’s you!
Sun Mi:
Hey! You look tired.
The language Sun Mi uses to ask questions:
Jay:
I just ran, like, fifteen miles.
Sun Mi:
Really? Where did you go?
This short exchange if you are planning to do Steps B and C:
Sun Mi:
Really? Where did you go?
Jay:
Well, I started up at the campus and then I ran down to Battery Park, saw the
Statue of Liberty, and then I ran back up here to Central Park.
Sun Mi:
Wow ... you must have seen a lot ...
Step B
Write a video script for Sun Mi and Jay. Sun Mi is telling Jay about some sports that she
enjoys doing.
Before students begin writing their scripts it may be helpful to:
• specify the length of the script students are to write
• specify opening lines for the script, e.g.
Jay:
Do you play any sports?
Sun Mi:
Yes, …
Jay:
Really? Where do you go to practice?
Jay:
Well, I ...
• have the students brainstorm, either in pairs or as a whole class, on the subject of places to go and
exercise [the park, the gym, the school ground]
Step C
Whilst pairs can act out their script for themselves without an audience, depending on the
size of the class and the time available you may wish:
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• pairs to act out their script in front of another pair
• pairs to act out their script in front of the class
• to divide the class into two groups and have pairs act out their script to their group
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