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ENGLISH FOR TEENAGERS · GENERAL ISSUES · INTERMEDIATE (B1-B2)

UNUSUAL
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1 Warm up

Look at these pictures and describe what you see.

Picture 1 Picture 2

Picture 3 Picture 4

1. Which have you done? Which would you like to do?

2. What are your favourite and least favourite sports?

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2 Focus on vocabulary

Part A: Match each word or phrase to its correct definition.

1. have a go at (phrase) a. not allowed

2. lifeguard (n) b. try to do something

3. artificial (adj.) c. in a shape that looks like part of a circle

4. prohibited (adj.) d. not natural, made by people

5. curved (adj.) e. a person at a beach or a swimming pool who rescues

people from the water

II

1. slide (v) a. use a brush on the floor

2. sweep (v) b. a competition with different levels

3. vary (v) c. change depending on the situation or place

4. regard (v) d. move smoothly over a surface

5. tournament (n) e. think about something in one way

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Language tip

The phrase have a + noun can be used for many activities. You use the noun instead of the
verb. To shower = to have a shower, to nap = to have a nap. Sometimes we can use an adjective:
enjoy your day! = have a nice day! Can you think of any more examples of phrases starting
with have a?

Part B: Write the correct word or phrase from Part A in each sentence.

1. I had a weekend away from the beach and my job as a and wanted to relax.

2. We decided to at golf.

3. We had a practice in an indoor golf course, and we were very happy to see the ball
straight across the floor and into the hole almost every time.

4. We signed up to take part in a local beginners’ . I really wanted the prize-winner’s

cup.

5. But golf outside on real ground is very different to playing on grass. We didn’t
have the same control of the ball.

6. You have to the way you hit the ball, depending on where you are on the golf
course.

7. My partner hit the ball too hard. It through the air and disappeared behind a small
hill.

8. I also didn’t know that it was to pick up someone else’s ball, so when I found it, I
picked it up and gave it back to her.

9. I think the judges us as the pair who were going to lose for sure.

10. But my partner got lucky and, pretending she was using a brush, she was able to
the ball straight into the hole. She saved us from losing!

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Part C: Discuss these questions about sports with a classmate and use the word in bold in your
answers.

1. Have you ever taken part in a tournament?

2. What sport or activity would you like to have a go at? Why?
3. Do you think any sport is too dangerous and should be prohibited?

3 Reading

Part 1: You are going to read an article titled Four sports you may never have heard of (but will want to
try). Which 4 of these phrases do you think you will read in the article?

1. somewhere wild
2. played indoors
3. big, smooth stones
4. jumps in the air
5. World Championship since 1980
6. in Ancient Rome
7. the national sport
8. beat your opponent

Read the article and check your prediction.

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Sources: The Independent, The Conversation

Glossary
Wetsuit (n): a tight rubber suit worn to keep warm in water sports or diving
Jogging (n): the activity of exercising by running at a steady, slower pace
Juggle (v): to throw three or more objects in the air, catch them, and quickly throw them in the air again

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Part 2: Look at the questions below. Read the article again and complete the table. Put an x in the
correct boxes.

Sport You do this You need Take You score You need Try to be
in a team to move something points to use your the first to
objects warm and arms reach the
dry finish line

Wild x
Swimming

Curling

Joggling

Sepak
Takraw

4 Focus on language: Modals

Look at the phrases and underline the modal verbs. Why do we use modal verbs in these sentences?

1. Which of these sports would you like to try?

2. That might be in a lake.

3. You could be great at joggling.

Which modal verbs:

1. can be used to talk about a hypothetical situation?

2. are followed by the verb (without to)?

3. can be contracted to ‘d?

4. is the past of can?

5. is used to say something is possible?

6. is also used to describe being able to do something?

Complete the following conversation with would, might, ‘d and could. Use each one only once.

1
Boy: If you be the fastest runner in the world for the day, would you do it?
2
Girl: Hmm. I have to go back to being normal the next day?

Boy: Yes, but imagine the day was the day of the final running race in the Olympics, and you
3
win a gold medal!
4
Girl: Well, I’m still not sure, but I .

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5 Listening

Part 1: Listen to two teenagers talking about trying a new sport.

1. What sports are available?

2. What sport do they decide to do?

Part 2: Listen again and decide if the statements below are true or false.

1. It’s sports week next week.

2. They can practise the new sport before playing it.

3. At least one of the sports takes place away from the school.

4. It’s too warm to do a winter sport outside.

5. Both of them are tall.

6. They decide to do a swimming class at the weekend.

7. Neither of them likes team games.

8. They decide to go wild swimming for sports week.

Part 3: Here are some words from the text. Practise saying them with your partner.

• canoeing
• registers
• showing me around
• on offer
• defence (US English: defense)
• energetic
• ice rink

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Part 4: Use the words from above to complete the sentences.

1. Thanks for .

2. Every year, the sports department organises some new sports to try. Everyone
for one.

3. Here, look at this poster; it seems there are four . That one looks fun.

4. Well, the school has buses. They’d take us to an , I guess.

5. Yes, and a bit like cleaning. That one looks more , and fun.

6. I played in for the volleyball team at my last school, too and I’m not so tall, so I
don’t think so.

7. I can’t swim. I went once and fell in. Someone had to pull me out of the water.

Part 5: Match the words to the definitions.

1. To take someone to visit all or the main parts of a place so they can see what
it is like and learn about it.
2. Puts their name on a list because they want to do something.

3. To be available for people to choose.

4. An area kept frozen for people to skate on, often inside a building.

5. Demanding or being able to do a lot of activity without getting tired.

6. The part of a sports team that tries to prevent the other team from scoring
points.
7. Travelling in a small light boat using a stick called a paddle to move the boat
through the water.

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6 Speaking: Invent a sport

Work in small groups and invent a fantastic new sport. Use the questions below to help you. Make
sure you answer questions from each square in the table.

When you are clear about your sport, find a new partner and explain the sport to them. Your new
partner can draw a poster to attract new people to the sport.

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7 Homework project

Write 2-3 paragraphs (120 words) describing your new sport. Include a title, a description of what
happens, what people need and why it is fantastic.

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Transcripts

5. Listening

Josh: Thanks for showing me around.

Mary: No problem, I remember starting a new school. It can be a bit scary on your own.

Josh: Yes, and I don’t know where anything is.

Mary: Well, this is the noticeboard for students, where all the clubs and activities put up their
news and things like that. Oh, look, it’s sports week this week.

Josh: What’s that?

Mary: Every year, the sports department organises some new sports to try. Everyone registers
for one, you train each afternoon and then spend Friday afternoon doing it. Want to do
the same one? Then we can do it together.

Josh: Sounds cool! What are the options?

Mary: Here, look at this poster; it seems there are four on offer. That one looks fun. Look at the
photo. How do they do that without dropping everything?

Josh: Yeah, I was in my running team at my old school, but we never did any circus skills and I’m
awful at catching things generally, never mind three things at the same time!

Mary: Well, that’s what the training is for. It could be fun. I kind of prefer team games, though.

Josh: Yes, me too. How could we do the second one? It’s twenty degrees outside.

Mary: Well, the school has buses. They’d take us to an ice rink, I guess. Looks interesting. But a
bit slow.

Josh: Yes, and a bit like cleaning (laughs). That one looks more energetic, and fun. We can play
in a team – that will help me get to know people.

Mary: Don’t you have to be really tall, though?

Josh: I played in defence for the volleyball team at my last school, too and I’m not so tall, so I
don’t think so. Anyway, it looks like good fun and I love ball games.

Mary: And everyone would probably help each other, and if nobody can use their arms, then the
ball would come lower than in volleyball. It would be a bit like soccer, I think.

Josh: How about this one – I grew up by a lake and spent most of my time in the water. It would
be so lovely. I’m a trained lifeguard, too.

Mary: Are you? That’s cool. But there’s a little problem if we want to do it together.

Josh: What’s that?

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Mary: I can’t swim. I went canoeing once and fell in. Someone had to pull me out of the water.
I was freezing.

Josh: Oh, well I can teach you, but probably best in a swimming pool to start with.

Mary: Really, thanks!

Josh: Start at the weekend?

Mary: Sure!

Josh: Okay, so for sports week, we’ll have a go at the other one, then, right? The team ball
game? What does it say? Sepak Takraw? I don’t know how to say the name.

Mary: Neither do I. Maybe that’s the first thing they’ll teach us.

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Key

1. Warm up

5 - 10 mins.
First, ask students to look at the image and at the top of the page and tell you what they see. Elicit some sports
vocabulary. Students could brainstorm sports, equipment and places, for example.
Then ask students to work in pairs, look at the four images in the worksheet and describe what they see. Monitor
and help with language.
Finally, ask students if they do sports. Ask them to discuss their favourite and least favourite sport in pairs.
Picture 1 - skateboarding
Picture 2 - tight rope mountain walking / hanging
Picture 3 - handball playing
Picture 4 - kayaking

2. Focus on vocabulary

Part A
10 mins.
Students work in pairs and match the vocabulary to their definitions. As you monitor, focus on pronunciation as
well as meaning. Check answers whole class and drill pronunciation.
Then ask students to read the language tip and try to think of any more examples. Other examples of this structure
include have a holiday, have a rest, have a drink. Remind students: we say have breakfast/lunch/dinner without using
a.
I

1. → b. 2. → e.
3. → d. 4. → a.
5. → c.
II

1. → d. 2. → a.
3. → c. 4. → e.
5. → b.
Part B
5 mins.
Ask students to read all of the sentences before they decide which word to choose from Part A. Students should
check answers in pairs.
Alternative: Ask students to write down numbers 1-10. Read the story to the class. Instead of reading the answers
say the word banana. Students have to write down what the word actually is. Students compare words and look
at the exercise together.

1. lifeguard 2. have a go
3. slide 4. tournament
5. artificial 6. vary

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7. curved 8. prohibited
9. regarded 10. sweep
Part C
5 mins.
Tell students to focus on saying the words in bold in their answers. Students could then talk to a different classmate.
Try to encourage students to develop their answers to talk about sports and games in general. Monitor and take
notes for feedback.

3. Reading

Part 1
5 mins.
Write the title on the board. Ask students what they think the article will be about. Ask them to look at the words
and phrases in pairs and briefly discuss how likely each one is to be in the article. Set a strict time limit (1 min) for
them to scan the article. Check predictions whole class.
Answers: somewhere wild; big, smooth stones; World Championship since 1980; the national sport
Part 2
5 - 10 mins.
This exercise gives students the chance to understand the text in more detail and discuss the answers. Encourage
students to underline parts of the text that give them answers.
Answers:
You do this in a team: Curling, Sepak Takraw, You need to move objects: Curling, Joggling, Sepak Takraw, Take
something warm and dry: Wild Swimming, You score points: Curling, Sepak Takraw, You need to use your arms:
Wild Swimming, Curling, Joggling, Try to be the first to reach the finish line: Joggling

4. Focus on language: Modals

5 mins.
Ask students to underline the modal verbs in the sentences from the text. Elicit that the first is being used to
talk about a hypothetical situation, the second to talk about possibility while the third is linked to ability but in a
hypothetical sense. Ask them to look at the questions and note down their answers. They should use the example
sentences to help them. Give them some thinking time. Then check whole class.
Part 1

1. would 2. might
3. could
Part 2

1. would, might, could 2. would, might, could

3. would 4. could
5. could, might 6. could
Part 3
Students work in pairs to put the modals in the sentences. They should use each example only once. Could is a
correct answer for number 4, but they should already have used it in number 1.

1. 1 - could 2. 2 - Would
3. 3 - ’d 4. 4 - might

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5. Listening

Part 1
10 mins.
Tell students to read the questions, listen and answer them. Tell them not to worry about spelling the sports
correctly, just to have a go. Listen once, then give feedback whole class.

1. wild swimming, curling, joggling, Sepak Takraw 2. Sepak Takraw

Part 2
5 – 10 mins.
Tell students they need to listen again and decide if the statements are true or false. Give them 1-2 minutes to
read the statements, then play the listening again if necessary.

1. F 2. T 3. T 4. T 5. F 6. T 7. F 8. F
Part 3
5 mins.
Give students a minute in pairs to say the words. Drill for correct pronunciation.
Part 4
5 mins.
Ask students to complete the sentences with the vocabulary from exercise 4. Play the listening again if necessary,
pausing if possible after each of the sentences in the exercise. Check answers whole class.

1. showing me around 2. registers

3. on offer 4. ice-rink
5. energetic 6. defence
7. canoeing
Part 5
Ask students to match the words to the definitions, then check their answers with a partner. Feedback whole
class.

1. showing someone around. 2. registers

3. on offer 4. ice-rink
5. energetic 6. defence
7. canoeing

6. Speaking: Invent a sport

15 - 20 mins.
Put students into small groups and tell them they are going to invent a fantastic new sport. Ask them to read the
questions together but not write the answers, discuss them instead. Encourage everyone to take part and use
their imagination. Extension: Students could then make their own notes, remembering what they discussed, in
preparation for the next stage.
Change the arrangement so students are now in pairs, with someone from another group. Give them paper and
pens, or ask them to use their notebooks. Students should take turns describing their invented sport and the other
should draw and write a poster for it.

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7. Homework project

Students could pin these up around the room next lesson and read each other’s, deciding which sport they would
like to try.

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