DELTA Module Two – Lesson Plan

DELTA Module Two

Lesson Plan
Background Information
Candidate Name Craig Tolfree
Candidate Number
LSA Number
LSA Focus (Systems/Skills) Systems
LSA Area (Grammar/Speaking/Lexis, Lexis
etc)
Date of Lesson 22/03/25
Level Pre-Intermediate

Class Profile
This course is a 9 month course (36 weeks × 1.5 hours/week = 54 hours). This is a
supplementary course aimed at improving speaking skills. The primary focus of lessons
are on vocabulary and speaking. Learners are Vietnamese teens. The coursebook they
are studying is Cambridge Prepare 4. The learners are preparing to sit the Cambridge
Pet exam. SS are accustomed to a teacher centered education system. Therefore,
passivity is a characteristic of the learners’ context.

Individual Learner Profiles

[Please fill in the table below with information about individual learners relevant to the
topic and learning objectives of this lesson]

Name Background Information relevant to this lesson

Vo Vietnamese
Xuan
Nguye
n
Nguye Vietnamese
n
Hoang
Viet
Luu Vietnamese
Ngoc
Minh
Chau
Le Vu Vietnamese
Quynh
Anh
Tran Vietnamese
Vo
Huong

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DELTA Module Two – Lesson Plan

Giang
Le Tien Vietnamese
Bao
Mai Vietnamese
Thu
Huyen
Le Vietnamese
Quang
Tam
Tran Vietnamese
Bao
Thien
Bui Vietnamese
Anh
Tuan
Nguye Vietnamese
n Thao
Nguye
n
Tran Vietnamese
Nguye
n
Quynh
Chi
Le Vietnamese
Xuan
Huy
Nguye Vietnamese
n Thi
Bao
Uyen

Lesson Aims

Aims Evidence of achievement

Overall Aim:

 To focus on a types of sports lexical set  Learners will have demonstrated using
and establish corresponding verb-noun the 3 forms of collocational verbs with
collocations. different types of sports

Main Aim:

 Learners will be able to use collocations  Learners will have identified 6 verb-
with types of sports in the speaking noun sport collocations from a listening
activity with accurate pronunciation. context.

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DELTA Module Two – Lesson Plan

Secondary Aims:

 Learners will practice recognizing verb  Learners will have matched at least 3
collocation patterns with types of sports forms of the verb collocations with the
in a listening activity. correct sport noun

 Learners will be able to choose the  Learners will complete a categorization

correct collocational verb (do/go/play) activity in which they match different
for different types of sports types of sports to verb collocations,
according to the underlining rules
governing the collocation patterns

 Learners will develop awareness of turn-  Learners will use at least 5 sport
taking, persuasion, agreement, and collocation and record them in a weekly
negotiation strategies in a diary planner
communicative speaking activity

Language Analysis

do athletics /duː wæθˈletɪks/ (UK)

 verb + uncountable common noun

 US dialect: do track and field
 -s derivational morpheme forms a noun referring to an activity
 linking /w/
 common collocations:
 with verbs: do athletics; compete in athletics; train for athletics
 with adjectives: professional athletics; amateur athletics; competitive athletics
 with nouns: athletics track, athletics stadium, athletics team, athletics event

1) Definition
the sports that include running, jumping, and throwing

2) [matching the correct picture]

3) Possible CCQs
 Is athletics one sport or many sports? (Many sports)
 Does athletics include running, jumping and throwing? (Yes)
 Can you do athletics in the Olympics? (Yes)

do boxing /duː ˈbɒksɪŋ/

 verb + uncountable common noun

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DELTA Module Two – Lesson Plan

 gerund
 non-finite verb
 nominalization from verb
 formed by adding derivational morpheme –ing to the base verb box
 needed after (be) used to / part of verb pattern / used after preposition (to)
 common collocations
 with verbs: do boxing; take up boxing; train for boxing; compete in boxing
 with adjectives: competitive boxing; aggressive boxing, professional boxing, amateur boxing
 with nouns: boxing match, boxing ring, boxing gloves, boxing coach, boxing champion

1) [matching the correct picture]

2) Possible CCQs
 Do boxers use their hands or feet to fight? (Hands)
 Is boxing a team sport? (No, it's an individual sport)

go climbing /ɡəʊ ˈklaɪmɪŋ/

 verb + uncountable common noun

 gerund
 non-finite verb
 nominalization from verb
 formed by adding suffix –ing to the base verb climb
 contains silent b
 needed after (be) used to / part of verb pattern / used after preposition (to)
 common collocations
 with verbs: go climbing; do climbing: try climbing; train for climbing
 with adjectives: extreme climbing, dangerous climbing, competitive climbing,
 with nouns climbing wall; climbing rope; climbing gear; mountain climbing, rock climbing,

1) [matching the correct picture]

2) Possible CCQs
 Do you need special equipment for climbing? (Yes, usually)
 Can you do climbing indoors? (Yes, on a climbing wall)
 Is climbing a team sport? (No, it's usually individual)

go cycling /ɡəʊ ˈsaɪklɪŋ/

 verb + uncountable common noun

 gerund
 non-finite verb
 nominalization from verb
 formed by adding derivational morpheme –ing to the base verb cycle
 spelling: final e consonant dropped
 needed after (be) used to / part of verb pattern / used after preposition (to)
 common collocations

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DELTA Module Two – Lesson Plan

 with verbs: go cycling; do cycling; try cycling; train for cycling

 with adjectives: competitive cycling, dangerous cycling, long-distance cycling, recreational
cycling
 with nouns: cycling helmet, cycling route, cycling gear, cycling club; road cycling, mountain
cycling, indoor cycling, competitive cycling

1) [matching the correct picture]

2) Possible CCQs
 Can you do cycling indoors? (Yes, on a stationary bike)
 Is cycling usually a team sport? (No, it’s mostly individual)

do gymnastics /duː ʤɪmˈnæstɪks/

 verb + uncountable common noun

 -s derivational morpheme forms a noun referring to an activity
 common collocations
 with verbs do gymnastics; practice gymnastics; train for gymnastics; compete in gymnastics
 with adjectives: competitive gymnastics, artistic gymnastics, rhythmic gymnastics, Olympic
gymnastics
 with nouns: gymnastics competition, gymnastics training, gymnastics routine, gymnastics
coach

1) [matching the correct picture]

2) Possible CCQs
Is gymnastics a team sport? (No, it's usually individual)
Is gymnastics in the Olympic Games? (Yes)

play ice hockey /pleɪ aɪs ˈhɒki/

 verb + uncountable common noun

 compound noun: ice (noun) + hockey (noun)
 common collocations
 with verbs: play ice hockey; watch ice hockey; win an ice hockey match; score a goal in ice
hockey
 with adjectives: professional ice hockey; competitive ice hockey; aggressive ice hockey;
Olympic ice hockey
 with nouns: ice hockey match; ice hockey team; ice hockey tournament; ice hockey rink

1) [matching the correct picture]

2) Possible CCQs
Do players use a ball or a puck? (A puck.)
Is ice hockey a team sport? (Yes.)

go ice skating /ɡəʊ waɪs ˈskeɪ.tɪŋ/

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DELTA Module Two – Lesson Plan

 verb + uncountable common noun

 gerund
 non-finite verb
 nominalization from verb
 compound noun: ice (noun) + skating (noun/verb)
 formed by adding derivational morpheme -ing to the base verb skate
 linking /w
 spelling: final e dropped
 needed after (be) used to / part of verb pattern / used after preposition (to)
 common collocations:
 with verbs: go ice skating; try ice skating; learn ice skating; practice ice skating
 with adjectives: professional ice skating; competitive ice skating; artistic ice skating;
recreational ice skating
 with nouns: ice skating rink; ice skating shoes; ice skating lesson; ice skating coach; figure
skating; speed skating; Olympic ice skating

1) [matching the correct picture]

2) Possible CCQs
Do you wear special shoes for ice skating? (Yes, ice skates)

go jogging /ɡəʊ ˈʤɒɡɪŋ/

 verb + uncountable common noun

 gerund
 non-finite verb
 nominalization from verb
 formed by adding derivational morpheme –ing to the base verb jog
 needed after (be) used to / part of verb pattern / used after preposition (to)
 spelling: final ‘g’ consonant doubled
 common collocations
1. with verbs: go jogging; try jogging; do jogging
2. with adjectives: regular jogging; slow jogging
3. with nouns: jogging shoes; jogging track; jogging route; jogging habit; jogging partner

1) [matching the correct picture]

2) Possible CCQs
is jogging fast or slow? (Slow)
Do people jog for competition? (No, usually for exercise)

play rugby /ˈrʌɡ.bi/

 verb + uncountable common noun

 common collocations
1. with verbs: play rugby; watch rugby; train for rugby
2. with adjectives: professional rugby; amateur rugby; international rugby
3. with nouns: rugby ball; rugby match; rugby pitch; rugby boots; rugby player

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DELTA Module Two – Lesson Plan

1) [matching the correct picture]

2) Possible CCQs
Is rugby a team or individual sport? (Team)
Do players use a round or oval ball? (Oval)

squash /pleɪ skwɒʃ/

 verb + uncountable common noun

 common collocations
 with verbs: play squash; try squash; train for squash; compete in squash; watch squash
 with adjectives: professional squash; competitive squash; Indoor squash; Fast-paced squash
 with nouns: squash court; squash ball; squash racket; squash match; squash tournament

1) [matching the correct picture]

2) Possible CCQs
Is squash played indoors or outdoors? (Indoors)
Does squash have a net like tennis? (No, squash does not have a net.)
Is squash a team sport? (No, it is usually played one-on-one.)

go surfing /ɡəʊ ˈsɜːfɪŋ/

 verb + uncountable common noun

 gerund
 non-finite verb
 nominalization from verb
 formed by adding derivational morpheme –ing to the base verb surf
 needed after (be) used to / part of verb pattern / used after preposition (to)
 common collocations
1. with verbs: go surfing; try surfing; learn surfing
2. with adjective: big-wave surfing; professional surfing; extreme surfing
3. with nouns: surfing gear; surfing board; surfing lesson; surfing instructor; surfing school

1) [matching the correct picture]

2) Possible CCQs
Do you need a board for surfing? (Yes)
Can you surf on a lake or only in the ocean? (Usually in the ocean, but some people surf on large
lakes or artificial waves.)
Is surfing a team sport? (No, it is usually an individual sport.)

go swimming /ˈswɪm.ɪŋ/

 verb + uncountable common noun

 gerund
 non-finite verb
 nominalization from verb

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DELTA Module Two – Lesson Plan

 formed by adding derivational morpheme –ing to the base verb swim

 needed after (be) used to / part of verb pattern / used after preposition (to)
 spelling: final ‘m’ consonant doubled
 common collocations
 with verbs: go swimming; try swimming; enjoy swimming
 with adjectives: competitive swimming; recreational swimming
 with nouns: swimming pool; swimming lesson; swimming goggles; swimming stroke

play table tennis /pleɪ ˈteɪb(ə)l ˈtenɪs/

 verb + uncountable common noun

 compound noun: table (noun) + tennis (noun)
 common collocations
1. with verbs: play table tennis; try table tennis; practice table tennis; watch table tennis
2. with adjectives: professional table tennis; competitive table tennis
3. with nouns: table tennis table; table tennis ball; table tennis paddle; table tennis player

1) [matching the correct picture]

2) Possible CCQs
Do you play table tennis on a big field or a table? (On a table)
Can table tennis be played by one person alone? (No, you need at least two players)

play tennis /ˈtenɪs/

 verb + uncountable common noun

 common collocations:
1. with verbs: play tennis; try tennis; practice tennis; watch tennis
2. with adjectives: professional tennis; competitive tennis; international tennis
3. with nouns: tennis court; tennis ball; tennis racket; tennis player; tennis tournament

1) [matching the correct picture]

2) Possible CCQs
Is tennis usually played indoors or outdoors? (It can be played both indoors and outdoors.)
Can tennis be played alone, or do you need at least two players? (You need at least two players,
but it can also be played in doubles with four players.)

play volleyball /pleɪ ˈvɒlibɔːl/

 verb + uncountable common noun

 compound noun: volley (noun) + ball (noun)
 common collocations
1. with verbs: play volleyball; try volleyball; practice volleyball; watch volleyball
2. with adjectives: professional volleyball; competitive volleyball; international volleyball
3. with nouns: volleyball court; volleyball net; volleyball ball; volleyball match

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DELTA Module Two – Lesson Plan

1) [matching the correct picture]

2) Possible CCQs
Do you play tennis with a net or without a net? (With a net)
Is tennis a team sport or an individual sport? (It can be both—singles is individual, and doubles is
played in teams of two.)

go windsurfing /ɡəʊ ˈwɪndˌsɜːfɪŋ/

 verb + uncountable common noun

 gerund
 non-finite verb
 nominalization from verb
 compound noun: wind (noun) + surfing (noun/verb)
 formed by adding derivational morpheme -ing to the base verb windsurf
 needed after (be) used to / part of verb pattern / used after preposition (to)
 common collocations:
1. with verbs: go windsurfing; try windsurfing; enjoy windsurfing; learn windsurfing
2. with adjectives: ccompetitive windsurfing; extreme windsurfing; recreational windsurfing
3. with nouns: windsurfing board; windsurfing sail; windsurfing competition

1) [matching the correct picture]

2) Possible CCQs
Do you need wind to do windsurfing? (Yes)
Do you use a boat or a board for windsurfing? (A board)
Do you hold a paddle or a sail in windsurfing? (A sail)

Verb collocation (do, play, and go) with different types of sport will be the main point of focus in
this lesson. Certain observable patterns govern these combinations. For instance, ‘go’ is typically
paired with types of sports that end in the -ing suffix; ‘play’ collocates with team and ball sports;
and we use ‘do’ with individual sports, martial arts, fitness activities. Schmitt (1998) stresses the
pivotal role that collocations play in mastering native like fluency. This implies that lexical retrieval
is enhanced through collocations.

Timetable fit

Previous Lessons:

Learners have been introduced to the verb collocations ‘go’, ‘play’ and ‘do’ with a range
of simpler types of sports in earlier stages of their language development.

Next lessons:
Smith and Conti (2016) highlight the necessity of implementing targeted language
recycling into lesson planning as a means of promoting language acquisition. Therefore, in
the upcoming lessons, a brief review will be incorporated.

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DELTA Module Two – Lesson Plan

Assumptions

Student will be familiar with the majority of different types of sports, as well as, with the
collocation behavior pattern

Anticipated problems and suggested solutions – run the

language analysis through gpt

Anticipated Problems Suggested Solutions

Collocational Accuracy  To further reinforce the
 Students may struggle with assigning underlining rules, I will use
the verb collocation forms with the contextualized exemplification
appropriate type of sport due to and categorizing exercises
perceived similarities in attributes  Include concept-checking questions to
between sports ensure learners grasp the distinct
 Perplexity may arise from the characteristics of the sports
intricacies of the collocational rules.
Pronunciation Challenges  I will implement targeted choral
 Vietnamese learners tend to omit final repetition and drilling intervals
consonants (e.g. /s/ and /ks). throughout the lesson
 Learners may make errors in word
stress and vowel length
Phonological-Orthographic  I will explicitly highlight the anomalies
Integration and Spelling and provide spelling rules
Learners may produce errors due to  I will conduct formatives and reinforce
peculiarities, such as silent letters (e.g., based on emerging needs
climbing), double consonants (swimming),
or dropped letters (cycling).

Grammatical Function Errors with  I will provide contrasting examples to

Gerunds differentiate usage
 Learners may fail to identify gerunds
as functioning as nouns, i.e. gerund Vs
present continuous tense.

Classroom Dynamics and  I will group learners into pairs and

Engagement small groups to mitigate feelings of
 Vietnamese learners may lack vulnerability.
confidence and be reluctant to  I will have students self-assess their
participate in speaking activities participation
 I will design interactive games that
facilitation engagement

(Open-AI)

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DELTA Module Two – Lesson Plan

List of resources and materials

[Please list all resources and materials to be used. Include copyright information for
any materials that were not created by yourself]

Commentary
The focus of this lesson will be on verb and sport noun collocations. I chose the warmer
of a balloon volleyball match, because, firstly, it relates to the lesson topic of sports,
and secondly, from past experience, it energizes SS and creates a positive
atmosphere. The brainstorming relay race lead in stage gives SS and opportunity to
activate their pre-existing vocabulary for different types of sport in a fun and engaging
way. I then focus on introducing target sports through a photo matching activity. It is
presumed students will know some of the sports, thus, the purpose is to activate,
expand, and link meaning to form. I chose to include a first language focus stage to
clarify meaning, form and pronunciations of the sport nouns, in order to address some
of the anticipated problems, and not overload SS when I clarify the collocations.
Following this, I will introduce the collocations in a contextualized listening activity, so
that SS can notice the target forms and will give examples to extract for the following
stage, I will then decontextualize the examples in a second language focus stage to
focuses solely on collocational usage, pronunciation, and form. I selected a guided
discovery approach, as it advocates a student-centered approach and encourages
critical thinking and active engagement. To further address some of the anticipated
problem, I will check for understanding of governing patten through a physical
response activity, as it may increase retention of verb collocation and sport noun
associations and serve as a formative assessment. However, it must be noted that
some students are likely to follow their peers, and thus, decrease reliability. SS will,
thereafter, be required to record the pattern rules to aid retention and have a record
for future reference. The second language focus stage further allows me to reinforce
some of the pronunciation nuances mentioned in the anticipated problems at a later
interval. Following this, SS will sort the sports into the correct collocation columns in a
receptive retrieval activity, allowing them to apply their understanding. Thereafter, SS
will participate in in a interactive quiz; this activity will provide a communicative
purpose to facilitates the productive retrieval of the language. Then, SS will do a
planning a weekly sports diary task; students will familiarize with turn-taking,
persuasion, negotiation, and agreement strategies while simultaneously using the
target collocations. I chose a task-based leaning activity because, first of all, it reflects
and meaningful real-world task, and therefore, bridges the gap between the classroom
and the outside world, and additionally, the students’ book, tends to neglect turn-
taking, and topic and interaction management skills, despite the fact, it is a
requirement of the Cambridge exams. Finally, due to the learners’ context of being
hesitant to participate in speaking, I will have SS carry out a self-assessment,
emphasizing participation and functional language use, to raise the learners’
awareness of areas to improve.

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DELTA Module Two – Lesson Plan

Lesson Procedure

Stage Teacher Activity Learner Activity Objective Time Interaction Materials

and
Resources
Warmer TT introduces the game Learners get into two --to engage and 7 plenary
ballon volley ball teams and play the game motivate SS
-introduce the
topics of sports
Presentation TT says: Say: You will To activate and 7 pairs handouts
match the words with expand
the correct pictures. TT vocabulary
models the task. related to
different types
ICQ of sport
Will you work alone or in
pairs?
TT checks the answers plenary

Language MEANING To clarify 5 plenary

focus 1 CCQs meaning form,
and
FORM pronunciation
TT clarifies the following:
- final e consonant
dropped in cycling
- final ‘m’ consonant
doubled in swimming

PRONUNCIATION
-stress
-derivational morpheme
-s in athletics and
gymnastics

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DELTA Module Two – Lesson Plan

-silent b in climbing
Contextualizati TT says What sports do LL match the sentence To introduce 7 individual audio
on you play? Do you prefer halves verb-noun recording
individual or team collocations in SB
sports?" context and
TT writes their answers, help learners
reinforcing "do, go, play" notice correct
collocations. TT says verb patterns in
Say: You will hear six spoken
people talking about the language.
sports they do. Listen
carefully to match the
sentence halves. Check
understanding of ‘mate’.
TT plays the audio twice
TT checks the answers plenary
Language USAGE Draw attention 12
focus 2 Guided discovery to the usage
and
Tt shows shows the table SS discuss in pairs pronunciation pairs
and asks Why do you
think we use those
verbs? Elicit answers

CCQ
Are the -ing sports nouns
or verbs? (show
contrastive example)
SS listen for the sport, then plenary paper cutout
CHECK go to the verb
UNDERSTANDING
TT sticks the verb
collocations on the walls,
calls out a sport and SS
go to the correct verb

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DELTA Module Two – Lesson Plan

e.g. badminton, baseball,

skiing, running, fishing,
yoga, karate, zumba plenary

PRONUNCIATION
Techer drills connected
speech and stress
RECORDING SS note down the rule To reinforce individual
TT tell SS to note the learning by
rule in their notebooks encouraging
students to
actively process
and retain the
language
pattern
Controlled -TT introduces SS sort the sports into the To practice 7 individual
practice collocation correct collocations and receptive
categorization task and add more ports retrieval
models an example. Tell
students to add
additional sports

Semi Tell SS You will answer a SS take turns to ask and To practice 10 pairs
controlled sports quiz in pairs. The answer the quiz, and productive
practice goal is to answer as record their time retrieval
many questions
correctly as fast as you
can. Tell SS to use full
sentences. Put SS in into
pairs, start the timer and
tell SS Go!
Production TT says You will plan a SS work in pairs to fill in To enable 15-20 pairs handouts
weekly sports diary by the weekly sports planner students to use
selecting activities for while negotiating and the target
each day and giving justifying their choices language

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DELTA Module Two – Lesson Plan

reasons for your choices. (do/play/go +

Give SS language bank, sport) in
model the activities meaningful,
while stressing the real-life
functional language. communication.
Teacher gives SS weekly
planner template
TT tells students to tick 15 plenary Handout
the phrases they used in
the language bank. After
SS to the self-
assessment
flexitask TT arrange chairs so two SS describe the sport to To provide 10 plenary
activity members from each there team member additional
team sit in the "hot seat" without saying its name. practice
facing away from the
board.
TT write a sport from the
weekly sports schedule
on the board. TT ensures
students do not say the
sport's name in their
descriptions.

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DELTA Module Two – Lesson Plan

Materials

tennis

Adapted from Google images

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DELTA Module Two – Lesson Plan

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DELTA Module Two – Lesson Plan

(Styring and Tims: 2019)

Self-Assessment – My Weekly Sports Schedule Discussion

Think about how you worked on this activity. Answer the questions honestly.

Participation

 Did I share my ideas with my partner/group? (Yes / Sometimes / No)

 Did I listen to my partner’s ideas? (Yes / Sometimes / No)
 Did I help my group make decisions? (Yes / Sometimes / No)

Speaking & Communication

 Did I explain why I chose each sport? (Yes / Sometimes / No)

 Did I ask my partner/group questions? (Yes / Sometimes / No)
 Did I give my opinion in the discussion? (Yes / Sometimes / No)

Using Helpful Phrases

 Did I use phrases like "I think we should…", "What about…?", or "I
prefer…"? (Yes / Sometimes / No)
 Did I agree or disagree politely? (Yes / Sometimes / No)

Reflection

 One thing I did well in this activity: ________________

 One thing I want to improve next time: ________________

(Open-AI:2025)

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