Focus: Sports Commentary: Objectives

Focus: Sports Commentary
Objectives
By the end of the lesson(s), students will be better able to:

 describe sports events
 prepare commentaries
Time Needed
 2 hours 40 minutes
Learning/Teaching/Assessment Tasks/Activities
 Students talk about sports commentaries

 They listen to commentaries
 They prepare and record commentaries
Materials Required
 Handouts on “Sports Commentary”

 CD Track 8: Sports commentary (for Learning Activity 1)
 CD Track 9: Sports commentary (slow version) (for Learning Activity 1)
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Sports Commentary
Teacher’s Notes
Some planning in advance is necessary for these lessons (as was mentioned in the lesson at the
beginning of the module).
If students have been asked to visually record some events of interest to them at a school athletic s
meet or swimming gala, or five minutes from a basketball, football, tennis or any other match before
this lesson, they will be ready for the activity. Alternatively, teachers should have some suitable film
clips ready.
Excerpts from professional sports are a possibility, but the action is so much faster that doing a
commentary is much more demanding, and it takes more effort to know the names of all the
sportsmen and women than it does in the case of classmates.
Another possible source of filmed materials for this activity is one of the many sports films discussed
in the unit “Sports Film”.
Not every student needs to work on separate materials. In fact, students are encouraged to work in
pairs or groups on a particular event.
The aim of the lessons is principally the production of oral English in a pleasurable way and the exact
details of the commentary are not of much significance. The amount of technical language used
should depend on the student’s interest in that sport and not be regarded as essential.
Learning Activity 1
Part A
Brainstorming and Speaking
Students can spend 10-15 minutes working on this, and teachers should pool ideas to create a
helpful picture of the average commentary and its contents so that the students are clear about the
requirements of the task they are being asked to perform. Specifically, students should:
 map their ideas on the graphic organiser that is provided, and
 consider how commentators create excitement and how they use language (vocabulary, tenses)
and share their ideas with the class.
Ideas for content:
1. What do you expect a commentator to say before, during and after a game or sports event (e.g.
a race)?
information on the participants, predictions about the outcome, description of what is taking
place, reflections on what the participants are thinking and feeling
2. What ways does the commentator use to make his commentary exciting?
tone of voice, creating build-up, excitement during competitive events, expression of emotion as
surprising/shocking/wonderful/disappointing things take place, exclamations of pain, cheering,
etc. corresponding to the events, speaking faster at exciting moments, raising voice, asking
questions
3. What sort of language do you expect a commentator to use (types of vocabulary, tenses and so
on)?
the commentator is present at the event so he uses words like now, here, look (of course a
commentary can be made later as the students are going to in this exercise); the present
continuous tense (be + -ing) is common; technical terms relating to the sport being commented
on; more advanced students might note that commentators are talking under pressure and
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making predictions so they need to protect themselves by using the language of doubt: probably,
perhaps, a bit, quite, rather, seems
Catering for Learner Diversity
For less advanced students:

To elicit more responses from the students, you may cite a few examples of sports commentary
before running a brainstorm competition between two big groups in the class. Then ask the
students to put their answers under the right category, before/during/after the event.
Part B
Vocabulary
This part aims to help students with the vocabulary they may encounter in the commentary that they
are going to listen to. Students put down ten words that they expect to hear from a commentary and
share their answers.
Answers for question 2:
tie try to get the ball off a player

free kick one side of the pitch (left and right)
tackle the result of a game/competition in which
the two players/teams have the same
score
flank a special kick a team gets when the other
team does something wrong
defence protection of someone/something from
attack
Part C
Listening
Students listen to the commentary and answer the questions that follow. The useful words and
phrases for writing sports commentaries, some more relevant to football, have been underlined in the
tape script below. Teachers may bring them to students’ attention before or after the listening.
Tape script for listening exercise

CD Track 8: Sports commentary
There’s not much time left on the clock. 5C and 5E are tied 2-all. 5E have been attacking all match,
but 5C have a strong defence and a really good goalkeeper. Now, it’s a free kick for 5E. Fong is
taking it and the ball’s gone to Cheung. Cheung passes to Hung. 5C To tackles Hung and now has
the ball. A powerful kick takes it towards Man, but 5E captain Szeto gets it and he’s moving fast
down the left flank. Where are 5C? Their defence is not working this time. Szeto kicks the ball. It’s
too high. No, Fong is there and he’s heading it into the goal. Li is diving to stop it, but no, it’s in
the goal. Fong has scored 5E’s third goal and it looks as if this game is going to be theirs.
Answers:
1. Beginning: 2-all; end: 5E leading 3-2
2. Fong; he heads the ball into the goal
3. With not much time left, it is quite likely that 5E will win the match.

You may play CD Track 9 for the listening practice instead. Track 9 is a slower version of the same
commentary, considering that many students may not be familiar with the genre and may have
difficulty understanding the text. For further support to students, you can provide the tape script
with a few key words left out so that students will find the listening practice more manageable.
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Learning Activity 2
Writing and Speaking
Teachers should play the commentary once again so that students are more familiar with the
structure and language as well as the delivery skills for a sports commentary. After the listening, the
students should be instructed to prepare and record a commentary for their short film. They should
develop, write, and record a commentary to go with a short film clip of a sports match. If possible, it
should be a soundtrack so others can listen to it as they watch the clip of the sports event, but if this
is a problem the student can make an audio recording. Teachers should go over the useful words and
phrases with students before they attempt to write.
The assessment criteria on the “Commentary Feedback Form” on the next page should be explained
to students before they start to work, and the form can be used for peer or self-assessment if
deemed appropriate.
You may adopt cooperative learning structures to make the tasks more accessible to your
students. It would be even more manageable if the whole class comments on the same short film
selected by you so that more scaffolding work on vocabulary and content can be done.

You may adjust the requirement for the commentaries to suit the class. The recording can be
anything from a fluent five-minute description of a game to a few slow sentences commenting on
some actions. You may also limit students’ choice by asking them to work on one particular sport
so that you can give them more focussed language support.
For a further simplified version of the activity, consider cutting out photos taken during sports
matches from magazines or newspapers and ask students to write captions to describe what they
see in the photos.
Web Help
The following links contain some sports commentaries to read or listen to:
http://timesonline.typepad.com/sports_commentary/
http://www.thefa.com/TheFACup/NewsAndFeatures.aspx
http://www.talksport.net/channels/index.asp?c=100000&t=sport
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Commentary Feedback Form
Give feedback to your own and/or your classmate’s performance by circling the appropriate number
under "Needs improvement", "Satisfactory" or "Good", and by completing the “Overall comments”
section.
Needs
improvement Satisfactory Good
Content
 The information is suitable 1 2 3
 The information is interesting 1 2 3
Style
 The style of a commentary is followed 1 2 3
Language
 Words are said correctly 1 2 3
 Suitable tenses and vocabulary are chosen 1 2 3
Delivery strategies
 The voice expresses emotion 1 2 3
 There is some variation in speed 1 2 3
Overall comments:
*This is a general list of feedback criteria. Teachers might like to adapt it for use in their own
classroom.
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What are the objectives of the sports commentary lesson?

What activities are involved in the sports commentary lesson?

Focus: Sports Commentary

By the end of the lesson(s), students will be better able to:

 Students talk about sports commentaries

 Handouts on “Sports Commentary”

Ideas for content:

For less advanced students:

Answers for question 2:

tie try to get the ball off a player

Tape script for listening exercise

Catering for Learner Diversity

For less advanced students:

Catering for Learner Diversity

For less advanced students:

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