Week 6 Lesson 2

CLASS: Intermediate into Advanced TOPIC: Sports DATE: Nov.2

Lesson Objectives:
By the end of the class, SWBAT…
● Identify details from a video about American football by completing fill-in-the-blank exercises;
● Develop their awareness of cultural differences by comparing and discussing what the word “football” refers to in American and British
English;
● Construct a short biography by implementing elements recognized in a given example of a famous sports player.

Activity Activity Stages Technology Key Resources/Materials Time

Focus Used Language
Four forms/
Strands functions
(Nation,
2007)

Warm-up Introduction - Zoom; PPT: 2 mins

● Ts greet the whole class. - T share the W6 L2 Sports
● T presents today’s agenda and introduces the screen with Ss at
main topic to students the beginning of
Warm-up discussion the class
● T asks a warm-up question to engage the whole
class.
○ Build on what we discussed a few
weeks ago about health issues, what are
some sports that you do to keep fit or
healthy?
Transition: some of you mentioned running, doing yoga,
and … are all exercises/sports that you can do alone, but
 there are also some multiplayer sports that you can have
fun with your friends.

Fluency Sports vocabulary Vocabulary: 4 mins

Developme ● T presents some pictures of different -Zoom screen
nt multiplayer sports, and let Ss to name them or sharing and Baseball
share some of their experience with that. chatbox Ice hockey
● T provides scaffolding (language and content) Volleyball
about the sports Ss find difficult to name. Basketball
● T put American football at last to elicit the video Soccer
they will watch later. Football
Transition: Okay, some of you might have some
knowledge about American football, and some of you
might not. Next we’ll watch a short video together to
learn more about the rules of American football and its
related events. But while you’re watching this, please
fill out this worksheet as well, so let’s first take a look at
the worksheet together.

Meaning- Listening practice: Video about American football -Zoom screen Video: 15-20
focused ● T gives instructions: sharing, American football mins
Input ○ Watch a video; - chatbox, explained in 4
○ While watching, complete the - breakout minutes | Englisch-
worksheet; rooms, Video für den
○ Exchange answers in breakout room; - annotation tool Unterricht
○ Check answers together.
● T goes over the worksheet with Ss Worksheet:
● T reminds Ss that they could complete the Worksheet
worksheet while watching the video, and they
will also have one minute to wrap-up after
watching the video.
● T asks Ss to take a piece of paper or write down
 the answer on their computer.
● T checks students’ understanding of the
instructions before playing the video (1.25x
speed).
● After watching the video, Ss have 1 more
minute to wrap-up.
○ Differentiation: For those who have
already finished, T asks:
■ Have you watched/played
football game before? In person
or through TV?
● T sends the link of the worksheet to the chatbox.
● T assigns Ss into breakout /rooms and lets them
exchange their answers with their peers (3
mins).
● After coming back, T checks answers with a
whole class.
○ T annotates the answers on the
worksheet.
○ If Ss have disagreements through
discussion, T replays the video from
certain point (2:15 for the protective
equipment).
● T shares the next super bowl playoff game is on
Feb, 12, 2023.

Fluency Transition: - annotation tool Padlet: 10 mins

Developme As we talked a lot about different kinds of sports and https://padlet.com/cxiu
nt learned more about American football, let’s do a group lia/ann92cbyb0uuemja
discussion to share one of your favorite sports.
Speaking Practice: My favorite sports
 ● T gives instruction first:
○ Think: What are your favorite sports?
Why?
○ Share & Write: while sharing, write
down your partner’s favorite sports and
reason on the padlet.
● T reminds S to listen carefully to their group
members’ sharing, as they need to come back to
report their peers’ favorite kinds of sport to the
class.
● T assign S in breakout rooms and facilitate
around.
● After 5 mins, T calls Ss back.
● T invites voluntary Ss to talk about their peers’
favorite kinds of sports to the whole class.
● Concerning the time left, Ts decides whether to
ask each S to share.
Transition: Thank you all for the nice sharing. As for
me, I like playing tennis. Though I am not very good at
it, I really admire the famous tennis player Rafa Nadal,
and he makes me stick to this sport. I wonder if you
have any favorite sports players?

Language Guided writing: Introduce your favorite/ one famous Writing slides: 20-25
Instruction sports player https://docs.google.co mins
+ ● T asks students to think about what are some m/presentation/d/1Gh4
OT78a-5PXMPxTEe-
Fluency components to include while writing a short
5DdUGmtYbBbffD8D
Developme biography of a famous person. Vnxp4WS8/edit?
nt ● T presents her introduction of Rafa Nadel as an usp=sharing
example.
● T invites voluntary S to read the short
 paragraph.
● T asks Ss to identify each component in the
paragraph.
● T opens the writing slides and gives
instructions:
○ write a short paragraph to introduce
your favorite/ a famous sports player
(10 mins)
○ Feel free to search online for more info
○ Ready to share
● T sends the link in the chatbox.
● After 9 mins, T reminds Ss to wrap up their
writing and get ready to share.
● Ss take turns sharing their writing.
● (Ts invite other Ss to comment on the voluntary
S’s post by analyzing what components she/ he
included in the post. - chatbox,
○ While XXX is sharing, please think of
what components she/he included in
her/ his post.) *
● Ts provides feedback on language and content.
● After class, Ts gives more detailed feedback to
each S by commenting on their slides.
 Warp-up ● Ts briefly summarize what we learned today and 1 min
suggest students to take some time to do sports
every day.

Homework:
No required home assignment. But if possible, Ss are suggested to review the whole piece of reading and PPT slides after class.
A follow-up email including all in-class materials will be sent to Ss after class.

Anticipated problem & suggested solutions:

-For the listening activity, we decide to split the screen so that students can watch the video on the left side, while finishing the fill-in-the-blank
exercises on the right side. However, if students access the Zoom via phones, they may not be able to read the words on the worksheet clearly. In
case of that, we will send the link of the worksheet in the chat box and let students finish the exercises on their own devices.

Contingency Plans:
-If there is less than 5 mins after students sharing their writing, than we won’t ask other students to identify the component their peer’s included in
their writing.