E accomplishment and failure

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DETL 635-001 Hui Ling Yang

Practicum Portfolio

Accomplishment and Failure

Lesson Plan……………………………………………………………………………………….2

Reflection………………………………………………………………………………………..11

Extreme Sports

Lesson Plan………………………………………………………………………………………15

Reflection………………………………………………………………………………………..28

Table Tennis Rules

Lesson Plan………………………………………………………………………………………31

Reflection………………………………………………………………………………………...45

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LESSON PLAN

Accomplishment and Failure

A. FACTUAL INFORMATION

• My name: Hui Ling Yang

• Day, date, and time of lesson: Thursday, February 19, 2015, 8:30-9:45

• Grade and level of students: regular secondary 3, advanced level

• Brief description of students: students of a science group, well disciplined, coming from

various linguistic and cultural backgrounds.

B. OBJECTIVES AND PROBLEMS

• Topic area/theme: accomplishment and failure

• General aim: The goal of the lesson is to create opportunities for students to practice

English in a meaningful way through oral interaction and reading. It also aims to help students

develop personalities of perseverance and resilience in the face of adversity.

• Specific objective(s): By the end of this lesson, the learners will be able to express opinions

related to accomplishment and failure with arguments supported by personal experiences.

They will also be able to negotiate the methods of dealing with failure. In addition, they will

be able to have conversations with basic vocabulary of equitation.

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• Evaluation criteria: Competency 1 Interact orally will be evaluated, and the evaluation focus

is participation and pertinence. The teacher will be moving around in the classroom to

evaluate students during their discussion time.

• Related content/essential knowledge:

– Functions: agreement, disagreement, opinions

– Grammar/structure: the Present Simple tense, the Past tense, the Modals

– Vocabulary: sports (equitation), personality, health and well-being,

– Anticipated language: I think that…Do you agree? I agree with you. I can’t agree with

you. In my opinion… We should…You have to… You need to…

• Anticipated problems and solutions: Students may switch back to L1. The teacher will

supervise and remind students to use English only. Students may have difficulty using the

concept graphic organizer- placemat. The teacher will teach and model how to use it.

C. COMPETENCIES COVERED

• ESL-specific:

Competency #1: Interacts orally in English. Students negotiate in groups and using problem

solving skills to complete the task.

- Key Features: engages in oral interaction, constructs meaning of the message

Competency #2: Reinvests understanding of texts

- Key Features: constructs meaning of texts, carries out a reinvestment task

• Cross-Curricular: Competency #2 – Solves problems.

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Competency # 3- Exercises critical judgment.

Competency #7 – Achieve his or her potential

Competency #8 – Cooperates with others.

Competency #9 – Communicates appropriately

D. MATERIALS AND AIDS

• Textbook: Viewpoint by Angelo Georgakatos

• Multimedia: smartboard, computer, the Internet, PowerPoint

• Handouts: the equitation vocabulary worksheets A+ B (Appendix 1)

the concept graphic organizer – placemat ( Appendix 2)

E. STRUCTURE OF THE LESSON

Activity

And

Timing

What the teacher does? What the students do? Rational

HOOK

5

MINUTES

1. Before the students come to the

class, the teacher puts the poster

of Chinese New Year on the

smartboard. After the bell rings,

the teacher introduces the

Chinese New Year and

expresses New Year wishes to

students in Chinese. The teacher

Students repeat the

Chinese New Year

wishes.

To create a warm

and positive

environment.

To raise students’

awareness of world

cultures.

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explains the meaning s of the

wishes.

2. The teacher introduces the

Chinese zodiac sign and

explains why the horse is not the

first animal.

To bring in the

concept of failure

DEVELOP

-MENT

10

Minutes

1. The teacher plays the video for

the students : 10 Successful

People Who Failed at First

https://www.youtube.com/watch

?v=jeeX9N3Qhlk . She asks

students about the message of

the video. She reminds students

that there are also many people

who never make it to success

after failures. She asks students

to discuss if they believe that

failure is the mother of success.

She explains the evaluation

criteria for C1which focus on

participation and pertinence for

Students work in groups

of four to discuss

whether they agree or

disagree and explain

why with 2 arguments.

To relate students

to the previous

lesson about

influential people

and their

accomplishments.

To help students

practice making

critical judgment.

To create

opportunity for

students to interact.

https://www.youtube.com/watch?v=jeeX9N3Qhlk

https://www.youtube.com/watch?v=jeeX9N3Qhlk

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15

Minutes

20

Minutes

this class. She evaluates C1.

2. The teacher organizes the split

information activity which is

called Listen and Identify for

students to learn vocabulary

about equestrian. She distributes

the worksheets A and B which

contain the same picture but

different words (Appendix 1).

She distributes dictionaries to

students in need.

She also asks students to learn

the four gaits of horse with the

help of dictionaries.

She checks the answers with the

whole class.

3. The teacher introduces the poem

describing a moment of

accomplishment of a teenager

girl. She asks students to read

the poem and highlights the

Students work in pairs.

Students cannot see each

other’s worksheet. When

one student describes the

vocabulary on his/her

sheet, the other student

listens and identifies the

objects being described

on his or her worksheet.

Students number the

speeds of horse gaits.

Students read the poem

individually

To prepare

students for the

reading task.

To develop

students’ reading

skills.

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7

20

minutes

passages that they can

personally relate to.

She asks students to answer

reading comprehension

questions.

4. The teacher asks students to talk

about experiences of personal

failure. She evaluates C1.

5. The teacher asks students to

work in groups of 4 to solve the

problem of how to deal with

failure.

She models how to use the

concept graphic organizer –

placemat- to structure their

discussions (Appendix 2).

She evaluates C1.

Students discuss in pairs.


of 4 with the placemat.

They share their

solutions with the class

after discussion.

To create an

opportunity for

students to show

vulnerability and

build connection.

To encourage

student cooperative

learning.

To scaffold

students’ learning.

CLOSURE

1. The teacher wraps up the class

by sharing the quote- I’ll never

To emphasize the

value of

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5

MINUTES

lose. I either win or learn.

2. The teacher assigns homework:

write a poem about what really

matters.

perseverance and

resilience.

Appendix-1

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Appendix-2

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Reflection on the Lesson Accomplishment and Failure

Lesson description

The topic of this lesson was accomplishment and failure. The goal of the lesson is to create

opportunities for students to practice English in a meaningful way through oral interaction and

reading. It also aimed to help students develop personalities like perseverance and resilience in

the face of adversity. The learners were expected to be able to express opinions related to

accomplishment and failure with arguments supported by personal experiences, negotiate the

methods of dealing with failure and have conversations with basic vocabulary of equitation by

the end of this lesson.

Given the teaching situation, was the plan realistic?

The lesson plan was realistic, given the English level of the students and their compliance with

discipline. This lesson was given to a group of 32 Secondary 3 students in core ESL program.

Some students are Anglophone, and the majority of students are advanced in all four skills of

English. Therefore, the learning content about accomplishment and failure was not too difficult

for most students. I had no classroom management concern with this group as the students were

very well disciplined, so it was feasible to carry out several group activities. The teaching

situation enabled me to follow the lesson plan as intended.

What could/should I have anticipated?

● I could have planned to use the video clip The 10 Successful People Who Failed First better.

This clip was used as a hook to connect the students to the learning content about success

and failure. The students were really paying attention to the video. I should have asked the

students more questions about the people in the video, for example, “Who do you recognize

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in this video? What do you know about this person?” to provoke them to think and express

themselves in the target language.

● I should have anticipated that strong students would finish the work of the reading activity

fast. I should have planned extra challenging work for these students, for example, creating

quotes or writing poems about success and failure, to avoid that they had free off-task time.

If it were a class with discipline problems like my other groups, the free off-task time would

have been perfect for chaos. I should consider how to meet the needs of different students

when planning lessons in the future to help individual students to reach their own potentials.

What did I do that worked well?

● What worked the best in this class was cooperative learning. I provided 4 opportunities for

the students to do pair or group work, so they got to interact with each other a lot in the

target language. First, it was a group activity where the students shared different opinions

about the saying that failure is the mother of success. After, it was a split information

activity in which the students worked in pairs to negotiate the meanings of vocabulary about

equitation. Then, the students shared their experiences of failure in pairs. At the end, the

students worked in groups of 4 to carry out a place mat activity to solve the problem of how

to deal with failure. These four activities allowed the students to learn cooperatively from

each other for about 55 minutes out of a 75-minute period, and the students all participated

in the activities very actively. In other words, not only the cooperative learning structures

were there but also the students benefited from the structures.

● Instead of explaining what to do, I modelled activities before the students start to do work in

order that they could understand instructions well. It was the students’ first time doing the

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split information activity. I invited one student to work with me to demonstrate how to do it.

After the demonstration, I also checked the students’ comprehension of the activity

instruction. I then circulated in the classroom after the students started to work to provide

help if needed. I noticed that there was only one pair that didn’t fully understand what to do.

I did the same things with the place mat activity. Modelling activities greatly helped me to

keep my students on the right track.

● I integrated Chinese culture into this lesson, which enriched the students’ knowledge of

world cultures as well as helped me build my identity. It was a coincidence that this lesson

was given on the day of the Chinese New Year. At the beginning of the class, I gave the

students the best wishes of the Chinese New Year in Mandarin and made them repeat the

best wishes. I also introduced the Chinese zodiac to the students. By incorporating Chinese

culture, I definitely got all students’ attention and set their minds ready for the class.

● I managed to open up the students for sharing their personal failure experiences by giving

my own anecdote. I find that students are always interested in knowing about teachers. We

can use anecdotes about ourselves which don’t necessarily have to be true to feed their

curiosity once in a while. I feel that on top of getting students interested to learn, this

technique also helps teachers to bond with students.

What do I still need to work on?

● I spoke too fast. I usually talk fast, and I was talking even faster in this class because I was

nervous about being filmed. I need to keep in mind that I teach ESL learners. My high

speech speed is not a big problem for this class as the students are at an advanced level. It

might even stimulate the students more since they have to pay more attention to what I say.

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However, I also teach students at lower English levels who wouldn’t be able to follow me as

well as this group. I need to talk more slowly in general and adapt my speech speed to

weaker students.

● How effective was my teaching overall?

Overall, my teaching in this class was effective. All students participated in the learning

activities, and the majority of them did good jobs with their work. At the end of the class, all

teaching objectives were met. The most important is that both I and the students enjoyed this

lesson.

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LESSON PLAN

Extreme Sports



• Day, date, and time of lesson: Monday, February 23, 2015, 8:30-9:45

• Grade and level of students: secondary 3, Special Education program

• Brief description of students: students of a adapt group, basic level, very challenging in

terms of classroom management, coming from various linguistic and cultural backgrounds.


• Topic area/theme: extreme sports


English in a meaningful way through oral interaction and reading. It also aims to instill the

spirit of teamwork in students as well as raise their awareness of safety when playing sports.

• Specific objective(s): By the end of this lesson, the learners will be able to have basic

conversations about extreme sports and the risks and protective equipment of extreme sports.

They will also be able to discuss measures for safety protection.

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• Evaluation criteria: Competency 1 Interact orally will be evaluated. The teacher will be

moving around in the classroom to evaluate students during their discussion time. Students

will do peer-evaluation for Competency 2 Reinvests understanding of texts with the support of

the teacher. Students will also do self-evaluation to reflect on what has been learned.


– Functions: identification, interests, preferences, prediction, advice, suggestion

– Grammar/structure: which / what question, the Modals

– Vocabulary: extreme sports, health and well-being,

– Anticipated language: This is … I like…She prefers…They could…We should…

• Anticipated problems and solutions: Students may switch back to L1. The teacher will

supervise and remind students to use English only. Students may have difficulty doing peer-

correction. The teacher will explain evaluation criteria to support students.


• ESL-specific:

Competency #1: Interacts orally in English. Students discuss in pairs or groups and using

planning skills to complete the task.

- Key Features: engages in oral interaction, constructs meaning of the message, expand a

personal language repertoire


- Key Features: constructs meaning of texts, cooperates, carries out a reinvestment task

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• Cross-Curricular: Competency #2 – Solves problems.

Competency # 3- Adopts effective work methods.

Competency #7 – Achieve his or her potential




• Textbook: Snapshot by Cynthia Beyea, Helene Blanchet, Claire Maria Ford

• Workbook: Snapshot by Cynthia Beyea, Helene Blanchet, Claire Maria Ford

• Multimedia: smartboard, computer, internet,

• Handouts: the KWL Chart (Appendix 1),

the Extreme Sports List (Appendix 2),

the Extreme Sport Answer List (Appendix 3),

the Extreme Sports Ricks and Protective Equipment Chart (Appendix 4),

the Extreme Sports Ricks and Protective Equipment Answer Chart (Appendix 5),

the Checklist for Safety Preparation(Appendix 6).


Activity

And

Timing

What the teacher does? What the students do? Rationale

HOOK

2

3. The teacher greets students and

explains that students will have

To boost students’

morale and create a

20

20

minutes

3

Minutes

5

minutes

competitions in this class. She

emphasizes the spirit of

teamwork for competition.

4. The teacher asks questions about

extreme sports. She introduces

the KWL Chart. She asks

students to complete the K and

W sections of the chart.

5. The teacher introduces the first

competition: Watch and identify

as many as extreme sports as

possible. She plays for students

the video: Best Extreme Sports

http://www.henry4school.fr/Spo

rts/sports/extreme-

sports.htm#video. She will stop

the video at 3:00 minutes.

Students complete the K

and W sections of the

KWL chart.

Students watch the video

quietly

positive learning

environment.

To develop

students’ meta-

cognitive strategy

to monitor their

own learning.

To attract students’

attention and

connect them to the

learning content.

DEVELOP

-MENT

5

Minutes

6. The teacher continues with the

first competition. She asks

students to work in pairs to

make the Extreme Sports List.

Students work in pairs to

make the list. Students

do peer-evaluation.

To encourage

cooperative

learning by asking

students to

http://www.henry4school.fr/Sports/sports/extreme-sports.htm#video



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10

Minutes 10

Minutes

She explains the peer-evaluation

criteria. She distributes the

answer sheets of Extreme Sports

List.

She announces the winners of

the first competition.

7. The teacher models the use of

what and which by asking about

students’ interests. She elicits

the grammar rules from students.

She asks students to find out

three things about their partners

by asking similar questions.

The teacher explains the focus of

C1 evaluation: accuracy. She

evaluates C1.

8. The teacher goes through the

pictures of extreme sports on

p.34 of the textbook with the

whole class.


discuss interests and

preferences using what

and which questions.

Students write down the

names of extreme sports

in the book.

Students decide the

definition of extreme

negotiate the

meaning of the

video and do peer-

evaluation.

To motivate

students to

continue learning.

To guide student to

pay attention to

language patterns

for improved

language accuracy.

To expand students

language

repertoire.

To deepen

students’

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20

Minutes

She asks students to find the

definition of extreme sports in

the book.

She asks students to read sports

cards in the text and answer

questions.

9. The teacher asks students to read

3 latest extreme sports in the text

and highlight the risks and

protective equipment of each

sport.

She asks the class to read the

text together. She teaches

vocabulary in the text.

She introduces the second

competition: Complete the chart

of the risks and equipment of

extreme sports.

She asks students to do peer –

evaluation with the support of

the answer sheet. She explains

sports.

Students work

individually on sports

cards.

Students read the text

individually.


look for specific

information in the text to

complete the task.

Students do peer-

evaluation.

understanding of

extreme sports.

To develop

students reading

skills

To ensure students’

good

understanding.

To encourage

students to use the

cognitive strategy

of scanning.

To develop

students’ peer-

assessment skills to

support each other

for learning.

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15

minutes

the evaluation criteria,

emphasizing the importance of

quality work.

She announces the winners of

this competition.

10. The teacher introduces the third

competition: make a checklist

for safety preparation.

She evaluates C1. She explains

the evaluation focus which is

participation and content for this

activity.


of three to make the

checklist.

To motivate

students to

continue learning.

To raise students’

awareness of safety

and develop their

ability related to

personal planning.

CLOSURE

5

minutes


by asking the question “What

have you learned today?”

She reminds students to use all

the worksheets they have used in

this class to complete the KWL

chart.

4. The teacher rewards the winners

5. Students complete

their individual

KWL charts.

To develop

students’ ability to

monitor their own

learning process.

To appreciate

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of the competitions and

reinforces the value of

teamwork.

students’ hard

work.

Appendix 1

Name_____________________________Group____________Date_________________

Know-Want-Learn Chart

K

What do you know about extreme sports?

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W

What do you want to learn about extreme sports?

L

What have you learned today?

Appendix 2

Name___________________________Group_______Date______________

Watch and identify as many extreme sports as possible.

1. ___________________________________________________________________

2. ___________________________________________________________________

3.

___________________________________________________________________

4. ___________________________________________________________________

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5. ___________________________________________________________________

6.

___________________________________________________________________

7. ___________________________________________________________________

8. ___________________________________________________________________

9.

___________________________________________________________________

10. ___________________________________________________________________

11. ___________________________________________________________________

12.

___________________________________________________________________

Appendix 3

Watch and identify as many extreme sports as possible.

1. snowboarding

2. surfing

3. skateboarding

4. skydiving

5. BASE jumping

6. mountain biking

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7. deep-sea diving

8. motocross riding

9. auto racing

10. kayaking

Appendix 4

Name__________________________________ Group_______Date______________

Complete the information in the chart.

Sport Protective Equipment Risks

Volcano Boarding

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BASE

Jumping

Limbo

Skating

Appendix 5

Complete the information in the chart. Sport Protective Equipment Risks

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Volcano

Boarding

Board,

helmet

Head injuries,

Fractures,

bruises

BASE

Jumping

Helmets,

Shoulder pads,

Knee pads

Serious fractures,

death

Limbo

Skating

No equipment

Scrapes,

bruises,

severe or fatal

injuries

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Appendix 6

Name_____________________________Group____________Date_________________

I would try ___________________________ if I have a chance.

Checklist for safety preparation

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. _____________________________________________________________________

5. _____________________________________________________________________

6. _____________________________________________________________________

Reflection on the Lesson Extreme Sports

Lesson description

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The topic of this lesson was extreme sports. The goal of this lesson was to enable the students to

have basic conversation about extreme sports as well as their risks and protective equipments.

This lesson also aimed to instill the spirit of teamwork in students and raise their awareness of

safety when playing sports. This lesson was taught to a special education group of secondary 2. It

is a very challenging class in terms of classroom management. The students come from various

language and culture backgrounds; about half of them are English speaking.


● The hook activity of this lesson really worked well in that it got all students’ attention and

made them do the work. This activity asked students to compete in pairs to name as many

extreme sports as possible while watching a video clip of extreme sports compilation. This

activity was successful for three reasons. Firstly, I chose a topic that piqued students’

interest so that I managed to connect them to the learning content quickly. When using

students’ interest to plan learning activities, a teacher attracts students to learn rather than

forcing them. If students are attracted, they have internal motivation and are able to get

involved in learning at a deep level. Secondly, this activity was carried out in the form of a

competition which aroused students’ fighting spirit and created a positive learning

environment. Actually, the whole lesson was organized in terms of three competitions. This

arrangement matched the nature of sports which was the topic of the lesson; more

importantly, it helped motivate students along the course of the lesson. Thirdly, students

needed to negotiate meaning through oral interaction to decide the names of extreme sports

in English. This meaning-focused speaking practice allowed the students to experience

authentic meaningful communication in the target language.

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● I gave time to each of the four strands of language learning. According to Nation(2008), a

well-balanced language course should consist of four roughly equal strands which are

meaning-focused input, meaning-focused output, language focused learning and fluency

development. My understanding is that time should be given to each language skill

development even though it is not necessary to provide the same amount of time to each

skill. In this lesson, the students had two occasions to have oral interaction to improve

listening and speaking skills. Besides the hook activity mentioned above, the closure activity

asked students to discuss the measures for safety protection in the extreme sports that they

would try if they had a chance. This lesson offered the students plenty of comprehensible

input, that is, readings of extreme sports cards and short articles which improved the

students’ reading skills. Time was also given to language-focused learning: the students

learned the grammar point about how to use the information words “which” and “what”.

Students were asked to find out three things that their peers were interested in by posing

“which” and “what” questions. This grammar activity guided the students to pay attention to

language patterns for improved language accuracy.

● I addressed the students’ language needs through teaching grammar and giving clear and

succinct instructions. As I explained earlier, half of the students in this class are English

speaking; however, they have no command of English grammar in general. Also, the other

half of the class who are not English were also confused by the words “which” and “what”.

Therefore, the teaching of the grammar point met the students’ needs to clear their

confusion. Moreover, as a group of special education, the students have difficulty understand

long instructions. So, I deliberately broken down the instructions, which I would use for my

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regular groups, into small steps and have them shown on the board. The strategy of

presenting clear and succinct instructions visually facilitated the students’ learning by

enabling them to understand what to do and how to do it in the class.


● I need to spend time in helping the students develop meta-cognitive learning strategies to

monitor their own learning. I used the KWL chart in this lesson which is a tool to help

students to reflect on what they have learned. Since it was the first time the students using

this tool and I didn’t explain the rationale behind it, the students didn’t take it seriously. As a

result, the KWL chart didn’t serve its goal. Meta-cognitive learning strategies need to be

taught explicitly, and students need practice them over time.

● I also need to work on finding solutions to classroom management problems. I had

anticipated that the students would have discipline problems, but I focused too much on how

to motivate them to learn rather than looking for solutions to classroom management

problems. Because the students were very excited when participating in the competitions I

designed, they became too noisy at some moments. I should have spent more time thinking

about classroom management as successful teaching comes down to the ability to deal with

students discipline problems.

Nation, I. S. P., & Newton, J. (2008). Teaching ESL/EFL listening and speaking: Routledge.

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LESSON PLAN

Table Tennis Rules



• Day, date, and time of lesson: Monday, March 16, 2015, 10:00-11:15

• Grade and level of students: secondary 2, Special Education program

• Brief description of students: students of a adapt group, intermediate level, well-disciplined,

coming from various linguistic and cultural backgrounds.


• Topic area/theme: sports and rules


English in a meaningful way through oral interaction, reading and viewing activities. It also

aims to enrich students’ knowledge of sports by introducing to them a sport that they are not

familiar.

• Specific objective(s): By the end of this lesson, the learners will be able to say the names of

some Olympic games. They will also be able to understand and talk about the basic rules of

playing table tennis. Moreover, they will be able to discuss the rules of the sports they play.

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• Evaluation criteria: Competency 1 Interact orally will be evaluated. The teacher will be

moving around in the classroom to evaluate students during their discussion time. Since

students have been learning modal verbs for a while, the teacher will pay special attention to

students’ use of modal verbs. She will consider all four aspects of C1 evaluation which are

participation, pertinence, fluency and accuracy.


– Functions: identification, interests, instructions

– Grammar/structure: the Modals (can, cannot, must, mustn’t, should, shouldn’t, )

– Vocabulary: sports, table tennis,

– Anticipated language: This is … That is…

I do/go/play + (sports).

You can(not)/ should (not)/ must…

• Anticipated problems and solutions: Students may go back to L1 when doing the crossword

puzzle. The teacher will remind them to speak English. Students may have difficulty

understanding some vocabulary of table tennis. The teacher will offer visual support.

Students may also have difficulty with answering the reading comprehension questions. The

teacher will provide them with explanation.


• ESL-specific:

Competency #1: Interacts orally in English. Students discuss in pairs or groups and using

planning skills to complete the task.

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- Key Features: engages in oral interaction, constructs meaning of the message, expands a

personal language repertoire, uses functional language


- Key Features: reads and views texts, uses prior knowledge, constructs meaning of texts,

cooperates, carries out a reinvestment task

• Cross-Curricular: Competency #7 – Achieve his or her potential




• Multimedia: Smartboard, computer, the Internet,

• Handouts: the sports crosswords puzzle (Appendix 1),

the table tennis vocabulary worksheet (Appendix 2),

the reading activity worksheet – Table Tennis Rules (Appendix 3),

the viewing activity worksheet – True or False Questions(Appendix 4),

the Rules of Your Favorite Sport worksheet(Appendix 5).

the Exit Slip (Appendix 6)


Activity

And

Timing

What does the teacher do? What do the students

do? Rationale

HOOK

15

6. The teacher asks the students

about how they spend their spare

To activate

students’ prior

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37

minutes

time. She asks questions like

“Do you play basketball/ do

yoga/ go swimming? What

sport/activity are you good at?”

7. The teacher introduces the

crossword puzzle about sports.

She invites the students to take

the challenge to complete the

puzzle in less than 10 minutes.

She checks the solution to the

puzzle with the whole class.

The students work in

pairs to do the crossword

puzzle.

knowledge about

sports.

To arouse the

students’ interest in

learning and their

fighting spirit to

work positively.

To expand

students’ language

repertoire.

DEVELOP

-MENT

10

Minutes

11. The teacher introduces the sport

of table tennis by asking the

students to guess what sport she

is good at. She plays the video

clip for the students:

Top 10 craziest Table Tennis

Shot in 2014

https://www.youtube.com/watch

?v=VF2MhlA9FMg

The students watch the

video.

The students work on the

To prepare the

students for the

reading activity.

https://www.youtube.com/watch?v=VF2MhlA9FMg

https://www.youtube.com/watch?v=VF2MhlA9FMg

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20

minutes

10

Minutes

She uses the video clip to teach

the vocabulary (racket, paddle,

bat, referee, assistant, umpire,

table tennis, ping-pong ball, net,

court).

She asks the students to read the

text Table Tennis Rules,

highlight the modal verbs in the

text and then answer the reading

comprehension questions.

She checks the answers with the

whole class.

12. The teacher asks the students to

do the True or False questions

about table tennis rules before

watching the video.

She plays the video for the

students : Table tennis basic

service rules

http://www.allabouttabletennis.c

vocabulary handout: find

the right word from the

word bank for each

number.

The students work

individually for the

reading activity.

Students do the True or

False questions

individually.

To develop the

students’ reading

skills.

To encourage

students to be a

courageous

language learner

who is willing to

take risks.

http://www.allabouttabletennis.com/rules-of-table-tennis.html

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15

minutes

om/rules-of-table-tennis.html

She asks the students to do the

True or False questions again.

13. The teacher asks the students to

discuss and write the rules of

their favorite sports.

She evaluates C1. She elicits the

evaluation criteria from students.

The students work in

groups of 3 to discuss

the rules of their favorite

sports.

To allow the

students to reinvest

their understanding

of sport rules and

use modal verbs.

CLOSURE

5

minutes


by asking the students why are

rules needed in sports.

7. She asks the students to

complete the Exit Slip which

requires students to write three

rules of playing table tennis.

The students complete

the Exit Slip before

leaving the class.

To emphasize the

importance of sport

rules.

To allow students

to reflect on what

they have learned

and develop their

ability to monitor

their own learning

process.



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Appendix 1

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Appendix 2

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Appendix 3

Name_____________________________________Group_______Date______________

Table Tennis Rules

The rules of table tennis have been changed many times in recent years in relation to the service

law, but for a casual game of table tennis it remains very simple.

Start a game

Before you start a game, you'll need to decide who's going to serve first. If you're just playing a

game with friends, you can use whatever method you like to decide this, but the official rules of table tennis say that it's decided by lot, usually by tossing a coin or disc having two distinct sides.

However, a common method used at lower levels of play is for one player (or the umpire) to hide

the ball in one hand, then put both hands under the table or behind his or her back, and then ask the opponent to guess which hand the ball is in. Although the winner of this often serves first, he

does actually have three choices. The winner can elect to serve first or make his opponent serve first or decide which end of the table he prefers to play at first.

Basic Rules

When you serve the ball, the ball must rest on an open hand palm. Then it must be tossed up at least 6 inches. The ball must above the level of the playing surface and behind the server's end

line. As the ball is falling, you must hit it with your racket held in your playing hand so that it bounces once on your side of the table, and at least once on your opponent's side of the table. If

you allow the ball to bounce more than once on your side of the table, you lose the point.

The ball may bounce anywhere on both sides of the table and, unlike tennis, you don't have to serve to one part of the table - unless you're playing doubles. If the ball touches the net and still

bounces on your opponent's side of the table, the service must be replayed. However, if the ball touches the net and does not bounce on your opponent's side of the table, you lose the point. Equipment

The paddle should have a red and a black side. The ball should be either orange or white and 40

mm in size. Players should wear dark clothing as a contrast against the white and orange balls. The table should be 2.74 meters long, 1.525 meters wide and 0.76 meters high. Players cannot use the table for support or balance. If the player’s free hand touches the table or the net or if the

player moves the table, the player loses that point.

http://www.allabouttabletennis.com/official-rules-of-table-tennis.html

http://www.allabouttabletennis.com/official-rules-of-table-tennis.html

http://www.allabouttabletennis.com/table-tennis-racket.html

http://www.allabouttabletennis.com/rules-of-table-tennis.html#doubles

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Scoring

A match shall consist of the best 3 of 5 games (or 4/7 or 5/9). During a game, each player gets to serve for two points in a row, and then the other player has to serve. For each game, the first player to reach 11 points wins that game, however a game must be won by at least a two point

lead.

Answer the following questions about the text.

1. What is the common method used to decide who should serve the ball first in a game of table tennis?

2. What can cause a player to lose a point? (3 examples)

3. How many games should a player win in order to win a match?

4. If a player wins a game with a point of 13, what is the point for his / her opponent?

http://tabletennis.about.com/od/glossary/g/point.htm

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Appendix 4

Name_____________________________________Group_______Date______________

Viewing activity: Table Tennis Basic Service Rules

Decide True or False for the following statements.

1. When you serve the ball, you mustn’t hide it.

T / F T / F

2. You can throw the ball upwards, backwards or to the sides. T / F T / F

3. When serving the ball, you must strike the ball when it is dropping.

T / F T / F

4. The ball should hit your side of the table and then go over the net.

T / F T / F

5. You can have another serve if you miss the ball. T / F T / F

View the video and decide True or False for the statements above again.

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Appendix 5

Name__________________________________Group______Date____________

Write the rules of the sport you are good at with modal verbs.

_____________________________ Rules

1._________________________________________________________

2._________________________________________________________

3._________________________________________________________

4._________________________________________________________

__________________________________________________________

5._________________________________________________________

__________________________________________________________

6._________________________________________________________

__________________________________________________________

7._________________________________________________________

Appendix 6

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Exit Slip

Give me 3 rules of playing table tennis.

Exit Slip


Exit Slip


Reflection on the Lesson Table Tennis Rules

Lesson description

The topic of this lesson was sports and rules. This lesson aimed to achieve three goals: 1) The

students would be able to name some Olympic games. 2) The students would be able to

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understand and have conversations about the rules of table tennis. 3) The students would be able

to use modal verbs to discuss the rules of the sports they play. This lesson was given to a group

of students of special education. All the goals were met at the end of the class.


● I managed to engage the students by choosing topics that are relevant to them. We were

doing a unit about extreme sports which seemed interesting in the textbook. But, I found out

that most students had no personal experience of extreme sports so that there was not much

that they could do with this unit. So, I decided to switch to teach normal sports that students

play regularly. This shift connected the students’ lives to language learning and thus enabled

them to express their ideas in the target language more easily. When I asked the students the

questions like “How do you spend your spare time?”, “How often do you go swimming?”,

“How do you find about playing soccer?”, and “What are the rules of the sport you play?”,

they all had something to say. The relevant topics raised the level of students’ engagement

greatly. Relevance is the key to meaningful learning.

● I maintained the students’ interest through a variety of activities during the course of the

lesson. The beginning hook activity was a crossword puzzle about the Olympic Games. I

invited the students to take the challenge to complete the puzzle in less than 5 minutes which

was the time I used. This invitation motivated the whole class to participate in the activity.

To introduce the learning content of this lesson - table tennis rules, I showed the students a

video clip of 10 craziest Table Tennis Shots. The video clip caught all students’ attention

because they were amazed by the high performance of the table tennis players in the video.

The video aroused the students’ interest to want to learn more about table tennis. Towards

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the end, I carried out another activity to ask the students to use modal verbs to write and

speak about the sports they play. Since I knew several students in this group play sports for

the school teams and they had just won some matches, I complimented their sports skills and

called them the experts of their sports. This act boosted the students’ sense of pride, and they

became more interested in the activity.

● I provided plenty of comprehensible input before pushing the students to produce output. I

used the video clip mentioned above to teach vocabulary and then asked students to match

the vocabulary with the right pictures of table tennis. The reading of Table Tennis Rules

increased the students’ understanding of the learning content by requiring them to answer

the comprehension questions with their own words instead of copying exact sentences from

the texts. The viewing activity of How to Serve the Ball, in which the students needed to

decide if the statements about table tennis were true or false, deepened their learning of the

use of modal verbs. When the students were finally asked to write and speak about the rules

of the sports they play, they already received a lot of input they needed to produce

something in the target language.


● I need to work on how to model activities rather than simply explaining activities. I was

focusing on practising giving clear and succinct instructions when giving students work to

do. I found out that oral instructions were not enough for some students in this group (This is

a special education group). For example, when I asked the students to do the crossword

puzzle of the Olympic Games, I assumed that the students all knew how to do it, so I only

explained what they needed to do. I should have done one example with the whole class and

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written the word in the puzzle which was shown on the Smart-board. Some students were

confused by the viewing activity How to Serve the Ball. I asked the students to decide twice

if the statements were true or false, once before viewing the video to encourage them to take

risks when learning the target language and the second time after viewing. Despite my

explanation, they still didn’t understand why there were two T / Fs at the end of each

statement. I should have modeled how to do the true or false questions.

E accomplishment and failure

Education

Transcript of E accomplishment and failure