Teaching English

1. What sport do you do?
A teaching scenario using Information and
Communication Technologies

2. PAGE 1
Teacher: Areti Keramida
Title: What sport do you do?
Subject: English Language
Class: First class of Junior High School
Duration: Two weeks
Requirements: Internet, PC, overhead projector
Language level: Β1 in the Common European Framework of Reference for
Languages
Teaching aims and expected results
Students are expected to:
 Be given ample opportunities to talk about their lives and experiences
 To work in small groups
 To practice research skills
 To use ICT in a constructive way
 To practice ICT skills
 To take advantage of the educational opportunities offered by Photodendro
The basic principle of this teaching proposal is that lessons within a constructivist
approach, should be built in such a way as to make use of students’ experiences.
Lessons should also aim at helping students construct knowledge.
Bearing the above into consideration, this teaching proposal has been designed to
be completed in two teaching hours. More specifically:
In the first teaching hour students watch a video about extreme sports. The video
is used for listening practice. It also provides stimulus for the discussion that will

3. PAGE 2
follow. Students are asked to participate in a discussion in which they talk about the
sports they do.
Students work in small groups to complete a worksheet that summarises the data
they collect from the discussion.
In the second teaching hour the students are directed to the virtual textbook (Unit
3, http://ebooks.edu.gr/modules/ebook/show.php/DSDIM-B100/497/3235,13145/).
The students do the listening activity and fill in the words below the photographs.
They are also directed to Photodendro in order to engage in a listening activity about
sports.
They use the template to write a travel brochure about the place where they live.
They present their work in the classroom. This is a project included in the school
textbook, but it is altered so that it makes use of Web 2.0 tools that facilitate student
collaboration. The project can be structured in the following way.
Extension – two week project
Since students need more time to create the brochure, this activity can be expanded
into a mini-project. In this mini-project students can cooperate using Google Docs
in order to share their ideas and cooperate from home. They can also use a wiki,
since it provides a basis for student collaboration and sharing of ideas (Schwartz,
Clark, Cossarin, & Rudolph, 2004) and collaborative writing (Baetens, Truyen, &
Roegiers, 2006). In this case the wiki will be used as a tools for collaboration and
presentation of project work.
Assessment
Assessment involves students completing a questionnaire in which they describe
their experiences from the lesson.

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References
Baetens, J., Truyen, F., & Roegiers, S. (2006). Wikis as catalyst for distance
collaboration in an international course on film and literature. Paper presented at
European Association of Distance Teaching Universities’ (EADTU) Annual
Conference, Tallinn, Estonia.
Schwartz, L. Clark, S., Cossarin, M., & Rudolph, J. (2004). Educational wikis: Features
and selection criteria. International Review of Research in Open and Distance
Learning, 5, 1–6.