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.

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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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Reflection on the Lesson Accomplishment and Failure
Lessondescription
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

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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

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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
3. The teacher wraps up the class
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
Lessondescription

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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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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.

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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.

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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
6. The teacher wraps up the class
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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45
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.

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46
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?

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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
Give me 3 rules of playingtable tennis.
Exit Slip
Give me 3 rules of playingtable tennis.
Reflection on the Lesson Table Tennis Rules
Lessondescription
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

50
50
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

51
51
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.

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