running header: introduction to american football...

Running header: INTRODUCTION TO AMERICAN FOOTBALL 1

Introducing American Football: A Lesson Plan for Second Language Pedagogy, TESL 545

Michelle Candy

Department of Global Studies, Sociology, and TESOL

Azusa Pacific University

INTRODUCTION TO AMERICAN FOOTBALL 2I

Teaching Context

I teach in a small, rural, Seventh-day Adventist boarding school in Oregon. Our student body

consists mostly of Seventh-day Adventist students from the Pacific Northwest. Somewhat less than one-

fifth of our student body (approximately 15 students) is made up of international exchange students.

The majority of these students come from Mexico, with a couple from other Latin American countries

(Argentina, El Salvador, Chile). The rest come from Asia; most are from mainland China, with a couple

from Korea.

The daily language class I teach (45 minutes daily) is called “Integrated English,” which this year

is made up exclusively of the first-year students. Currently there are eight students, in the following

categories: two Chinese, one Korean, one Argentinean, and four Mexican students. There are four

female and four male students, ranging in grade level from one freshman to three “super seniors” who

have finished high school in Mexico but have come to the US to study English. The English level of the

class ranges roughly from low beginner to mid-intermediate. The students do not all speak the same

language, though the majority speak Spanish as their first language.

In addition to Integrated English, students are placed in more or less regular daily class

schedules. Because the students carry full or nearly-full loads, they do not expect to have a great deal of

homework from their language class. I try to focus on pronunciation and listening issues and specific

writing problems that will probably not be addressed in their regular English classes. Although after one

year of teaching at this school I still remain uncertain exactly what the administration expects me to

accomplish in this class, my personal goal is to not only improve some of their English skills, but also

provide them with a safe environment to relax, vent, and make mistakes.

An integral part of the class also involves dealing with cultural issues. Our student body is pretty

open and accepting of the international students, but there are still events and situations that baffle

them. This lesson is the introductory lesson of a short (perhaps week-long) unit to introduce the


students to American football. Our school has a Super Bowl party, and, while they don’t care too much

about the game during the season, the international students would like to be able to attend the party

with their classmates and understand at least some of the basics. After this lesson, I’ll be teaching them

some very basic terminology and then trying out a football simulation specifically designed to teach ESL

students how an NFL game works. (It can be found at:

http://esltech.wordpress.com/2010/04/26/football/)

Our school is equipped with networked computer labs in every building, including each

dormitory, each with a printer. There are four networked computers with a printer in my classroom.

Additionally, there are a VCR/DVD player and “sound system” and a document camera. There is also an

overhead projector and screen. Using the Internet in the classroom is a hit or miss proposition, as there

is never any guarantee of how well it will work, given our extremely rural location.

The classroom is approximately 20X30 feet. The room has 26 desks. I also have two 6-foot tables

set together in the back of the room, with padded folding chairs surrounding them. This is where I teach

my language and ELL religion classes.

http://esltech.wordpress.com/2010/04/26/football/


Introduction to American Football Lesson Plan

Time: One 60-minute lesson

Assumption: The students have the English ability to read and understand the worksheets. Students will

be aware of the upcoming Super Bowl party at the school. Students have experience working with a

partner in writing, asking, and answering questions about a reading assignment.

Materials Needed:

Video clip of NFL football fans (Appendix A http://www.youtube.com/watch?v=wUV5G7LVZgg)

Teacher Vocabulary Pre-teach form (Appendix B)

Football Fans Worksheet (Appendix C)

Possible discussion question form (Appendix D)

Football Fans Gap Fill Listening Sheet (Appendix E)

Vocabulary Review Games (Appendix F)

Question evaluation form (Appendix G)

Vocabulary review evaluation form (Appendix H)

Student learning outcomes:

SWBAT answer questions about a video clip of football fans

SWBAT orally read a worksheet about football fans

SWBAT fill in a gap fill listening exercise read by the teacher

SWBAT write 2-3 questions for a partner, based on the reading

SWBAT ask their questions and answer their partner’s questions

SWBAT physically act out vocabulary words

http://www.youtube.com/watch?v=wUV5G7LVZgg


Hook/Warm-up (8 minutes): Teacher will show a video clip with pictures of an NFL team’s football fans

(Appendix A). Teacher will ask students individually, by name, if they have any idea what the people are

doing or why they’re dressed so crazily. Teacher will ask students individually, by name, how sports fans

in their countries dress and act. Teacher will then introduce the unit for the next few days, beginning

with football fans.

Main Activities (42 minutes):

1. Presentation: Teacher will pre-teach vocabulary on football fans worksheet. (football; snacks;

cheer for; bet on; in person; logo) Teacher will write the terms on the board and elicit guesses,

then act out (when necessary) and teach the words or phrases that students do not know.

(Appendix B is for teacher or substitute teacher use. Students may or may not need example

sentences, or to know if the words are count or noncount, or if they take an object, but if this is

grammar that has been studied or will be introduced, the information is on the sheet for the

teacher to include, if desired.) (7 minutes) After this, teacher will pass out worksheet to

students.

2. Practice: Students will silently read handout on football fans (Appendix C). After students have

had the opportunity to read silently, students will read out loud, taking turns reading and going

around the table. Teacher will ask students questions individually, by name, about the handout

and explain parts that have not been understood, based on student responses. (Appendix D

includes sample questions, which can be adjusted depending on prior knowledge, reading level,

etc.) (15 minutes) Teacher will pass out gap-fill exercise, and instruct students to turn over their

reading worksheet in preparation for listening to the gap-fill reading.

3. Practice: Students will fill in the blanks on a gap-fill exercise based on the handout (Appendix E),

which the teacher will read aloud. Students will not be able to look at their original copy of the


handout while the teacher is reading. Teacher will read the article twice. After teacher has

completed reading the handout, students will, in pairs, read their answers together, checking for

correct answers. If students find incorrect answers, they will work together to find out the

correct answers (asking other students, asking the teacher, looking at their original handout).

Students will turn in their corrected gap-fill exercises. (10 minutes)

4. Production: Students will write 2-3 questions based on the handout to ask a partner. No more

than one question may be a fact-based (based on the handout) question (such as, what is the

name of the team from Dallas?). One to two other questions should be opinion or experience-

based (such as, How much does it cost to go to a soccer game in your country? or What is the

most popular sport in your country?). Students will ask their partner these questions and answer

their partner’s questions. (10 minutes)

Wrap-up/Review: (10 minutes) Teacher will review vocabulary (from Appendix B) using charades (could

also use Pictionary; see Appendix F). Divide students into two teams. Students from both teams take

turns being “it”. Teacher gives a vocabulary word to each team’s it. It then has to act out the vocabulary

word so that the classmates have to guess what the word is before the other team. The next it takes the

next vocabulary word, and so on. When the game is finished, the class is dismissed.

Assessment Plan: As students are reading out loud, teacher will monitor student speaking and

comprehension, correcting as necessary. Students check each other’s gap-fill papers and correct for

accuracy. Teacher will circulate through the classroom while students are working in pairs and listen to

their questions and answers and take note of question types (for example, are they fact-based and

directly about the reading or focused personally on the listener and his/her opinions or experiences. See

Appendix G.). Teacher will informally assess understanding, as well as prior knowledge, via responses to

questions based on the reading material, and will make needed changes in following lessons. Teacher


will take note of vocabulary that has not been properly learned during the charades-based vocabulary

review game at the end (Appendix H). Vocabulary will be reviewed throughout the unit.


Teaching Principles

Language teachers should strive to understand and use many different principles of learning

(Brown, 2007). The lesson plan I have developed uses the following main three principles: anticipation of

reward, autonomy, and language-culture connection. These three principles are important to my lesson

on introducing American-style football to my students.

A reward is often thought of as a prize or praise (67). However, it also involves preparing

students for long-term, intrinsic rewards. My students desire to be involved with their American

counterparts as much as possible, and to understand cultural and social situations. In preparing them to

take part in the school’s Super Bowl party, this lesson will give the students the reward of understanding

the context, and thus enjoying the Super Bowl party, a long-term reward, beyond that of gold stars and

stickers.

Learner autonomy occurs when students gain confidence, begin to experiment with the

language, and begin exercising creativity (71). One element of my lesson is pair work, in which students

write questions for a partner, then ask their questions and answer their partner’s questions. Pair work

and creativity in writing are both ways of encouraging learner autonomy. The students gain experience

and confidence each time they use the language independently and creatively.

The language-culture connection suggests that culture and language cannot be separated; they

are interconnected in many ways (74). Probably the strongest principle in my lesson is related to culture.

My students are living in a foreign culture and are very interested in learning all they can of life in

America. Since football in general and the Super Bowl in particular are culturally relevant, learning about

football is a positive step in fostering and building relationships with their American peers, as well as

understanding a bit more about the culture.


While American football is not generally thought of as a language class topic, some close

observation will reveal that there are positive cultural and creative elements, along with building some

anticipation as students prepare to watch the Super Bowl with their American peers.


References

6 absolutely essential ESL games for vocabulary review. Retrieved from

http://busyteacher.org/print:page,1,8479-6-absolutely-essential-esl-games-for-vocabulary.html

2011 Denver Bronco fan appreciation! Retrieved from


Are you ready for some football? Retrieved from http://esltech.wordpress.com/2010/04/26/football/

Brown, H.D. (2007). Teaching by principles: an interactive approach to language pedagogy. White Plains,

NY; Pearson Education, Inc.

Football Fans. Retrieved from http://www.elcivics.com/worksheets/football-fans.pdf.

Merriam-Webster’s Learner’s Dictionary. http://www.learnersdictionary.com/.

http://busyteacher.org/print:page,1,8479-6-absolutely-essential-esl-games-for-vocabulary.htmlhttp://www.youtube.com/watch?v=wUV5G7LVZgghttp://esltech.wordpress.com/2010/04/26/football/http://www.elcivics.com/worksheets/football-fans.pdfhttp://www.learnersdictionary.com/


Appendix A


This video is a fan appreciation video of Denver Broncos fans. Used because of the varieties of clothing

and costumes used and worn by the fans. Any similar kind of video can be used (for example, using a

local team depending on where the class is being taught). I’m using the Broncos because 1) it’s my

favorite team and 2) there are no professional football teams in Oregon and there is a wide variety in

the teams people cheer for.



Appendix B

Vocabulary reference sheet for teacher. Provides definitions for the vocabulary in the reading material.

Reference sheet is for teacher use or for a substitute teacher. Definitions and example sentences from

www.learnersdictionary.com.

1. Football: [noncount] an American game that is played between two teams of 11 players each and in

which the ball is moved forward by running or passing

2. Snacks: [count] : a small amount of food eaten between meals

▪ He had a snack of chips and dip. ▪ between-meal snacks ▪ I didn't have time for lunch so I just

grabbed a quick/light snack

3. cheer for: [+ obj] : to express enthusiastic approval of or support for (something)

▪ Supporters cheered the court's decision.

4. bet on: to make a bet : to risk losing something (such as money) if your guess about what will

happen is wrong [+ obj] ▪ He bet $5 on the game. ▪ I'll bet (you) a dollar that he makes the next

shot. ▪ I'll bet that he makes the next shot. ▪ He always bets that the favorite will win. [no obj] ▪ He

lost a lot of money by betting on college football and basketball. ▪ He always bets on the favorite (to

win). ▪ I bet against the favorite and I lost. ▪ I wouldn't bet against her. She's very likely to win this

race.

5. in person: used to say that a person is actually present at a place ▪ The president appeared in person

at the ceremony. ▪ They met in person after speaking on the phone. ▪ You will need to sign for the

package in person.

http://www.learnersdictionary.com/


6. Logo: [count] : a symbol that is used to identify a company and that appears on its products

▪ T-shirts with corporate logos


Appendix C

Note: Permission is granted to reproduce this reading worksheet for noncommercial

use. Visit www.elcivics.com for more free ESL material. Enjoy!

Football Fans Football fans are people who love football. They usually have a favorite team, such as the Dallas Cowboys or the Minnesota Vikings. When major football games are shown on TV, fans have a party and watch the game together. They eat snacks and cheer for their favorite football team. Some fans bet money on which team will win the game. Some football fans attend games in person. They use their computers or cell phones to buy tickets online. Football tickets are expensive, so most fans only attend one or two games a year. During football season, fans wear T-shirts and hats with their team’s colors and logo.


Appendix D

Possible questions for Football Fan handout. Teacher should use as appropriate given the context.

Teacher should be ready to answer geographical questions (such as “Where is Dallas?”) or questions the

students may ask as they’re trying to guess (for example, what snacks are popular for Americans at

these parties?).

1. Have you ever heard of the football teams in this reading?

2. Do you know any other football team names? (write on board if there are any)

3. What kinds of activities take place at a football party?

4. What kinds of snacks do you think Americans eat at a football party? (write on board)

5. Do people in your country bet on sports matches? Do you?

6. How much money do you think people bet on football games?

7. Are tickets to sporting events (especially soccer) in your country expensive or affordable?

8. Have you ever used a computer or cell phone to purchase a ticket? (any kind of ticket) Is it easier or

more difficult than buying a ticket in person?

9. Do you see other students on campus wearing shirts or hats with sports logos? Do you know what

those teams are? Do you ever wear a shirt or hat with a sports team logo?

10. If the class has been studying present tense, point out the use of present tense in the reading,

indicating that these are regularly occurring events.


Appendix E

Football Fans

Football fans are _______________ football. They usually have a favorite team, such as the Dallas Cowboys or the Minnesota Vikings. When major football games ______________, fans have a _____________the game together. They eat snacks and ____________ favorite football team. Some fans bet money on which team _______________. Some football fans attend games in person. They use their computers or cell phones ______________ online. Football tickets are expensive, so most fans only attend ______________ a year. During football season, fans wear __________________ with their team’s colors and logo.


Appendix F

6 Absolutely Essential ESL Games for Vocabulary Review

Well, it is that time again. You have finished your unit on (insert topic here) complete with vocabulary,

listening, speaking, reading and writing activities, but you are not entirely done. The test is coming in

just a few days, and your students need some review. Whenvocabulary is on that agenda, try one of these

fun games to review the words your students have recently learned!

Charades

Charades is a fun and lively game for your ESL class to play when reviewing vocabulary. Your students will be energized and

enthusiastic when their acting skills are put to the test for their classmates. It is easy to have a charade vocabulary review ready

for your class at almost any time and on a moment’s notice with minimal advance preparation. The easiest way to be ready at any

time is to keep a collection of vocabulary cards for the words your class has studied. When you are ready to play, divide

your class into two teams. Individuals will take turns acting out one of the words from the cards that you have prepared. They will

choose this card randomly on their turns and will have 2 minutes to get their team to guess the word without using books or notes.

The actor cannot use any sounds but must communicate only through actions. The rest of the team should shout out any answers

that come to mind. If the team is able to guess the word within the designated time, they score a point. If after two minutes the

team has not guessed the word correctly, the other team gets one chance to guess the word. If they are correct, they score a point

and then continue with their turn. Continue playing until you run out of time or you run out of words. The team with the higher score

at the end of the game wins.

1. 2

Pictionary

Pictionary is a similar and just as entertaining game to play for vocabulary review. The rules are similar to those

of charades except that instead of acting out the word, the clue giver is permitted only to draw on the white board in front of the

class. He cannot use any symbols, numbers or letters in his drawing. Again, give each person two minutes to try to get his team to

guess the word. If he is unsuccessful, give the other team a chance to guess. Score the game the same way that you would

score charades and announce the winning team at the end of the game.

2. 3

Claymation

How creative are your students? How daring are they? If you think they would have fun with this activity, modify the same

general idea that you used incharades and Pictionary with clay or play dough. Again, the rules are generally the same but in this

version your students will not be acting or drawing. They will be molding clay to communicate the target word to their teams.

http://busyteacher.org/classroom_activities-vocabulary-worksheets/http://busyteacher.org/3460-inspire-creativity-and-impromptu-speaking-with.html


Follow the same general rules, but this time you may want to give each person three to five minutes before turning it over to the

opposite team for their guess. Scoring is done the same.

3. 4

All of the Above

If you want to energize your students even further, add a little element of chance to the festivities. Using a six-sided die, have your

students roll to see whether they will give a charade, draw a picture or form their clues out of clay. For rolls of one or four, the

student will give a charade. For rolls of two or five the student will draw his clues. For rolls of three or six, your students will use

clay to give their clues. In all cases, no letters, symbols or numbers are allowed when giving clues. The element of surprise will

make the review even more exciting and entertaining for everyone!

4. 5

Bingo

Bingo can be another good game for vocabulary review though perhaps not as lively. Give your students a blank bingo boards and

ask them to put the review words into the squares randomly. You should have some strategy for choosing the words to call and

then which your students will mark on the cards. You may want to choose words randomly from a list. You may, instead, write the

words on cards and choose them randomly from the deck or simply put small slips of paper into a hat to draw randomly. Whatever

method you think will work best for you, once you have chosen the word do not read it. Instead, give the definition of the word

to your class. Each person must then determine if he has the word that corresponds to the definition on his bingo board. When

anyone gets five squares in a row, he should shout, “Bingo!” Warn your students not to clear their boards until you have checked

the winner’s words to make sure they did not have an incorrect answer. Give the winner of each round a prize or allow him to call

the words for the next round though you may need to supply the definitions.

5. 6

Memory

A memory style card game can be another effective way for reviewing vocabulary, but you or your class will need to do some

advanced preparation before you play. You will need a set of cards for the vocabulary you want to review. For each word, one card

should have the target vocabulary word and another card should have the definition of the word. The players should then shuffle

the deck and lay all the cards in a grid pattern face down on a large playing surface.Each person turns over two cards each

turn trying to find a match. If the cards do not match, he turns them over again and the next person takes a turn. If they do

match, he keeps the cards and gets an additional turn. The player with the highest number of cards at the end of the game wins.

You can modify this game to practice matching words with their synonyms or their antonyms, too. For each, instead of

using the definition card to match the vocabulary card, use a card with either a synonym or an antonym printed on it. Play

continues the same as above. Just be sure you keep the sets of cards separated so you are ready to play at any time.

http://busyteacher.org/classroom_activities-vocabulary/wordbuilding/synonymsantonyms-worksheets/


Appendix G

Chart for teacher to mark type of question asked during question and answer period.

Factual Question Opinion Question

Student A

Student B

Student C

Student D

Student E

Student F

Student G


Appendix H

Understood Needs more work

Football:

Snacks:

Cheer for

Bet on

In person

Logo:

running header: introduction to american football...

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