Christina Salmon
ENGL 547: Current Methods in ESOL Instruction
Dr. Pandey
July 20, 2007
Microteaching: Juxtaposing Oral/Situational Language Teaching and the Natural
Approach to teach a vocabulary lesson about sporting equipment.
Grade Level: Elementary
Proficiency Level: Emergent/Beginner
Time: Oral/Situational Lesson – 20-30 minutes
Natural Approach – 45-60 minutes
Rationale:
This lesson is intended to teach young speakers of little to no English the names of common sporting equipment used in P.E., recess, and sporting events. Using the
Natural Approach, students will also learn how to use vocabulary associated with the items, such as hit, kick, and throw. Technology visuals will also be utilized within the
Natural Approach to expose students to real-life sporting events. Students will be able to observe the items being used within the context of a sporting event.
TESOL Standards :
Goal 1, Standard 1
– To use English to communicate in social settings: Students will use English to participate in social interactions
Goal 3, Standard 1 – To use English in socially and culturally appropriate ways:
Students will use the appropriate language variety, register, and genre according to audience, purpose, and setting
Objectives:
Students will be able to…
 identify the names of common sports equipment.

 use and understand the structures of these sentences: o “This is a _______.”
(Spanish: Esto es ______.) o “That is a _______.” (Spanish: Eso es _____.) o “What is this?” (Spanish: Que es esto?) o “What is that?”
(Spanish: Que es eso?
learn and use additional verbs associated with the sports equipment (Natural
Approach only)
Materials:
 baseballs (las pelotas de beisbol)


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 baseball gloves (los guantes de beisbol or las manopalas) baseball bats (los bates) basketballs (los baloncestos or las pelotas de basquetbol) soccer balls (las bolas del futbol or los balones del futbol)

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 footballs (los balones or las pelotas del futbol americano or los balompies) o Have many of each type of equipment available for students to
handle and use.
Sports Vocabulary PowerPoint (for Natural Approach)
Pictures of the vocabulary (for Natural Approach)
Oral/Situational Language Teaching Lesson
“Play Ball: Learning Sports Vocabulary”
Procedures:
1. Introduce the lesson topic and tell students (or let them tell if possible) when or where they may need to know these words. (gym class, recess, sporting events)
2. Lay out the 6 objects (baseball, baseball glove, baseball bat, football, soccer ball, and basketball) on a table.
3. Pick up any object from the table and say, “This is a ______.” (example: This is a baseball.) Repeat the phrase. Have students repeat the phrase.
4. Continue with the other objects in the bag. Repeat multiple times. Have students repeat the statements.
5. Move slightly away from objects and point to them and say, “That is a ______.”
(example: That is a basketball.) Repeat with the other objects and have students repeat the statements.
6.
Begin holding up objects and asking students “What is this?” or “What is that?” and have students say the name of the object.
7. Have students take turns asking each other “What is this?” or “What is that?” about the objects until everyone has had a turn.
8. Closure: Review the vocabulary with students. Hold up each item and ask students to say what it is.
Assessment:
Evaluate student pronunciation and correct usage of the vocabulary and sentence structures.

The Natural Approach Lesson
“Play Ball: Learning Sports Vocabulary”
Procedures:
1. Introduce the lesson topic and tell students (or let them tell if possible) when or where they may need to know these words. (gym class, recess, sporting events)
2. Introduce new vocabulary words using realia and the sports vocabulary
PowerPoint.
3. Pass out pictures of the sports equipment to various students. Ask the class,
“Who has the picture of the baseball?” and they would respond with the person’s name.
4. Use the pictures with TPR. Ask students to hold up the picture item as the teacher says and does. Then use simple actions for students to follow nonverbally. (example: Rita, give the picture of the baseball to Jae.)
5. Begin using the real objects with students. Pass out the equipment to students randomly. Ask the class, “Who has the football?” and they would again respond with only the person’s name.
6. Use the real objects along with TPR. (example: Throw the football. Bounce the basketball. Kick the soccer ball. Catch the baseball. Hit the baseball.)
Pantomime the actions at first, and then take students outside to practice using the equipment and vocabulary.
7. Explain to students that they will learn how to play some of the sports using the new vocabulary.
8. Teach students the basics of how to play baseball using the vocabulary words they learned. Some students may be able to demonstrate how to play also.
9. Closure: Review the new vocabulary. Hold up each item and ask students to tell what it is and what to do with it.
Assessment:
Evaluate student use and understanding of the vocabulary words.