Lead-in
| Aims | Teacher-Students Interactions (description of activities and types of interactions) | Skill focus (+G/V) | Teaching methods | AI Tool & Other Materials | Time |
|---|---|---|---|---|---|
| Introducing pupils to sports events and the basis of sports tourism | "The teacher displays a few pictures presenting typical sports events (e.g. the Olympic games, the World football championship, etc.). The pictures were previously generated with the use of AI. The teacher initiates a conversation about those events, leading the it toward the reasons why such events are so visited, who visits them, and how people from all over the world come to these events (by travelling). In the end the conversation shifts towards the purpose of such travelling (sports events – sports tourism)." |
Speaking + vocabulary | Discussion | / | 20 minutes |
| Raising awareness about the proper use of grammar and vocabulary in conversations. | The teacher initiates a conversation about speaking in a foreign language. Students discuss the reasons which make speaking a difficult language skill to master. The teacher leads the conversation toward raising awareness about the proper use of grammar and vocabulary. | Speaking + vocabulary | Discussion | / | 10 minutes |
| Understanding the importance of physical fitness | Students watch a video about physical fitness. The video is used as the stimuli (motivation) for discussion about the importance of being fit for overall human help. | Speaking + vocabulary | Video watching Discussion |
Projector/smartboard | 15 minutes |
| Raising awareness about the importance of positive thinking for the body and mind. | The teacher initiates a discussion about the importance of positive thinking for the body and the mind. Students share their ideas. The teacher writes all the ideas on the board. | Speaking + vocabulary | Discussion | 10 minutes | |
| Raising awareness about human anatomy and the importance of preserving its health. | "Students use Mentimeter or similar to form a word cloud around the main topic: Human anatomy. After a few minutes in which all the mental images of human anatomy are included as words in Mentimeter, students and the teacher conduct a semantic analysis of the words trying to sort them out into different groups (for instance, internal or external organs). What follows is a discussion of the importance of some of the organs, ways of preserving the human anatomy." |
Speaking + vocabulary | Use of AI. Discussion | Mentimeter | 10 minutes |
Teaching
| Aims | Teacher-Students Interactions (description of activities and types of interactions) | Skill focus (+G/V) | Teaching methods | AI Tool & Other Materials | Time |
|---|---|---|---|---|---|
| Understanding the possibility to express a past event having a result in the present | "The teacher offers a definition of sports tourism after students try to provide one themselves. The teacher introduces the types of sports tourism. Since sports tourism is an occurrence which started a long time ago, but has repercussions in the present, students also revise the Present Perfect Simple and Continuous as the tense expressing such actions. They use the text extracted from https://www.sports-management-degrees.com/faq/what-is-sports-tourism/ and identify all the Present Perfect verb forms present in it." | Speaking + grammar | Grammar analysis | Textual material | 20 minutes |
| Familiarising with specialised vocabulary | "The teacher displays key vocabulary linked to the topic of sports training. Students upload the vocabulary to Copilot and get the definitions. After they familiarise with the meaning of the words, they are instructed to prepare a talk about sports training by including the new vocabulary." | Speaking + vocabulary | Use of AI. Vocabulary analysis. Oral presentation | Copilot | 30 minutes |
| Acquiring the ability to extract important information and summarize it. Understanding grammatical features of a text. | "Students use the Chat & Ask AI tool, more precisely its YouTube Summarizer feature to extract key pieces of information from the video and summarize them. The obtained text serves as a prompt for apps such as ChatGpt which they will instruct to extract the main grammatical features of the text." | Speaking + grammar | Summarizing | Chat and Ask AI. ChatGpt | 20 minutes |
| Acquisition of vocabulary related to the body and mind | "The teacher discusses the vocabulary on the board with students and suggests new vocabulary which can be useful for the topic (the teacher has as a prompt of a text adapted from https://medicine.washu.edu/news/mind-body-connection-is-built-into-brain-study-suggests/). When all the possible vocabulary is on the board, students use it to give prompts to the tool ChatGpt which will form a text based on the input vocabulary. Students are allowed to use a maximum of ten prompts, which means that they will get different texts. Students read the text and by using Rosetta Stone try to correct the pronunciation of unfamiliar vocabulary." | Speaking and vocabulary | Discussion. Text creation. Oral practice | ChatGpt. Rosetta stone | 30 minutes |
| Reading, understanding and summarizing a written text | "The teacher introduces a text with the most important notions about human anatomy extracted from https://my.clevelandclinic.org/health/articles/organs-in-the-bodyhttps://openstax.org/books/anatomy-and-physiology-2e/pages/1-1-overview-of-anatomy-and-physiology and adapted by ChatGpt to suit the B2 level Students read through the text and use the Jenny app to summarize it. The teacher creates questions about the text using Jungle AI and displays them on the smartboard, while students need to find answers." | Speaking + vocabulary | Use of AI. Text-based learning. Answering questions | ChatGPT. Jenny. Jungle AI | 15 minutes |
Practice
| Aims | Teacher-Students Interactions (description of activities and types of interactions) | Skill focus (+G/V) | Teaching methods | AI Tool & Other Materials | Time |
|---|---|---|---|---|---|
| Preparing a talk paying special attention to grammatical features | "Students are divided into four groups, each having one type of sports tourism as their topic. Their task is to prepare a talk about the type of tourism paying attention to grammar. They are allowed to use AI tools which will provide information, e.g. Copilot)." | Speaking + grammar | Project work | Copilot | 20 minutes |
| Preparing a talk obtained from notes taking | "The teacher uses the text downloaded from https://www.fsps.muni.cz/emuni/data/reader/book-6/02.html and retells it including all the necessary information. Students use Fireflies to record and then transcribe the text. According to the transcription, students have to prepare a similar speech." | Speaking + vocabulary | Use of AI. Oral presentation | Fireflies. Textual content | 20 minutes |
| Practicing grammatical features of a text. | "After ChatGpt extracts the possible grammatical features from the text, we ask Talent LMS to create lessons about all of them. Students study grammar rules and practice the exercises offered as part of the created lessons." | Speaking and grammar | Problem solving | Talent LMS | 20 minutes |
| Practicing speaking | "Students study the AI generated text. After 10 minutes, they present what they have learned to the rest of the students. The teacher records their speech with Fireflies." | Speaking and vocabulary | Oral presentation | Fireflies | 30 minutes |
| Acquisition of knowledge about a specific topic | "Students are divided into groups according to the organ system learned so far. Each group uses Qanda to find more information about their organ system and why it is important for the functioning of the body. Next, they use Talent LMS to create a lesson about their organ system which they will orally present to other students. On the other hand, students from other groups use Mindgrasp to make quality notes which will help them learn. Eventually, each group of students will hear about all the organ systems. Students are given time to concentrate on the notes and try to remember as much as they can about the organ systems they have learnt about. Using Jungle AI, they create a test about their original organ system which students from other groups have to solve to check how much they have remembered." |
Speaking + vocabulary | Use of AI. Group work. Problem-based learning | Qanda. Talent LMS. Jungle AI | 40 minutes |
Feedback
| Aims | Teacher-Students Interactions (description of activities and types of interactions) | Skill focus (+G/V) | Teaching methods | AI Tool & Other Materials | Time |
|---|---|---|---|---|---|
| Raising awareness about the flaws in one’s talk | "After listening to the four talks, the teacher points to possible deficiencies and asks questions about students’ opinions about the different types of sports tourism." | Speaking + grammar | Talk analysis | / | 20 minutes |
| Raising awareness about the errors which can occur in speech | "The teacher, as well as peer students, listen attentively to the prepared talks and make notes on the errors they noticed. Using a platform like Chat Gpt, they ask about feedback of a speaking skill if such errors occur. In such a way, students get feedback in a relaxed atmosphere." | Speaking + vocabulary | Use of AI. Error analysis | ChatGpt | 15 minutes |
| Understanding grammatical features of a text. | "Mindgrasp provides a solution for the grammar tasks, so after students solve them, they check the ratio of correct answers they obtained. The teacher monitors the whole process." | Speaking and grammar | Problem solving | Mindgrasp | 15 minutes |
| Understanding the possible mistakes made in speech | "Students get a transcript of their speech created by Fireflies. The teacher goes through the transcripts and analyses the most common oral presentation mistakes." | Speaking and vocabulary | Error analysis | / | 15 minutes |
| Understanding the possible deficiencies in one’s talks. | "Students get feedback on the results obtained on the AI generated test. Each group has to provide the correct answers in the end so that everyone can check. The teacher suggests better solutions and expands on the answers." | Speaking + vocabulary | Text/answers analysis | / | 15 minutes |
Homework
| Aims | Teacher-Students Interactions (description of activities and types of interactions) | Skill focus (+G/V) | Teaching methods | AI Tool & Other Materials | Time |
|---|---|---|---|---|---|
| Gaining information about possible sports events | "Students prepare slideshow presentations about the most famous sports events, as well as talks about them." | Speaking + vocabulary | Oral presentation | / | 20 minutes |
| Practicing the listening skill and preparing a talk | "Students choose a talk on TedTalk or YouTube with a topic similar to sports training (anything linked to sports). They have to listen to the talk and prepare an oral presentation about it with a compulsory conclusion about their own opinion." | Speaking + vocabularyListening | Use of online video materials | Ted Talk/YouTube | 25 minutes |
| Practicing vocabulary and grammar | "Students have to prepare a slideshow presentation using Beatly. The topic should be physical fitness, but the presentation has to include sentences related to the grammar point covered in the lesson." | Speaking and grammar/vocabulary | Project work | Beatly | 30 minutes |
| Understanding the possible mistakes made in speech | "Students correct the mistakes in their transcript and prepare a good oral presentation about their topic for the next class." | Speaking and vocabulary | Error correction | / | 15 minutes |
| Preparing an oral presentation about a specific topic using specialised vocabulary. | "Students use Character AI to create the avatar of a doctor who will explain everything about a part of the human anatomy (organ or organ system) – students have to instruct the avatar about the talk it is going to deliver." | Speaking + vocabulary | Use of AI. Preparation of oral presentations | Character AI | 20 minutes |
