UNIT 1. WARM-UP GAMES

Transcription

1 UNIT 1. WARM-UP GAMES TIMING: 5 HOURS AIMS. To get to know each other in class. To know specific vocabulary for PE classes. To form and collaborate in small groups. To play different roles on games. To know about traditional games CONTRIBUTION TO COMPETENCES. Communicative skills: Make use of previous knowledge to develop activities Interact with other people. Methodological skills: Access and communicate information using different supports Apply study and physical skills that include strategic thinking and cooperation and self-evaluation skills. Personal skills: Create, initiate, develop and assess both individual and collective activities LEARNING OUTCOMES (STUDENTS WILL) KNOW. Dynamic ways of physical expression. Specific names of PE equipment. Action verbs related to movement. Roles in games: leader, It,. Opposites related to PE (up/down, fast/slow, start/finish, ). Examples of some traditional games BE ABLE TO. Learn and remember the names of classmates by playing games. Identify PE equipment. Run a variety of movement actions. Form small groups quickly. Work and play in small groups. Play different roles the game requires. Take part in some traditional games. Consolidate other vocabulary topics such as body parts, directions, opposites, while playing a game. Find out similarities and differences between some traditional games depending on the country where the game is played ESTER ALCÓN FERRER I.E.S. LA ROMÀNICA (BARBERÀ DEL VALLÈS)

2 COGNITION. Identifying key PE vocabulary. Sequencing classmates names. Matching PE vocabulary with PE equipment as quickly as possible. Making decisions while forming small groups. Developing ideas in order to achieve the aim of the games presented CULTURE Pupils will be able to. Understand what is involved when playing in small groups: collaboration, helping,. Realise that each person in the group is important and can be useful anytime. Learn about traditional games and compare differences and similarities with Catalan games COMMUNICATION LANGUAGE OF LEARNING Vocabulary: Names of PE equipment (cone, bench, timer, wall bar, mat, ball, etc ) Names of sports (volleyball, football, basketball, badminton, etc ) Action verbs related to PE (jump, catch, throw, pass, run, etc ) Adverbs and adjectives related to directions, forms, colours (up, down, left, right, south, gentle, hard, forward, backward, low, high, fast, slow, etc ) / Opposites Parts of the body (head, knee, foot, arm, leg, etc ) Names of games (common games, traditional games) Communicative Structures: Introducing oneself: Hello, my name is. Identification of items and movement actions: This is a. He/She is jumping. Expressions while playing games: Let s go for!, Caught you!, You re It Expressions for forming groups: I ll take., I ll choose.. Connectors: First / then / later / finally Suggesting: We can do it this way, Let s try Why not.? LANGUAGE FOR LEARNING Talking about PE equipment and movement verbs Counting down numbers (up to 30) Expressing options Negotiating the roles each person has during the games Suggesting improvements and making recommendations to get better times and performances Explaining the stages of a traditional game ASSESSMENT CRITERIA (Students should be able to). Know all classmates names. Identify PE equipment and other specific vocabulary used for teaching PE in English. Form small groups quickly and work cooperatively as a group.. Practise a variety of actions related to movement.. Identify similarities and differences of some traditional games ESTER ALCÓN FERRER I.E.S. LA ROMÀNICA (BARBERÀ DEL VALLÈS)

3 UNIT 2. WARM-UPS FOR SPORTS TIMING: 5 HOURS AIMS. To identify and classify different types of passes related to some ball sports. To learn the different foot parts used to pass a ball.. To classify the different disciplines in athletics.. To work and improve in passing and throwing skills using different balls. To use a wide range of passes and throws in games. To get better control in bouncing, passing and catching tennis balls/shuttlecocks. To develop reaction, coordination and jumping skills. To work on accuracy in throwing balls at a target. To encourage each other while working cooperatively with a partner or in a team CONTRIBUTION TO COMPETENCES. Communicative skills: Interact with other people. Methodological skills: Apply physical skills that include strategic thinking and cooperation skills. Personal skills: Initiate and develop both individual and collective activities LEARNING OUTCOMES (STUDENTS WILL) KNOW. Types of passes related to some ball team sports. Foot parts used in passing a ball. Classification of the disciplines in athletics. The relevance of being a coordinated person. About the strengths and weaknesses in individual skills and team skills BE ABLE TO. Learn different types of passes in basketball, volleyball, hockey, handball and football. Recognise and use different parts of the foot on passing a ball. Pass and throw different type of balls in different ways. Classify the disciplines in athletics. Control a ball/shuttlecock with a racket. Develop accuracy in throwing balls at targets. Jump on one foot / on 2 feet. Play games demanding coordination and reaction skills. Differentiate the level of accuracy and other PE analytical skills between classmates while playing games. ESTER ALCÓN FERRER I.E.S. LA ROMÀNICA (BARBERÀ DEL VALLÈS)

4 COGNITION. Identifying types of passes. Transferring prior experience in passing and throwing. Classifying athletics disciplines. Processing instructions on rule games. Anticipating ball trajectories. Making recommendations to achieve a common objective while playing in a team. Hypothesising about the strengths and weaknesses of the opponent CULTURE Pupils will be able to. understand the different types of passing depending on the sport played. realise how important reaction skills and coordination are when playing throwing games and ball control games. be aware of the own strengths and weaknesses physical skills and also of the others. COMMUNICATION LANGUAGE OF LEARNING Vocabulary: - Types of pass / - Foot parts / - Disciplines in athletics / - Key words related to racket sports / - Adverbs and adjectives related to directions, forms, colours, - Clockwise-Anticlockwise / Hold hands-drop hands / Frozen-Unfrozen - Head-middle section-tail / Jump over Communicative Structures: Identification of sports and types of passing: It s This is a. pass Explanations: In my text My text is about. I found out that. Expressions asking for the ball: Here, Pass me, Making recommendations: You should, Hypothesising: He/She/They could be/might be.. Expressions while playing games: Let s go for!, Caught you!, You re It Tagged Favourites: My favourite sport is Quantity and temporal adverbs: never, almost, a lot, very little Comparison: I find more difficult/easier.than.. Present continuous LANGUAGE FOR LEARNING. Describing types of passing. Showing and explaining foot parts. Expressing opinions to agree or disagree. Asking and answering questions about favourites. Giving reasons. Suggesting best options to achieve a goal ASSESSMENT CRITERIA (Students should be able to). Know different types of passing and relate them to ball team sports. Identify the different foot parts. Classify the disciplines in athletics into categories. Improve their skills in throwing, passing and controlling balls. Work cooperatively with a partner and into a team /. Apply rules fairly ESTER ALCÓN FERRER I.E.S. LA ROMÀNICA (BARBERÀ DEL VALLÈS)

5 UNIT 3. WARM UPS FOR BODY LANGUAGE TIMING: 5 HOURS AIMS. To learn about communication through body language. To use body language to communicate different emotions and attitudes. To improvise and act out different scenes or situations. To perform different roles/characters in same/different situations. To improve confidence in communicating. To respect and understand other people/culture meaning of gestures CONTRIBUTION TO COMPETENCES. Communicative skills: Interact with other people. Methodological skills: Communicate information using different supports Apply physical skills that include strategic thinking and cooperation and self-evaluation skills. Personal skills: Create, initiate, develop and assess both individual and collective activities LEARNING OUTCOMES (STUDENTS WILL) KNOW. Ways of communication through body language. Gestures, postures and facial expressions. Feelings and attitudes. One hand gestures, two hand gestures and gestures made with other body parts. Versatility of tone of voice. Drama games through mime and improvisation. Character roles BE ABLE TO. Identify and communicate feelings, emotions or attitudes through body language. Improvise situations using PE equipment. Recognise the meaning of a variety of hand gestures and practise them. Describe attitudes. Make up stories. Perform a wide range of characters/roles in specific situations/scenes. Express ideas through body movement. Respond to varied stimuli (story telling, song, ). Copy or mirror partner s movement. Think about or imagine what other people want to/might communicate to others - Watch and judge other people s performances ESTER ALCÓN FERRER I.E.S. LA ROMÀNICA (BARBERÀ DEL VALLÈS)

6 COGNITION. Identifying feelings, attitudes, emotions. Matching pictures with meanings of hand gestures. Applying imagination to recreate different situations presented. Interpreting other people s gestures. Making quick decisions. Comparing performances CULTURE Pupils will be able to. realise about the importance of non verbal communication. to distinguish between real and non real recreated situations by performing as different personalities and characters COMMUNICATION LANGUAGE OF LEARNING Vocabulary: Body language vocabulary (gestures, postures, facial expressions, mime, communication, theatre, stage, etc ) Hand gestures Feelings, emotions and attitudes Animals, professions, instruments, sports and types of transports To perform / to act out / to improvise / to imitate / to mirror / to recreate Communicative Structures: Phrases describing feelings and attitudes: I feel.., He looks, This person seems He/She might/could/can t/must + verb / be + verb-ing Language for comparison: I prefer.. rather than. / I like this one better Language for suggestion: you should/could. / why don t you.. Expressions with imperatives Explanations: It s difficult/easy to guess because. Present Continuous Past Tense LANGUAGE FOR LEARNING Understanding instructions Describing people s emotions and attitudes Spelling the alphabet Expressing feelings Suggesting ideas to perform scenes or situations in pairs or groups Judging other people s performances Giving reasons ASSESSMENT CRITERIA (Students should be able to). Recognise ways of communication through body language. Identify feelings, attitudes, hand gestures, etc in other people and also through visuals. Improvise in any situation presented. Create or continue an acting out sequence individually, in pairs or in group ESTER ALCÓN FERRER I.E.S. LA ROMÀNICA (BARBERÀ DEL VALLÈS)