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domingo, 17 de mayo de 2015
Proyecto final paso a paso: diario del curso. What if we were a shuttlecock?...
This unit is mainly designed for 4º course of ESO.
There are 30 pupils.
Subject: Physical Education.
Teacher: Francisco Andrés Fernández Muñoz.
Title of the Unit: "What if we were a shuttlecock...?"
The learning outcomes are:
- To know the origin and the rules of this sport.
- To play badminton using proper techniques learnt in this unit.
- To understand the instructions and the information given in L2 to improve pupil's movement.
- To offer and explain information in L2 about a mate's movement.
This unit has got an important amount of specific contents such as,
- Origin of badminton, rules and characteristic of the sport.
- Main basic posture of badminton.
- Tactic and tecnic systems.
- Execution of the tecnic movements: drop, clear, drive, smas, set.
- How to play badminton.
- Analyse of a mate's movement.
Some important final tasks should be done correctly. Pupils will receive the information needed to solve those tasks.
Motivation video of badminton.
Lesson 2. Origin of badminton. Drop and lob.
Worksheet.
Lesson 3. Basic rules. Serve and drive.
Worksheet.
4º ESO . UNIT 2.1.: BADMINTON.
PHYSICAL EDUCATION IN THE BILINGUAL SECTION.
INTRODUCTION. Read the text and underline the following items:
- Specific vocabulary of this sport.
- Vocabulary related with the movement, P.E. and this sport.
From the backstreets of Bangkok to the beaches of Brazil, people can be seen hitting feathery projectiles called shuttlecocks with light-weight rackets. These shuttlecocks and rackets are the basic tools of badminton, and they are all you need for a session of "bat" in which you and a friend hit a shuttlecock to each other for as long as possible without letting it touch the ground.
This fun activity is not only a good form of exercise, it's also a great way of practising the skills you'll need for a real game of badminton should you ever find yourself on a proper badminton court. While growing in popularity as a fun way of keeping fit, badminton is also developing fast as a professional sport with its own calendar of exciting tournaments and its own band of star international players.
How The Game Works
Badminton is played on a court marked for both singles and doubles matches. The doubles court is 6.1 metres (20 feet) wide and 13.4 m (44 ft) long, and the singles court is a little smaller. The nets 1.55 m (5 ft 1 inch) high at the edges and 1.524 m (5 ft) high in the centre.
To begin a singles game, players stand in diagonally opposite service courts (see diagram at right) and the server then serves the shuttlecock underhand from below the waist.
If the receiver thinks the serve is afault, meaning it will land outside the receiver's service court, he or she can leave it and win the point if it does go out. But if the receiver thinks the serve is good, he or she must return it before it bounces. If the return is good, a rally begins.
The rally continues until someone wins it by hitting a good shot which their opponent cannot return, or until someone loses it by hitting a fault. Faults include hitting the shuttlecock into the net, hitting it outside the court, or hitting it twice with two separate shots before it goes over the net.
Whoever wins the rally earns one point, and serves to start the next point. Players can use a range of shots during a rally, including drop shots, drives, clears, smashes, kills, net shots and push shots. Top players learn to disguise their shots, and try to trick the opponent into thinking they're about to hit one type of shot, but then hit a very different type of shot, hoping to win the point by surprising the opponent.
Play continues until one player wins the game by being the first to earn 21 points, with a margin of at least 2 points. For example, if the score is 21 to 19, the game is over. But if the score is 21 to 20, the game continues. If the player with 21 points then wins a point, the score is 22 to 20 and the game is over. Matches are usually the best of three games. This means the first player to win two games wins the match.
Before May 2006, players could only win a point on their own serve. But the scoring system was changed in 2006, and now players can earn a point on their own serve and also when their opponent serves.
WORKSHEET:
1. Explain in your own words and understand the meaning of these words or expressions:
#1 backstreets feathery
basic tools
#2 skills developing
tournaments
#3court marked for wide
at the edges
#4serves the shuttlecock underhand from below the waist
#5 if it does go out bounces
#6 net outside the court
hitting it twice #7disguise
try to trick the opponent into thinking they're about to hit one type of shot
2.Complete the following sentences:
To begin a ______ game, players ______ in diagonally opposite service _________ (see diagram at right) and the server then serves the _________ underhand from below the ______.
If the _________ thinks the serve is afault, meaning it will ______outside the receiver's service court, he or she can leave it and win the point if it does go out. But if the receiver _______ the serve is good, he or she must return it before it _________. If the return is good, arally begins.
3.Write four questions about this sport. Find someone who can answer them correct. Write his/her name.
4.Draw a badminton court. See how your mate play. Analyze his/her backhand serve and drop.
También es interesante el trabajo de un vídeo de bádminton para luego realizar algunas preguntas.
Lesson 4. Drop, lob, serve and drive. How the game works. Badminton dynamic.
Writing frame
You
|
finishes
|
with
|
drop
|
To win the
|
set
|
Can start
|
smash
| ||||
starts
|
Net play
|
rally
| |||
He/She
|
serves
|
drive
|
point
| ||
serve
|
match
|
Lesson 5. Observation sheet. Smash and how to defend it.
Quiz game.
Lesson 6. Badminton matches and practical exam.
Click HERE to see an amazing presentation.
Lesson 7. Theoretical exam.
Quiz game.
https://www.englishclub.com/vocabulary/sports-badminton.htm#kquiz
http://www.educaplay.com/es/recursoseducativos/1892248/badminton_words.htm
- To know the origin and the rules of the sport, respecting other level of performance.
- To adapt the techniques to the situation of the game.
- To understand the instructions and the information received in order to improve the way we play.
- To analyze a mate's movement and to share this information with him/her.
Los criterios de calificación serán:
Concepts:30%
- Answer oral questions.
- Theoretical exam.
- Activities and participation about the worksheet.
Practical:40%
- practical exam.
Attitude:30%
- the participation.
- The respect for the material and the other mate's actions.
Instruments:
- Systematic observation.
- Anecdote registration.
- Theoretical exam
- Practical exam.
jueves, 30 de abril de 2015
CUARTA ENTRADA: ACTIVIDAD 3.2., 3.3 y 3.5.
A continuación se publica la información, actividades y datos pertenecientes
a las actividades 3.2., 3.3. y 3.5.
3.2. Objetivos de uso de los recursos educativos
Tras
la lectura detallada del apartado “Integración
de REA en unidades y materiales AICLE”
de
este bloque 3, me he decantado por el uso de una serie de recursos
como son:
Texto
en línea,
He
encontrado un texto en línea que me ha parecido interesante y con un
nivel lingüístico real y en la zona de desarrollo próxima de mi
alumnado. Así, trabajaré este texto adaptándolo
para a partir de él, permitir que mi alumnado proceda a su lectura,
realice una serie de actividades
de comprensión
y diseñaré un andamiaje
con el vocabulario.
Por
otro lado, les ofreceré un glosario
completo con la definición una frase donde se use dicha palabra. De
esta manera se trabajará la comprensión escrita para luego poder
mejorar la expresión con un léxico específico.
Vídeo
Con
el vídeo trato de que mejoren la comprensión oral y que accedan a
diferentes acentos en L2.
Ejercicios
interactivos.
Se
pretende reforzar los contenidos conceptuales de esta unidad con el
trabajo de estos ejercicios interactivos.
3.3. DISEÑO DE MATERIALES.
- Selección y adaptación de textos y/o presentaciones que se van a utilizar en la unidad AICLE.He seleccionado uno de los recursos que incluí en my webmix de Symbaloo. Evidentemente, he recortado parte de la información que aparecía en la web.
A
continuación, he adaptado esta parte para trabajar vocabulario
específico así como el contenido propio de la materia,
concretamente del deporte de adversario : bádminton.
Para
tal efecto he diseñado una worksheet, donde se proponen ejercicios y
tareas. La dinámica consiste en el trabajo, junto con el auxiliar de
conversación en pequeños grupos y en los que se lee, escucha y
discute sobre diferentes aspectos.
Adjunto
se envía la hoja de trabajo o worksheet.
4º
ESO . UNIT 2.1.: BADMINTON.
PHYSICAL
EDUCATION IN THE BILINGUAL SECTION.
INTRODUCTION.
Read the text and underline the following items:
- Specific vocabulary of this sport.
- Vocabulary related with the movement, P.E. and this sport.
From the backstreets of Bangkok to the beaches of Brazil, people can be seen hitting feathery projectiles called shuttlecocks with light-weight rackets. These shuttlecocks and rackets are the basic tools of badminton, and they are all you need for a session of "bat" in which you and a friend hit a shuttlecock to each other for as long as possible without letting it touch the ground.
This fun activity is not only a good form of exercise, it's also a great way of practising the skills you'll need for a real game of badminton should you ever find yourself on a proper badminton court. While growing in popularity as a fun way of keeping fit, badminton is also developing fast as a professional sport with its own calendar of exciting tournaments and its own band of star international players.
How The Game Works
Badminton
is played on a court marked for both singles and doubles matches. The
doubles court is 6.1 metres (20 feet) wide and 13.4 m (44 ft) long,
and the singles court is a little smaller. The nets
1.55 m (5 ft 1 inch) high at the edges and 1.524 m (5 ft) high in the
centre.
To
begin a singles game, players stand in diagonally opposite service
courts (see
diagram at right) and the server then serves the shuttlecock
underhand from below the waist.
If
the receiver thinks the serve is afault,
meaning it will land outside the receiver's service court, he or she
can leave it and win the point if it does go out. But if the receiver
thinks the serve is good, he or she must return it before it bounces.
If the return is good, a rally begins.
The
rally continues until someone wins it by hitting a good shot which
their opponent cannot return, or until someone loses it by hitting a
fault. Faults include hitting the shuttlecock into the net, hitting
it outside the court, or hitting it twice with two separate shots
before it goes over the net.
Whoever
wins the rally earns one point, and serves to start the next point.
Players can use a range of shots during a rally, including drop
shots, drives, clears, smashes, kills, net shots and push shots. Top
players learn to disguise their shots, and try to trick the opponent
into thinking they're about to hit one type of shot, but then hit a
very different type of shot, hoping to win the point by surprising
the opponent.
Play
continues until one player wins the game by being the first to earn
21 points, with a margin of at least 2 points. For example, if the
score is 21 to 19, the game is over. But if the score is 21 to 20,
the game continues. If the player with 21 points then wins a point,
the score is 22 to 20 and the game is over. Matches are usually the
best of three games. This means the first player to win two games
wins the match.
Before
May 2006, players could only win a point on their own serve. But the
scoring system was changed in 2006, and now players can earn a point
on their own serve and also when their opponent serves.
WORKSHEET:
1.
Explain in your own words and understand the meaning of these words
or expressions:
#1
backstreets feathery
basic
tools
#2
skills developing
tournaments
#3court
marked for wide
at
the edges
#4serves
the shuttlecock underhand from below the waist
#5
if it does go out bounces
#6
net outside the court
hitting
it twice #7disguise
try
to trick the opponent into thinking they're about to hit one type of
shot
2.Complete
the following sentences:
To
begin a ______ game, players ______ in diagonally opposite service
_________ (see
diagram at right) and the server then serves the _________ underhand
from below the ______.
If
the _________ thinks the serve is afault,
meaning it will ______outside the receiver's service court, he or she
can leave it and win the point if it does go out. But if the receiver
_______ the serve is good, he or she must return it before it
_________. If the return is good, arally begins.
3.Write
four questions about this sport. Find someone who can answer them
correct. Write his/her name.
4.Draw
a badminton court. See how your mate play. Analyze his/her backhand
serve and drop.
También
es interesante el trabajo de un vídeo de bádminton para luego
realizar algunas preguntas.
O
incluso esta interesante presentación y
un vídeo para
remarcar el vocabulario específico.
- Elaboración del andamiaje que apoyará las actividades de la unidad o tarea final de la misma, incluyendo andamiaje para el contenido lingüístico y el contenido de materia. Te recomendamos repasar el punto relativo al andamiaje del bloque 1.
|
You
|
finishes
|
with
|
drop
|
To
win the
|
set
|
|
Can
start
|
smash
|
||||
|
starts
|
Net
play
|
rally
|
|||
|
He/She
|
serves
|
drive
|
point
|
||
|
serve
|
|
match
|
- Al menos un ejercicio interactivo en línea con alguna de las herramientas que aparecen en el apartado “Uso de herramientas TIC para transformación y planteamiento de contenidos AICLE”.
3.5.: PLANIFICACIÓN UD AICLE.
Plantilla
de unidad AICLE
Asignatura: Educación
Física
Profesor: Francisco A. Fernández
Título
de la unidad : Let's play badminton Curso / Nivel : 4º ESO
|
1.
Objetivos de aprendizaje
/
Criterios de evaluación
|
-
To know the origin and the rules of this sport.
-
To play badminton using proper techniques learnt in this unit.
-
To understand the instructions and the information given in L2 to
improve pupil's movement.
-
To offer and explain information in L2 about a mate's movement.
|
|
2.
Contenido de materia
|
-
Origen of badminton, rules and characteristic of the sport.
-
Main basic posture of badminton.
-
Tactic and tecnic systems.
-
Execution of the tecnic movements: drop, clear, drive, smas, set.
-
How to play badminton.
-
Analyse of a mate's movement.
|
|
|
3.
Contenido de Lengua / Comunicación
|
|
Vocabulario
|
Noun:
backstreets, tools, skills, tournaments, court, racket,
shuttlecock, waist. Net, wrist, neck, elbow, handle, quads,
hamstrings, hip, deltoids, pecs, backhand, drop, lob, smash,
netplay, rally..
Verbs:
develop,
go out, set, attack, deffend, serve, bounce, hit, disguise, pick
up, hand, trick, identify, make...
Adjectives:
feathery,
wide, marked, underhand, rush
|
|
Estructuras
|
ROUTINES:
Have
you ever played badminton? Where did you play it? When did you
play it? Who did you play with? Did you like it? Have you ever met
a famous badminton player? Is there any Spanish badminton player
between the best players in the world? How are the materials
needed to play badminton? What did we learn last day? Where could
you play badminton in your city? How could you run a badminton
tournament in our highschool?
CONTENT
/ STRUCTURES:
comparatives:
heavier, lighter, faster, fastest, as fast as you can, as strong
as you want...
passive
voice:
you are streching your quads, but the muscle that should be
streched is your hamstring...
There
are different ways of getting a rally such
as
with a strong smash or with a net play...
2nd
conditional:
If you did it in this way, you would get a faster movement.
CLASSROOM
MANAGEMENT:
Good
morning and welcome to your PE class.
Have
you prepared your hygiene bag? Are you going to use it at the end
of the class?
Could
anyone explain what we learnt last day?
Today
class is going to be mainly focus on...
Throw
your chewing gum, please.
As
you know, warm up activities are importat to avoid any kind of
injury so...
It
is important for you to know what sort of movements are available
in badminton. The goal for today is...
Let's
do a big circle. Step the blue line in order to do it well.
Let's
do a bigger circle doing two steps backwards.
|
|
Discourse type
|
- Exposición. The
discourse is based on clear and concise explanations, using visual
information to transmit the message.
- Descripción y
exposición.
-
Argumentación.
|
|
Language skills
|
Reading:
worksheet (annex I)
Speaking;
explaining information to his/her classmates.
Listening.:
youtube file
|
|
4. Contextual (cultural)
element
|
- The importance of
this sport in different countries of the world.
- The last
achievment of Spanish badminton players.
- Different ways of facing this sport in
different parts of the world.
|
|
5. Cognitive (thinking) processes
|
Analizar los
aspectos básicos para un buen golpeo.
- Resumir las normas
básicas para jugar al bádminton.
- Aplicar el conocimiento sobre cómo jugar al
bádminton para ayudar a un compañero.
|
|
6. (a) Task(s)
|
- Aprender los
gestos técnicos de bádminton.
- Realizar y
trabajar el apartado conceptual del bádminton con una worksheet.
- Observar la ejecución de un compañero.
|
|
6. (b) Activities
|
1. Agarre,
familiarización con materiales, autopases.
2. Origen del
bádminton (worksheet). Drop, lob.
3. Aspectos
reglamentarios (worksheet). Serve, drive.
4. Repaso de
técnicas aprendidas. Dinámica de partido.
5. Observación de
movimientos de un compañero. Smash y defensa.
6. Partidos y examen
práctico.
7. Examen teórico y partidos.
|
|
|
7. Methodology
|
|
Organization
and class distribution / timing
|
La UD cuenta con un total de 7 sesiones.
Dependiendo del contenido a trabajar, el alumnado trabajará
individualmente, por parejas o en grupos de cuatro.
|
|
Resources
/ Materials
|
- rackets, shuttlecocks, nets, badminton
courts, copies of the worksheet, a multimedia player...
|
|
Key Competences
|
-
Interacción con el mundo físico.
El
alumno conoce mejor el funcionamiento del organismo, mejora la
percepción óculo – manual e incrementa su coordinación
dinámica. Conoce y practica nuevas formas de ocupación saludable
y activa del tiempo de ocio.
-
Social y Ciudadana. Esta UD contribuye a mejorar el nivel de
relaciones sociales, respetar la diversidad de ejecuciones y
niveles así como una perspectiva más amplia de otros fenómenos
deportivos en el mundo.
-
Lingüística. Además de enriquecer el vocabulario y las
expresiones en L1 contribuye a la comprensión en L2 ya que una
mayoría de instrucciones así como datos relevantes son ofrecidos
en L2.
|
|
8. Evaluation (criteria and instruments)
|
Los criterios de
evaluación concretos para esta secuencia serán:
- To know the origin
and the rules of the sport, respecting other level of performance.
- To adapt the
techniques to the situation of the game.
- To understand the
instructions and the information received in order to improve the
way we play.
- To analyze a
mate's movement and to share this information with him/her.
Los criterios de
calificación serán:
Conceptos:30%
- Answer oral
questions.
- Theoretical exam.
- Activities and
participation about the worksheet.
Procedimientos:40%
- practical exam.
Actitud:30%
- the participation.
- The respect for
the material and the other mate's actions.
Instrumentos:
- Observación
sistemática.
- Hoja de registro
anecdótico.
- Examen teórico.
- Examen práctico.
|
Puedes
usar este modelo de plantilla con total libertad. Gracias por citar
la fuente.
Un
primer modelo de esta plantilla ha sido publicado en:
Pérez
Torres, I. 2009. "Apuntes sobre los principios y características
de la metodología AICLE" en V. Pavón, J. Ávila (eds.),
Aplicaciones didácticas para la enseñanza integrada de lengua y
contenidos. Sevilla: Consejería de Educación de la Junta de
Andalucía-Universidad de Córdoba.171-180.
Está
basada sobre todo en la experiencia práctica a la hora de diseñar
unidades y conversaciones con expertos y compañeros. También he
tenido en cuenta la teoría de las 4 Cs de Do Coyle, expuesto en
numerosas publicaciones como por ejemplo: Coyle, D., Hood, P. and
Marsh, D., 2010. Content and Language Integrated Learning. Cambridge
University Press.
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