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English Wallball

English Wall Ball

 

Subject: Physical Education

 

Language: English

 

Level: B1

 

Aims of the unit:

Students will know techniques and skills for playing wallball. Learning this sport is considered quite important because it is a typical sport in our country. Even though, the ways in which handball can help our students to improve their language skills make this unit relevant. As a Physical Education teacher, we will use this sport as a tool for teaching integrated English and sports concepts and skills.

Our students must be able to show control about the wallball techniques, tactics, skills and kowledgement about especific concepts.

Language aims:

Our students must understand b1 level reading texts, writing summarizes about these articles, as well as explain to the class what they have learnt about wallball, speaking skills. Speaking between the students will be also assessted during the lesson.

Children will need grammar and vocabulary acquisition to complete tasks and to aid comprehension, especific vocabulary and structure will be given to the students in order to reach the language requirements.

Language support:

Videos, articles and papers will be given to the children, especific vocabulary and some grammar structures for achieve the aims, this items will guide our students to use the L2 language in class.

 

Procedure and Methods:

Immersion education systems use two language techniques that are very helpful in CLIL environments. In our lesson, we will use Paraphrasing, using different words to repeat something a learner has said and it can be used for explaining meaning and for helping students who are unsure which language to use, we also use Reformulating, which involves the teacher correcting a learner by repeating the learner's incorrect sentence correctly without drawing attention to his or her mistake. The aim is to making learner's feel comfortable in the CLIL lesson, giving them language models and encouraging them to use language without slowing down the pace of physical activity learning process. We will support this teaching unit starting with a video explaining what is wallball, afterwards, we will use an article and some grammar structures.

In the other hand, the physical activities will follow a sports teaching model called Comprehension model, designed by Mitchell, Oslin and Griffin (2013), which includes modificated games, in relation with the Teaching Games for Understanding in Schools.

 

Contents - Learning outcomes:

Word processing by using texts and articles and writing a summary.

Writing texts by themselves about their experiences with the Wallball.

Listening skills improvement using a video.

Aquisition of sports vocabulary, and especific wallball vocabulary.

Using the L2 language as a subject language, speaking and talking between children in English.

Children will learn about tactics and techniques in wall games.

Students will discover a wall as a tool for play wherever.

 

Communication:

Learners are encouraged to speak properly the subject language, as well as writing especific papers.

Activities need to dialog between children and discuss what are they listening, reading or watching, always working in groups of 4 in class. 

Students will work in small groups. 4 children will share the wall and practice the game at every activity, in fact, it is a good way to create sweet conditions to talk in English.

The relationship between teacher and students will always be in English. My aim as a teacher is to repeat the sentence correctly or help children to express what they want to say in English.

Teacher-student and peer support will be the teaching styles used in this lesson.

Cognition:

We use Games in Physical Education to make chidren think about tactics, techniques in sport, healthy and active habits for their lifes and especially as a way to combine this knowledgment through a foreign language, using Listening, writing, reading and speaking skills in English.

Cultural Issues:

Children will discover an alternative sport, they will be envolved in a really famous similar game in our region, those games come from the same game classification, following to Mitchell, Oslin and Griffin (2013).

Students can discover a game they can play wherever, is cheap and they can think about how the media can affect to the social thinking in sports.

Wallball is a tool to share a part of our culture to the youngers.

 

Language demands and Language support:

Language is functional in this subject, students will be provided of vocabulary and grammar structures, but we are interested in lexical skills. Language demands are especific sports vocabulary, integrating the language and the skills.

Language grammar and structures: past simple, past continuous, will and going to, modals (have to, must) 

Peer supports, students can help to each other. Those students they are fluence speakers in English can help to other students with some problems to achieve the requirements. 

Lexipedia. Online dictionary.

Materials selection:

Video: video describing what is WallBall Sport.

Worksheet 1: WallBall Initial Paper. Some short questions about the video they have watched.

Worksheet 2: Read the article "Children show enthusiasm for WallBall". Then write a summary of this article.

Sport Activities: Tennis balls and cones.

Teacher's role:

Teacher may act as a guide of the learning process, as well as a driver of the foreign language, to encourage students to use it at every time in our subject, thinking that the subject is the important fact, but without forgetting they are using a new learning method, which will be assessted.

Student's role:

Children may discover solutions for the activities we propose, and making sure they achieve the knowledgement required to be successful at this lesson.

The L2 language is the way to learn our subject in this lesson, the students must be involved into this method, integrating language knowledgement and sports concepts.

Thinking skills:

Children will be at every time looking for a solution for the activities they are involved, of course using English as a subject language. They are discovering a new way for playing a sport that most of them didn't play before, and at the same time they need to process this new concept by using a foreign language.

Lesson structure was conceived from theory to practice. It will start with a explaining video about Wall Ball, then chidren will have to read an article and discuss in small groups, writing a summary afterwards. At this point students will play Wall Ball for the next two activities, finishing with a mural presentation. This scaffolding supports Higher Order Thinking.

Scaffolding:

Lesson will start with an initial video in the worksheet 1, afterwards, students must fill a paper with some questions, then they will do the activity 2, using the worksheet 2. Especific vocabulary will be given to the students before they start learning the sport concepts of this subject. Activities 3 and 4 will take place in the gym. Finally, students will show what they have learnt through this lesson about Wallball with an oral exposition for 5' in groups of 4, for the worksheet 3.

This great variety of instruments helps to increase students motivation and enrich the learning process.

Lesson Plan:

Activity 1. Wall Ball Introduction. Discuss in groups of 4 what you have watched at the video.

Student will listen the video and they have to take some notes on specific information.

Have you listened before about Wall Ball?

Do you think there are some similar games in our region? Country?

Why do you think Wall Ball is increasing the number of players in England quickly?

Teacher will give students the "Wall Ball Initial Paper".

Teacher will give students the "Language support Paper".

Divide the class into groups of 4. Ask the children to complete the Worksheet 1.

Ask different groups to report to the other children what they have written in their paper. Listen and accept the criteria children have used to answer the questions, and then establish what you expect from this lesson and which king od game is Wall Ball.

Activity 2.  Read the article "Children show enthusiasm for WallBall". Summarise it in groups of 4.

Are there any words you do not understand?

Ask children to give their opinion about that. Let them explain what they are saying. Ask children to answer some questions about sport. Reformulate the sentences they have used uncorectly into a correct one. Make sure all children have understood it.

Activity 3. Shall we play with the wall?

Aims: show the wall as a playing resource.

Description:

Divide the class in groups of 3.  Two groups are playing against in the same space, use cones to create this space in front of a wall. Students have to play with a tennis ball, and this activity consists of throwing the ball against the wall, by kicking it with the hand, players are not allowed to hold the ball at any time, each player of the team have to touch the ball one time before one of them is able to repeat. The ball is only allowed to bounce one time after each throw. When the ball bounces more than one time, or it bounces outside the area of the cones, the point will go to the other team. 

Activity 4. Throw the ball where you want.

Aims: To improve the ball control with the hand.

Students may keep practicing the skills they have learnt in the last activity. Teacher will ask students in this activity 4, what they have to do to send the ball to the best place to win the point. The answer is kicking the ball with a properly body control.

In this activity, we will use 3 areas called 1, 2, 3, each one in an strategic part of the game area. Students have to keep playing but trying to send the ball to the areas we have printed on the floor.

Rules will be the same than in the last activity.

 

Activity 5. Prepare a 5' oral presentation about Wall Ball in England. Work in groups of 4.

Describe what does Wall Ball mean for you, was this lesson your first touch with Wall Ball?, let us know how was your experience with this new game, Do you think you can play Wall Ball wherever? Have you enjoy this lesson? What have you learnt about Wall Ball game?

Check the papers and articles from the activities we have done before and think in useful vocabulary you can choose for your oral presentation. You can also help yourself with a small mural.

Some questions are asked by the teacher or students about the presentations, let the children feel comfortable speaking in English, encourage them to keep using this language. Some help will be useful if the students are unsure about one sentence. Ask them what they want to say and reformulate it with other words. Make sure students understand it by repeating it.

Assessment:

Language assessment: We use the rubric attached to check the language learning outcomes.

Subject assessment: We use the Net and Wall games rubric.

 

References:

Mitchell, Oslin and Griffin (2013). Teaching sports concepts and skills. Human kinetic. Illinois.

www.teachingenglish.org.uk

www.multidict.net/clilstore

www.autoenglish.org

 http//:first-english.org

 

 

 

 

Short url:   http://multidict.net/cs/3370