POPULAR BRITISH SPORTS AND GAMES

Transcription

1 POPULAR BRITISH SPORTS AND GAMES Data: Octubre Desembre 2009

2 Notice that CLIL is not the same as teaching any content in a foreign language. That is why it is important to pay attention to the scaffolding and teaching notes clarifications.

3 UNIT 1. CRICKET

4 AIM 1. LESSON: CRICKET 1 To introduce the sport of cricket, including the most important rules and to practice the main techniques. CONTENT 1. To introduce learners to the game of cricket 2. To teach the main characteristics of the field and rules. 1. Understand the development of the game. 2. Know how to use the bat, ball and wickets. 3. To teach how to use cricket 3. Know the different parts of the pitch. equipment. 4. Practice: 4. To explain the roles of the players. Bowling underarm 5. To enable students to experience The drive-straight batting practising the main techniques. Catching. 6. To enable students to carry out 5. Know the rules of: research into cricket and cricket Bowling [with a straight arm]. playing countries which will build a Scoring runs [by getting past the sportfolio. crease] 6. Know the role of the bowler, batsmen, wicket keeper and fielders. 7. To introduce the concept of sportfolio and discuss the choice of content related with countries. COGNITION 1. To motivate students to be inquisitive 1. Remembering: and to actively engage in discovering The equipment this sport. The parts of the field. The rules mentioned in the content learning outcomes The ways of scoring 2. Understanding: The rules of the game. 3. Applying: Technical exercises in small game situations.

5 COMMUNICATION 1. Language of: Key vocabulary: ball, bat, wickets (3 stumps + 2 bails), wicket keeper, pitch, boundaries, batter, bowler, score, bowl, hit, catch. Key vocabulary and expressions to build the folio. 2. Language for: Body language to illustrate oral explanations Language for correcting technique mistakes Language for students interaction. 3. Language through: Answering doubts & questions Analyzing situations emerging from the exercises and games CULTURE 1. To know where cricket is practiced within the Common Wealth and beyond. 2. To understand why cricket is played in those countries 3. To be familiar with the concept of the Common Wealth and its current status. TASKS 1. Watching the interactive power point Cricket about the main cricket characteristics to have a general idea of the game and the vocabulary. Students will try to remember as many words as possible (the words to remember will be written in red), after the power point. 2. Watching a video of selected cricket images for a better understanding of the explanations of the power point. 3. Matching pairs (in two teams) to learn the cricket vocabulary (match pictures with names). 4. Warm up In pairs or groups of 3 go running along the field while passing the ball to each other to get used to the ball (its size, weight, hardness ). SCAFFOLDING Images will be the scaffolding of the teacher s explanations. Teacher demonstrates physically what they have to do while he is explaining.

6 TASKS 5. Bowling, batting and catching (circuit) The class is divided in 3 groups each one of them is going to practice a technique. They rotate when teacher blows the whistle: Batting (drive-straight) In groups of 5: A bowler who is next to the batter drops a ball. Batter hits the ball as it bounces. The other players try to catch the ball rebounding off the wall (if possible before it bounces). SCAFFOLDING Teacher demonstrates physically what they have to do while he is explaining. A sheet with a picture and a brief explanation will remind students what to do in every station. Same activity but now the bowler is in front of the batter. Bowling Underarm In groups of 5: Place the wickets next to a wall and bowl underarm trying to hit them (the ball must bounce before hitting them). The crease is 5m far from the wickets. Same activity but the bowler approaches the crease running before bowling.

7 Catching In groups of 5: Player 1 is in front of the other 4 and throws the ball and receives returns from all other players of the group. When the last player receives the ball player 1 sprints to replace the player on the left. All the other players move drop a position and the last player with the ball runs to take player 1 s place. Throws must be one handed and catches with two Teacher demonstrates physically what they have to do while he is explaining. A sheet with a picture and a brief explanation will remind students what to do in every station. Same activity but trying to hit the wickets after receiving the ball. 6. In groups of 5 one of the students bowls the ball, the second one bats it and tries to score as many runs as he/she can, the third is the wicket keeper, and the other two catch the ball (if possible before it touches the ground) and try to hit the wickets before the batter reaches the crease. Homework Word search to remember the vocabulary (they will be given the pictures and will have to find the words). Locate in a map the countries where cricket is mainly played and look for information of the Commonwealth to create the sportfolio. Students will be given a list of the countries. Teacher demonstrates physically what they have to do while he is explaining and explains how to score runs buy getting past the crease. Pictures and the first letter of the words they have to find.

8 AIM 2. LESSON: CRICKET 2 To improve the techniques learned in the first lesson and to apply them to small game situations. CONTENT 1. To let students deep in the sport of cricket. 2. To apply the main techniques to small game situations. 1. Practice the back defensive batting. 2. Combine techniques such catching and throwing. 3. Be able to decide what technique to 3. To enable students to carry out some use according to different game research to build a cricket folio situations. containing information about 4. To add information about spectacular spectacular moves associated with moves to the folio. cricket. COGNITION 1. To stimulate improvement and 1. Remembering and understanding: comprehension of cricket The issues taught in the first class. 2. Analyzing: Comparing results after applying different ways to bat, bowl and throw. 3. Evaluating: Making decisions after applying different techniques and considering other possible options. COMMUNICATION Language of: Key vocabulary and expressions to build the folio. Language for: Body language to illustrate oral explanations Language for students presentations Language for correcting technique mistakes and tactical errors. Language for students interaction. 2. Language through: Answering doubts & questions Analyzing situations emerged from the exercises and games CULTURE To know how cricket is used in countries like India with marginalized children.

9 TASKS 1. Warm up Jigsaw in pairs each of them have some pictures he/she has to explain to his/her peer and the other one has to guess saying the correct name. 2. Batting (back defensive) In groups of 5 (1 bowler, 1 batter, 1 wicket keeper and 2 fielders). Bowler bowls underarm at wicket. Batter plays ball (defensively) only when it is going to hit the stumps. Batter starts with 20 points. 2 points are scored for every good leave (optional). 5 points are deducted if the ball hits the wickets. 4 points for every good defensive batting. Players rotate after 5 attempts. SCAFFOLDING List of key words and verbs to describe the objects Teacher demonstrates physically what they have to do while he is explaining. 3. Combining techniques, making decisions In groups of 5 (1 bowler, 1 batter, 1 wicket keeper and 2 fielders). Ball is served on batter s command of ready. Bowler bowls and batter decides between the back defensive and the drivestraight batting. Once he/she bats tries to score as many runs as possible by getting past the crease. Fielders gather the ball and return to the wicket keeper or try to hit the stumps. 5. Running and hitting the wickets In groups of 10. It is the same task but now with 2 batsmen who have to score runs once the ball is batted and the rest of the players are field players who have to catch the ball and hit the wickets or return it to the wicket keeper before the batsman passes the crease. While playing teacher and students will discuss about the decision made by the students (when they chose to use one kind or batting or another, to stop or go on running to score one more run, to decide to hit the wickets or to pass the ball to the wicket keeper ). Homework Analyze some spectacular moves in youtube videos and answer some questions about them. List of key actions they have to be attentive to in every video.

10 AIM 3. LESSON: CRICKET 3 To have a good understanding of the rules and to apply them to a real game situation. CONTENT 1. To let the students learn the rules while they are applying them in a real game situation. 2. To enable students to carry out some research into how cricket is used in 1. Know how to score runs by: Hitting boundaries (touching and not touching the ground before reaching the outer edge of the boundary). 2. Learn ways of being out by being third world countries to help stumped, caught, and hit wicket. marginalized children. 3. To add information about charities using cricket to the folio. COGNITION 1. To stimulate their capacity of 1. Remembering and understanding: understanding and explaining and The new ways of scoring and being issue to their class mates. 2. To stimulate the decision making out. 2. Applying: process. The rules to real game situations. 4. Analyzing: Comparing results after applying different ways to score and to be the batter out. 5. Evaluating: Making decisions after applying different ways to score and to be the batter out and considering other possible options. COMMUNICATION 1. Language of: Key vocabulary: boundaries, stumped, caught. Key vocabulary and expressions to build the folio. 2. Language for: Body language to illustrate oral explanations Language for students presentations Language for correcting students explanations. Language for analyzing student s decisions while they are playing Language for students interaction.

11 3. Language through: Answering doubts & questions Analyzing situations emerged from the student s explanations. CULTURE 1. Respecting different skill levels. 2. Accepting the results of the games. 3. Knowing that fairplay is more important that wining the game. TASKS 1. Explanations In pairs or trios, students will be given a handout describing how to score in cricket or a way to get the batsman out. They will have 5 minutes to discuss how they are going to explain and demonstrate it to the rest of the class. 2. Warm up Divide the class in two groups, each one of which has to warm up on their own by practicing the different techniques. 3. Match Students have to play a match as a way to learn the ways of scoring and being out and as a way to make decisions according to the development of the game. Homework Read a brief article of how charity organisations use cricket to help marginalized children in India. (They will be asked about this article in the next class). SCAFFOLDING List of pictures, key words and verbs to describe the actions for the explainers and text with pictures and missing words for the listeners. Teacher demonstrates physically what they have to do while he is explaining. Teacher will help students in their understanding and will make suggestions to be considered by them. Vocabulary of difficult words from the article (these words will be underlined).

12 AIM 4. LESSON: CRICKET 4 To introduce new techniques in order to improve the students repertoire. CONTENT 1. To help students to consolidate their 1. To practice the knowing techniques. skills. 2. To learn how to: 2. To offer more technical and tactical Bowl over arm. possibilities to choose among. Catch close to the wicket 3. To enable students to carry out some Catch in the deep research into famous events and 4. The two-handed interception. players associated with cricket. 5. To add information about famous cricket events and famous players to the folio. COGNITION 1. To encourage students to try using a 1. Analyzing: range of playing techniques. Comparing results after applying different ways to bowl and catching the ball. 2. Evaluating: Making decisions after applying different techniques and considering other possible options. 3. Creating: Developing individual playing style. COMMUNICATION 1. Language of: Key vocabulary: Overarm, catching close to the wicket, catching in the deep, twohanded interception. Key vocabulary and expressions to build the folio. 2. Language for: Body language to illustrate oral explanations Language for analyzing student s decisions while they are playing Language for students interaction. 3. Language through: Answering doubts & questions Analyzing situations emerging from the student s choices.

13 CULTURE 1. Reflect on discipline and values in society through applying rules in sport. 2. Value sportsmanship more than the results of the games. TASKS 1. Warm up Move the ball game Divide the class in two groups, each group has to be located under a goal line. A basket ball is placed in the centre of the field and each player must throw tennis balls underarm at the basket ball. A goal is scored when the basket ball crosses the opposition goal line or, after 2 minutes whoever has managed to push the ball the furthest. SCAFFOLDING Teacher demonstrates physically what they have to do while he is explaining. The same game but throwing overarm. 2. Bowling Overarm In groups of 3: Bowlers try to hit a target on the wall (the ball must bounce before hitting it) and the other two players must catch the ball after hitting the wall using different techniques (catching close to the wicket, catching in the deep, two-handed interception). The crease is 5m far from the target. Same activity but the bowler approaches the crease running before bowling. 3. Bowling, batting and catching In groups of 6 (1 bowler, 1 batter, 1 wicket keeper and 3 fielders). Bowler bowls overarm and batter bats. Once he/she bats tries to score as many runs as possible by getting past the crease. Fielders decide how to catch the ball and return to the wicket keeper or try to hit the stumps.

14 4. Match Students have to play a match deciding which techniques to apply or what decisions to make in each situation so that they can create a self playing style. Homework Look for information about famous events and players related to cricket such as the main competitions in history And the results of the finals. Students will be given the name of the players and what aspects of their biography they have to look for Teacher will help students in their understanding and will make suggestions to be considered by them. Web sites where they can look for the answers.

15 UNIT 2. RUGBY

16 AIM 5. LESSON: RUGBY 1 To introduce to the sport of rugby, including the most important rules and to experience practicing the main techniques. CONTENT 1. To introduce the learners to the game 1. Understand the development of the of rugby. game. 2. To help to differentiate rugby from 2. Get familiar with the rugby ball. other similar sports. 3. Know the main differences between 3. To teach the main rules. rugby and American football. 4. To enable students to experience 4. Practice: practising the main techniques. Passing 5. To enable students to carry out some Running. research on a famous rugby player Kicking with a particular focus on his Tag biographic aspects and create an 5. Know the rules of: imaginary interview of their own to Passing backwards. that player. Scoring by trying and conversion kicks. 6. To prepare an interview to a famous rugby player. COGNITION 1. To motivate students to be inquisitive 1. Remembering and understanding: and to actively engage in discovering The rules. this sport. The ways of scoring 2. To stimulate their capacity of 2. Applying: understanding and explaining an issue Technical exercises in small game to their class mates. situations.

17 COMMUNICATION 1. Language of: Key vocabulary: ball, goal, try, kick, conversion, pass, backwards, tag, tackle, score, forward, sideways, piggy. Key vocabulary and expressions to build the interview. 2. Language for: Body language to illustrate oral explanations Language for students interaction Language for correcting technique mistakes 3. Language through: Answering doubts & questions Analyzing situations emerged from the exercises and games 1. Rugby as a sport of gentlemen. CULTURE TASKS 1. Introduction Watching an interactive power point about the main characteristics of rugby to have a general idea of the game and the vocabulary. Students will try to remember as many concepts as possible (the words to remember will be written in red) for task Matching starts and finishes In pairs students make sentences matching starts, finishes and pictures from three lists related with the information given in the power point (characteristics of rugby, skills, ways of scoring, etc) 3. Warm up In pairs or groups of 3 go running along the field while passing the ball to each other to get used to the ball (its size, weight ). 4. Ball pass around square (under shoulder) Students face inwards passing the ball The same activity but facing outwards. SCAFFOLDING The visuals of the power point are scaffolding themselves. The pictures of the third list are scaffolding themselves. Teacher demonstrates physically what they have to do while he is explaining. Teacher demonstrates physically what they have to do while he is explaining and suggests ways of passing effectively after observing

18 5. In fours run forward passing the ball backwards. The player with the ball must run for three paces to put the others onside. Score a try by placing the ball on or over the line. Teacher demonstrates physically what they have to do while he is explaining and corrects if necessary Same activity but 3 versus 1 piggy in the middle. 6. In pairs practice kicks from different locations in relation to the goals (centre, left and right) 7. Play a game of tag rugby using just the rules explained in this class (pass backwards and ways of scoring). Players play with belts and two ribbons stuck with velcro. The way to tackle is to take the two ribbons from the player carrying the ball. Tackled player (player with no ribbons in his/her belt) must pass within 3 steps. Change possession on forward pass or failure to pass after tackle. 8. (if this happens the other team have the possession of the ball). Homework Word search to remember the vocabulary. Prepare an interview about biographical aspects of a famous rugby player and report the answers as if it was a real interview. List of key words they have to pay attention at.

19 AIM 6. LESSON: RUGBY 2 To develop the techniques learned in the first lesson and to apply them to small game situations. CONTENT 1. To deepen students understanding of 1. Practice: rugby. Combination of last class techniques 2. To apply the main techniques to small plus dodges and weaves game situations and to tag rugby The lineout games. 2. Be able to decide the best choice 3. To teach the role of some of the according to different game situations. players. 3. Know the role of the hooker and the 4. To enable students to carry out some scrum half. research on a famous rugby player 4. To add information about aspects with a particular focus on his personal related to personal achievements to the achievements and create an imaginary interview to a famous rugby player. interview of their own to that player. COGNITION 1. To stimulate improvement and 1. Remembering and understanding: comprehension of rugby. The issues taught in the first class. 2. To stimulate their capacity of 2. Analyzing: understanding and explaining an issue Comparing results after applying to their class mates. different tactical options. 3. Evaluating: Making decisions after applying different techniques and considering other possible options. COMMUNICATION 1. Language of: Key vocabulary: dodge, weave, lineout, hooker, scrum half. Key vocabulary and expressions to build the interview 2. Language for: Body language to illustrate oral explanations Language for correcting technique mistakes Language for students interaction. 3. Language through: Answering doubts & questions Analyzing situations emerged from the exercises and games

20 CULTURE 1. The third time, a way to value fellowship more than rivalry. TASKS 1. Warm up End ball two teams of 5 players who can pass the ball to their teammates in any direction. If touched ball carrier must pass ball to teammate. Passes must be below shoulder height. Other team gain possession if ball is dropped or goes over the sideline. Defending team attempts to touch the ball carrier or intercept a pass. SCAFFOLDING 2. 3 versus 1 (3 attackers and 1 defender) Defender tries to take the 2 ribbons from the ball-carrier belt ( tackle ). The ball-carrier has to pass sideways or backwards to support player before defender makes tackle. Progress: Teacher sets the defender at a stationary point. The defender is being able to move forwards towards first ball-carrier only. The defender is allowed to move anywhere in the area. Attackers use dodges and weaves to overcome the defender. Teacher demonstrates physically what they have to do while he is explaining and make suggestions and/or corrections if necessary.

21 3. Contested lineouts In groups of 11 (1 hooker, 2 scrum halfs, and 2 lines of 4 players each). Hooker throws the ball into the lineout with 2 hands, jumpers attempt to catch the ball with two hands and feed the ball quickly to the scrum half. Roles rotate every three attempts versus 5 game Game with the rules and ways of scoring already learned. Tackled player (player with no ribbons in his/her belt) must pass the ball within 3 steps. Change possession on dropped ball or forward pass or failure to pass after tackle. Homework Crossword to remember the vocabulary. Prepare an interview with a famous rugby player focusing on personal achievements. They should report the answers as if it were a real interview. List of key words they have to pay attention at.

22 AIM 7. LESSON: RUGBY 3 To consolidate and widen the repertoire of techniques which can be applied to the game. CONTENT 1. To enable students to choose between 1. To know the offside rule. more ways of passing and scoring. 2. Practice the following techniques 2. To enable students to carry out some according to the rules: research on a famous rugby player Drop kick. with a particular focus on values of Kick pass. rugby and create an imaginary Combination of all the techniques interview of their own to that player. learned. 3. Be able to decide what technique to use according to different game situations. 4. To add information about values of rugby to the interview with a famous rugby player. COGNITION 1. To stimulate the decision making 1. Remembering and understanding: process. The new ways of scoring and passing. The offside rule. 2. Applying: The rules to real game situations. 3. Analyzing: Comparing results after applying different ways to score and pass. 4. Evaluating: Making decisions after applying different ways to score and pass and considering other possible options. COMMUNICATION 1. Language of: Key vocabulary: drop kick, kick pass, off side. Key vocabulary and expressions to build the interview 2. Language for: Body language to illustrate oral explanations Language for students presentations Language for correcting students explanations and technical and tactical errors. Language for analyzing students decisions while they are playing Language for students interaction. 3. Language through:

23 Answering doubts & questions Analyzing situations emerged from the student s explanations. CULTURE 1. Respecting different skill levels. 2. Accepting the results of the games. 3. Knowing that fairplay is more important that wining the game. 4. Knowing the most famous rugby events around the world. TASKS 1. Explanations In pairs or trios, students will be given a handout with different ways of being offside or how to put a teammate onside and 5 minutes to discuss how they are going to explain and demonstrate it to the rest of the class. 2. Warm up students line up in a line and on the command run to the opposite line trying to evade tacklers. One student is in the middle and tries to tackle (touching with two hand below the waist and calling tackle ) as many of the runners as possible. Once tackled, the runner becomes a tackler. The winner of the game is the last person to be tackled. 4. In pairs practice kick passes. 4.1 The same activity, but both go running together and one of the students passes the ball to the other with a forward and high kick. The other one has to run and catch the ball before it bounces. 5. In pairs practice drop kicks 6. 5 versus 3 The attackers, working as a team, try to beat the 3 defenders using hand and kick passes, combined with dodges and weaves whilst avoiding going offside. The defenders, working as a team, try to ensure that the attackers do not score by communicating and identifying their target player, closing down the time and space available to attackers moving quickly towards them. Once the target player has passed the ball defenders working to a pattern should identify a new target player. SCAFFOLDING List of pictures, key words and verbs to describe the actions for the explainers and text with pictures and missing words for the listeners. Teacher demonstrates physically what they have to do while he is explaining and makes suggestions and/or corrections if necessary.

24 5. 5 versus 5 game Game with the rules and ways of scoring already learned. Tackled player (player with no ribbons in his/her belt) must pass within 3 steps. Change possession on dropped ball or forward pass or failure to pass after tackle. Homework Prepare aspects of the interview related to values of rugby and report the answers as if it was a real interview with a famous rugby player. List of key words they have to pay attention to.

25 AIM 4. LESSON: RUGBY 4 To learn about other aspects of rugby which are not applicable in the school context and to consolidate all the technical and tactical aspects of the sport to a real tag game. CONTENT 1. To help students to consolidate their 1. To visualize how professional players skills. use the whole range of skills including 2. To let students have a real idea of the tackle and scrum. full range of rugby skills. 2. To practice the whole range of skills to 3. To enable students to carry out some a real tag game. research on a famous rugby player 3. To add information about injuries to with a particular focus on his injuries the interview of a famous rugby player and create an imaginary interview of their own to that player. COGNITION 1. To stimulate observation and 1. Analyzing: willingness to learn from professional The way professional players play. players. 2. Evaluating: Their own way of playing comparing it with professional players. 3. Creating: Developing their own self playing style. COMMUNICATION 1. Language of: Key vocabulary: tackle, scrum. Key vocabulary and expressions to contribute to the interview above all related with anatomy and injuries. 2. Language for: Language for analyzing the visuals Body language to illustrate oral explanations Language for correcting technical and tactical errors. Language for students interaction. 3. Language through: Answering doubts & questions Analyzing situations emerged from the student s explanations. CULTURE 1. Comprehension of fairplay and values of rugby while watching how professional players apply them.

26 TASKS 1. Watching short videos of selected actions of a professional rugby match with special emphasis on those skills that students are not able to practice at school (scrums, tackles, mauls, etc). Students will write a few notes (homework) making an analysis of these skills and also of some of the skills and ways of playing that they can use the next time they play versus 5 game Game with the rules and ways of scoring already learned. Players must try to use some of the skills they ve seen in the video and try to develop their own playing style. Homework Write the analysis of the video. Prepare aspects of the interview about aspects related to injuries and report the answers as if it was a real interview with a famous rugby player. Students will be given a list of items they have to look. SCAFFOLDING Images, subtitles and teacher s explanations will help students in their comprehension. Teacher demonstrates physically what they have to do while he is explaining and makes suggestions and/or corrections if necessary. List of key words they have to pay attention to.

27 UNIT 3. HIGHLAND GAMES

28 AIM 9. LESSON: HIGHLAND GAMES 1 To have a basic understanding of the caber toss, the stone put and the Scottish hammer and to practice them. CONTENT 1. To introduce learners to the highland 1. Understand culture behind the games. games and the culture involved in the 2. Know the main characteristics of the events. caber toss, the stone put and the 2. To teach the main characteristics of Scottish hammer and practice them. the caber toss, the stone put and the 3. To add information about these 3 Scottish hammer events to the sportfolio. 3. To enable students to experience practising these 3 events. COGNITION 1. To motivate students to be inquisitive 1. Understanding: and to actively engage in discovering The characteristics and rules of the these games. games. 2. Applying: Technique to try to get a better result. 3. Evaluating: Making decisions after applying different techniques. COMMUNICATION 1. Language of: Key vocabulary: caber, toss, pole, stone, put, shot, hammer, throw, hoist, shaft. 2. Language for: Body language to illustrate oral explanations. Language for correcting technique mistakes. Language for students interaction. 3. Language through: Answering doubts & questions. Analyzing situations emerging from the games. CULTURE 1. To know the Scottish and Celtic heritage in the games. 2. To value popular games as a way of empowering culture..

29 TASKS 1. Watching 3 short videos of caber toss, stone put and Scottish hammer to have a general idea of these events. 2. Ordering task Students are given 3 envelops with sentences describing the 3 events shown in the videos. They have to discuss the order and write it in the grid that corresponds to the picture of the event. They also have to discuss what level of strength, technique and luck are necessary for every event 3. General warm up that will include: run, mobilization of the main muscles, stretching, and more intensive exercises such us, press ups, sit ups and jumps. 4. Competition The class will be divided in three groups. Each one of them will be practicing an event (caber toss, stone put and Scottish hammer). They will be their own referees and will take notes of their own marks. When teacher blows the whistle students will rotate and practice a different event. Homework Students must create the first part of a power point of highland games with the information compiled in the ordering task. SCAFFOLDING Images will be the scaffolding of the teacher s explanations and also for the next task. Vocabulary of difficult words and sentences for being used in the discussions. Teacher demonstrates physically what they have to do while he is explaining. Students can take with them the notes they took to remind them what to do in each event. Information compiled in the ordering task.

30 AIM 10. LESSON: HIGHLAND GAMES 2 To have a basic understanding of the weight throw, the weight over the bar and the sheaf toss and to practice them. CONTENT 1. To introduce learners to the highland 4. Understand culture behind the games. games and the culture involved in the 5. Know the main characteristics of the events. weight throw, the weight over the bar 2. To teach the main characteristics of and the sheaf toss and practice them. the caber toss, the stone put and the 6. To add information about these 3 Scottish hammer events to the sportfolio. 3. To enable students to experience practising these 3 events. COGNITION 1. To motivate students to be inquisitive 1. Understanding: and to actively engage in discovering The characteristics and rules of the these games. games. 2. Applying: Technique to try to get a better result. 3. Evaluating: Making decisions after applying different techniques. COMMUNICATION 1. Language of: Key vocabulary: weight, throw, bar, sheaf, bundle, straw, pitchfork. 2. Language for: Body language to illustrate oral explanations. Language for correcting technique mistakes. Language for students interaction. 3. Language through: Answering doubts & questions. Analyzing situations emerging from the games. CULTURE 1. To know the Scottish and Celtic heritage in the games. 2. To value popular games as a way of empowering culture..

31 TASKS 1. Watching 3 short videos of weight throw, the weight over the bar and the sheaf toss to have a general idea of these events. 2. Ordering task Students are given 3 envelops with sentences describing the 3 events shown in the videos. They have to discuss the order and write it in the grid that corresponds to the picture of the event. They also have to discuss what level of strength, technique and luck are necessary for every event 3. General warm up that will include: run, mobilization of the main muscles, stretching, and more intensive exercises such us, press ups, sit ups and jumps. 4. Competition The class will be divided in three groups. Each one of them will be practicing an event (weight throw, the weight over the bar and the sheaf toss). They will be their own referees and will take notes of their own marks. When teacher blows the whistle students will rotate and practice a different event. Homework Students must create a power point with the information compiled in the ordering task. They will add the slides to the one created in the first lesson of highland games. SCAFFOLDING Images will be the scaffolding of the teacher s explanations and also for the next task. Vocabulary of difficult words and sentences for being used in the discussions. Teacher demonstrates physically what they have to do while he is explaining. Students can take with them the notes they took to remind them what to do in each event. Information compiled in the ordering task.

32 BIBLIOGRAPHY NATIONAL CRICKET COACH INITIATIVE. Teaching cricket. A manual for secondary school teachers. SCOTISH RUGBY UNION. Coach Education Programme Core skills / units of work. REFERENCES OF PICTURES gif&imgrefurl= 8wvjNlIe2TzliS4hbR7C3CV39w=&h=173&w=300&sz=10&hl=es&start=29&um=1&tbnid=rVoDsjj_ ZBzzCM:&tbnh=67&tbnw=116&prev=/images%3Fq%3DRUGBY%2BOFFSIDE%26ndsp%3D18 %26hl%3Des%26rlz%3D1R2SKPB_esGB354%26sa%3DN%26start%3D18%26um%3D1