Case study presentation

CLIL in PE

A EU collaborative project between Southwark (UK) and the Canary Islands (

(Spain)

Comenius Regio Partnership IES VEGA DE SAN MATEO

Antonio Jorge Hernández Monroy

INDEX- 1. The importance of games in PE.

- 2. Some advice to explain games.

- 3. Students’ participation.

- 4. Teaching units (competences, goals,

content, methodology, resources and

assessment).

- 5. Coordination between subjects.

- 6. Achievements and difficulties.

1. The importance of games in PE sessions

Before starting…

- Most frequently, languages are often perceived to be difficult, neither enjoyable nor relevant.

- There is also a tendency for students to lack confidence in their use of a second language, and it may cause both, negative attitude and environment.

- We must arouse their curiosity and foster their need to learn English. Students should see it as a funny task and enjoy doing it.

1. The importance of games in PE sessions

- Physical Education subject seeks to improve or increase the motor capital through fitness.

- Sports games are ideal for the acquisition of motor skills oriented to develop health -related fitness by means of gaming race and chase, ball games, pair activities…

1. The importance of games in PE Sessions

• Through Games our Physical Education sessions are more dynamic and varied; they provide fun, encourage socialization and are a fabulous tool to develop English vocabulary in a natural way.

• Games are introduced in stages: basic or simple forms to start with (tigers and lions, steal de bacon, fox tail game, the fisher, catching ball, pacman, cops and robbers, cats and mice); then it will be time for more complex games (10 throwings, attack and defense games, opposition games, pre-sportive games).

2. Some advice to explain games

• We must adapt the rules of the game to the class group level, since complicated rules imply longer explanation and slow sessions.

• Rules must be clear, explicit and not ambiguous.

• We must carefully observe the group until we make sure that any rule has been really understood (checking questions)

• Non-verbal communication, visuals and materials usually clarify the game.

• Students mustn’t feel afraid of making mistakes when trying to speak English (fluency based instead of accuracy based tasks).

3. Students’ participation

• The Warm-up is fundamental to do the maximum in the activity we are going to perform; it is used to prevent possible injuries and also to introduce games where we could apply the target vocabulary. Even students should lead it.

• In every single PE session we change the pupils in charge of doing the warm-up.

3. Students’ participation

• It allows students to join in and take part in the teaching and learning process in an active way. They give up their passive attitude, only paying attention to what they have to do, and understand they are dealing with a different type of learning: they must perform an active role.

• The Warming-up application provides them with a wide range of situations and frequent opportunities to develop oral communication, interaction and discussion.

3. Students’ participation

• Firstly, student should search for information on the Internet or in books.

• Rules must be explained in English.

• Explain what materials are going to be used, (colors, sizes, weights).

• Delimit the play area or game spaces.

• Grouping (Student should make reference to pair-work, groups of three, small groups, group work or individual tasks).

3. Students’ participation

• Tasks to be made by losers or defeated pupils instead of being sitting down (sit-ups, push-ups, climbing stairs, laps to the court, jumping rope, medicinal balls, etc.).

• Cheer up during the warming (Well done) – that’s brilliant!.

• During the warming, there will be situations in which the student must solve different issues related to the game, maybe being in need of English vocabulary he/she has not prepared before.

4. Teaching units

• Competences Although it may be planned to develop all the basic

skills, our main purpose is to help students achieve the basic competences in Linguistic Communication and Knowledge and interaction with the physical world.

• Aims - To develop activities of increasing complexity and

difficulty. - To facilitate communication using a second

language in a context related to games and sports. - To make students collaborate on the organizational

aspects of the session.

4. Teaching units

• ContentsI often try to find a teaching balance between P.E., Content and Language. Here you are an example in 4ºESO: contents

4. Teaching units

• Methodology and resources- Feedback must be positive (reinforcement), challenging, explanatory and prescriptive.- Simplify the language to meet the learner´s needs.- I speak as much as possible in the L2.- Interactive materials on English websites constitute a

rich source.

4. Teaching units

• Assessment- Assessment is a vital part in the learning process: it shows students how well they have done so far, what they need to reinforce, etc.- CLIL assessment leads to much discussion.- Teachers are not sure whether to assess content, language or both.- How do I…

50 % Practice physical condition

CLIL 20 % Others

30 % Theory Exams

4. Teaching units

5. Coordination between subjects

CLIL programme involves working in conjunction with not only English teachers but the rest of the subjects.

Our Clil department is doing a huge effort trying to involved all the High school in new projects and to get being noticed more for coming years.

This is our CLIL Department

What will Clil Department have done at the end of this school year?- Comenius Regio Partnership with Southwark.- Comenius Project – Multilateral Partnerships Internet less.- Gymkana. Collaborative task all clil subjects for 1st ESO.

- Develop joint learning situations- “Healthy breakfast”- “Living in cities affects the brain”- “Runtastic Graph work”- “Happy Lip Dub” Pharrell Williams song

5. Coordination between subjects

6. Achievements and difficulties

6.1 Achievements• I am aware of certain awakening in students. I no longer

hear: “the one who comes to Spain should speak Spanish" and our pupils are beginning to get used to English (CLIL) as something natural, even in PE.

• Students know that they have to do PE tasks or the warming in English. They hear me speaking in English most of the time (it is in this open-minded atmosphere where we´re trying to work).  

• The next step is to foster students speak English each other.

• Some teachers have realized the improvement in the students’ oral understanding. On the other hand, they observe that the writing skill is not developed at the same learning speed.

6. Achievements and difficulties

6.2. Difficulties• To link new learning to the previous knowledge

they have acquired in Primary.

• We need to spend time and experience new ways of working.

• Do we need well behaved children?

• Nowadays CLIL is offered to all the students and we need to adapt the level. For example: there are three different levels in 1st ESO.

• Lack of specific training in P.E. CLIL.

6. Achievements and difficulties

6.2. Difficulties• There are no professors in the PE Faculty (ULPGC)

who teach any subject in English. We have gone into detail about English because of our own ambition or interest.

• I would require language upskilling (being up to date).

• As I'm going up stages, the PE theory is more specific and I can't teach it in English. I can´t simplify by «cutting and pasting», for example in 4th ESO.

Case study presentation

CLIL in PE

A EU collaborative project between Southwark

(UK) and the Canary Islands (Spain)

Comenius Regio Partnership IES VEGA DE SAN MATEO

Antonio Jorge Hernández Monroy