popular british sports and games - xtec · using cricket to the folio. cognition teaching...

POPULAR BRITISH SPORTS AND GAMES

Daniel Banegas i Cuevas

Data: Octubre – Desembre 2009


Daniel Banegas i Cuevas IES Marina (La Llagosta)

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.



UNIT 1. CRICKET



1. LESSON: CRICKET 1 AIM To introduce the sport of cricket, including the most important rules and to practice the main techniques.

CONTENT TEACHING OBJECTIVES LEARNING OUTCOMES

1. To introduce learners to the game of cricket

2. To teach the main characteristics of the field and rules.

3. To teach how to use cricket equipment.

4. To explain the roles of the players. 5. To enable students to experience

practising the main techniques. 6. To enable students to carry out

research into cricket and cricket playing countries which will build a sportfolio.

1. Understand the development of the game.

2. Know how to use the bat, ball and wickets.

3. Know the different parts of the pitch. 4. Practice: • Bowling underarm • The drive-straight batting • Catching. 5. Know the rules of: • Bowling [with a straight arm]. • Scoring runs [by getting past the

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 TEACHING OBJECTIVES LEARNING OUTCOMES

1. To motivate students to be inquisitive and to actively engage in discovering this sport.

1. Remembering: • The equipment • 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.



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 SCAFFOLDING 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.

Images will be the scaffolding of the teacher’s explanations.

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…).

Teacher demonstrates physically what they have to do while he is explaining.



TASKS SCAFFOLDING 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).

• 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.

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.



• 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

Same activity but trying to hit the wickets after receiving the ball.

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.

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.

Teacher demonstrates physically what they have to do while he is explaining and explains how to score runs buy getting past 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.

Pictures and the first letter of the words they have to find.



2. LESSON: CRICKET 2 AIM To improve the techniques learned in the first lesson and to apply them to small game situations.


1. To let students deep in the sport of cricket.

2. To apply the main techniques to small game situations.

3. To enable students to carry out some research to build a cricket folio containing information about spectacular moves associated with cricket.

1. Practice the back defensive batting. 2. Combine techniques such catching and

throwing. 3. Be able to decide what technique to

use according to different game situations.

4. To add information about spectacular moves to the folio.


1. To stimulate improvement and comprehension of cricket

1. Remembering and understanding: • 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.



TASKS SCAFFOLDING 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.

List of key words and verbs to describe the objects

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.

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 drive-straight 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.



3. LESSON: CRICKET 3 AIM To have a good understanding of the rules and to apply them to a real game situation.

CONTENT

TEACHING OBJECTIVES LEARNING OUTCOMES 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 third world countries to help marginalized children.

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 stumped, caught, and hit wicket.

3. To add information about charities using cricket to the folio.


1. To stimulate their capacity of understanding and explaining and issue to their class mates.

2. To stimulate the decision making process.

1. Remembering and understanding: • The new ways of scoring and being

out. 2. Applying: • 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.



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 SCAFFOLDING

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.

List of pictures, key words and verbs to describe the actions for the “explainers” and text with pictures and missing words for the “listeners”.

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.

Teacher will help students in their understanding and will make suggestions to be considered by them.

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).

Vocabulary of difficult words from the article (these words will be underlined).



4. LESSON: CRICKET 4 AIM To introduce new techniques in order to improve the students repertoire.

CONTENT

TEACHING OBJECTIVES LEARNING OUTCOMES 1. To help students to consolidate their

skills. 2. To offer more technical and tactical

possibilities to choose among. 3. To enable students to carry out some

research into famous events and players associated with cricket.

1. To practice the knowing techniques. 2. To learn how to: • Bowl over arm. • Catch close to the wicket • Catch in the deep 4. The two-handed interception. 5. To add information about famous

cricket events and famous players to the folio.


1. To encourage students to try using a range of playing techniques.

1. Analyzing: • 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, two-

handed 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.



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 SCAFFOLDING

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.

• 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.




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.

Teacher will help students in their understanding and will make suggestions to be considered by them.

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

Web sites where they can look for the answers.



UNIT 2. RUGBY



5. LESSON: RUGBY 1 AIM To introduce to the sport of rugby, including the most important rules and to experience practicing the main techniques.


1. To introduce the learners to the game of rugby.

2. To help to differentiate rugby from other similar sports.

3. To teach the main rules. 4. To enable students to experience

practising the main techniques. 5. To enable students to carry out some

research on a famous rugby player with a particular focus on his biographic aspects and create an imaginary interview of their own to that player.

1. Understand the development of the game.

2. Get familiar with the rugby ball. 3. Know the main differences between

rugby and American football. 4. Practice: • Passing • Running. • Kicking • Tag 5. Know the rules of: • Passing backwards. • Scoring by trying and conversion

kicks. 6. To prepare an interview to a famous

rugby player.


1. To motivate students to be inquisitive and to actively engage in discovering this sport.

2. To stimulate their capacity of understanding and explaining an issue to their class mates.

1. Remembering and understanding: • The rules. • The ways of scoring

2. Applying: • Technical exercises in small game

situations.



COMMUNICATION TEACHING OBJECTIVES LEARNING OUTCOMES

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

CULTURE 1. Rugby as a sport of gentlemen.

TASKS SCAFFOLDING 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 2.

The visuals of the power point are scaffolding themselves.

2. 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)

The pictures of the third list are scaffolding themselves.

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.

Teacher demonstrates physically what they have to do while he is explaining and suggests ways of passing effectively after observing



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.

5.1. 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)

Teacher demonstrates physically what they have to do while he is explaining and corrects if necessary.

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.



6. LESSON: RUGBY 2 AIM To develop the techniques learned in the first lesson and to apply them to small game situations.


1. To deepen students’ understanding of rugby.

2. To apply the main techniques to small game situations and to tag rugby games.

3. To teach the role of some of the players.

4. To enable students to carry out some research on a famous rugby player with a particular focus on his personal achievements and create an imaginary interview of their own to that player.

1. Practice: • Combination of last class techniques

plus dodges and weaves • The lineout 2. Be able to decide the best choice

according to different game situations. 3. Know the role of the hooker and the

scrum half. 4. To add information about aspects

related to personal achievements to the interview to a famous rugby player.

COGNITION

TEACHING OBJECTIVES LEARNING OUTCOMES 1. To stimulate improvement and

comprehension of rugby. 2. To stimulate their capacity of

understanding and explaining an issue to their class mates.

1. Remembering and understanding: • The issues taught in the first class. 2. Analyzing: • Comparing results after applying

different tactical options. 3. Evaluating: • Making decisions after applying

different techniques and considering other possible options.

COMMUNICATION

TEACHING OBJECTIVES LEARNING OUTCOMES 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



CULTURE 1. The third time, a way to value fellowship more than rivalry.

TASKS SCAFFOLDING 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.

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.



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.

4. 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 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.



7. LESSON: RUGBY 3 AIM

To consolidate and widen the repertoire of techniques which can be applied to the game.


1. To enable students to choose between more ways of passing and scoring.

2. To enable students to carry out some research on a famous rugby player with a particular focus on values of rugby and create an imaginary interview of their own to that player.

1. To know the offside rule. 2. Practice the following techniques

according to the rules: • Drop kick. • Kick pass. • Combination of all the techniques

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.


1. To stimulate the decision making process.

1. Remembering and understanding: • 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:



• 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 SCAFFOLDING

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.

List of pictures, key words and verbs to describe the actions for the “explainers” and text with pictures and missing words for the “listeners”.

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.

Teacher demonstrates physically what they have to do while he is explaining and makes suggestions and/or corrections if necessary.



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.



4. LESSON: RUGBY 4 AIM 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

TEACHING OBJECTIVES LEARNING OUTCOMES 1. To help students to consolidate their

skills. 2. To let students have a real idea of the

full range of rugby skills. 3. To enable students to carry out some

research on a famous rugby player with a particular focus on his injuries and create an imaginary interview of their own to that player.

1. To visualize how professional players use the whole range of skills including tackle and scrum.

2. To practice the whole range of skills to a real tag game.

3. To add information about injuries to the interview of a famous rugby player

COGNITION

TEACHING OBJECTIVES LEARNING OUTCOMES 1. To stimulate observation and

willingness to learn from professional players.

1. Analyzing: • The way professional players play. 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.



TASKS SCAFFOLDING 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.

Images, subtitles and teacher’s explanations will help students in their comprehension.

2. 5 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.

Teacher demonstrates physically what they have to do while he is explaining and makes suggestions and/or corrections if necessary.

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.

List of key words they have to pay attention to.



UNIT 3. HIGHLAND GAMES



9. LESSON: HIGHLAND GAMES 1 AIM To have a basic understanding of the caber toss, the stone put and the Scottish hammer and to practice them.


1. To introduce learners to the highland games and the culture involved in the events.

2. To teach the main characteristics of the caber toss, the stone put and the Scottish hammer

3. To enable students to experience practising these 3 events.

1. Understand culture behind the games. 2. Know the main characteristics of the

caber toss, the stone put and the Scottish hammer and practice them.

3. To add information about these 3 events to the sportfolio.


1. To motivate students to be inquisitive and to actively engage in discovering these games.

1. Understanding: • The characteristics and rules of the

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..



TASKS SCAFFOLDING

1. Watching 3 short videos of caber toss, stone put and Scottish hammer to have a general idea of these events.

Images will be the scaffolding of the teacher’s explanations and also for the next task.

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

Vocabulary of difficult words and sentences for being used in the discussions.

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.

Students can take with them the notes they took to remind them what to do in each event.

Homework � Students must create the first part of a power point of highland games with the information compiled in the ordering task.

Information compiled in the ordering task.



10. LESSON: HIGHLAND GAMES 2 AIM To have a basic understanding of the weight throw, the weight over the bar and the sheaf toss and to practice them.


1. To introduce learners to the highland games and the culture involved in the events.

2. To teach the main characteristics of the caber toss, the stone put and the Scottish hammer

3. To enable students to experience practising these 3 events.

4. Understand culture behind the games. 5. Know the main characteristics of the

weight throw, the weight over the bar and the sheaf toss and practice them.

6. To add information about these 3 events to the sportfolio.


1. To motivate students to be inquisitive and to actively engage in discovering these games.

1. Understanding: • The characteristics and rules of the

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..



TASKS SCAFFOLDING

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.

Images will be the scaffolding of the teacher’s explanations and also for the next task.

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

Vocabulary of difficult words and sentences for being used in the discussions.

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.

Students can take with them the notes they took to remind them what to do in each 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.

Information compiled in the ordering task.



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

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