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Tercer periodo planificacion 7 - nasencio

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Tercer periodo planificacion 7 - nasencio

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Tercer periodo planificacion 7 - nasencio

  1. 1. ALUMNO PRACTICANTE: Asencio Nadia Período de Práctica: Tercer período Institución Educativa: Colegio Castex Dirección postal: Brown 99, Bariloche Sala/Grado y sección: 4to y 5to año A Cantidad de alumnos: 13 Nivel lingüístico del curso: Pre - Intermedio Tipo de Planificación: Clase Unidad Temática: Sports Clase Nº7 Fecha: 23/10/2014 Hora: 07:45 hs Duración de la clase: 80 minutos Fecha de primera entrega: 21/10/2014  Teaching points: Sports  Aims:  Ss will be able to identify the new vocabulary presented in order to share their opinions.  Ss will be able to identify the new grammar structure presented and its usage to talk about experiences and share their opinions.  Ss will be able to raise their awareness about what extreme sports involve.  Students will be able to develop their speaking and listening abilities through interesting activities with authentic material.  Ss will be able to develop their reading and writing abilities.  Language focus: Functions Lexis Structures Pronunciation Revision Interpreting texts, a video, am interview and to ask/answer questions in order to get information. Vocabulary related to sports: football, tennis, hockey, swimming, horse- riding, athletics, karate, golf,snowboarding fencing, rock- climbing, shooting, windsurfing, cycling. Present simple. Collocations: go – do -play Fencing, golf, athletics New Think and talk about different extreme sports in Vocabulary related to sports and extreme Comparative and superlative adverbs: the Skydiving, jumping, mountaineering,
  2. 2. order to give our opinions about them. sports: badminton, skyding, sandboarding, racing, jumpig, least, the most, better than, hardest, harder than, best, the worst,  Teaching approach: Communicative approach – PPP procedure  Materials and resources: Computers, internet, copies,  Seating arrangement: Ss will work at the tables; they are situated in rows facing the board. The tables are longer than the usual ones, so in a same table three or four ss may work together.  Potential problems students may have with the language: If students have any difficulty to understand the new vocabulary, the T will use visual aids and they also have the possibility to use on-line dictionaries (they only have access to wordreference.com). If we have any problem with the internet connection the T will encourage ss to talk about the meaning of the words and to focus on the context of each of them to infer the meaning.  Assessment: Students’ ability to use the new vocabulary and the grammar structures though several activities. . Procedure: Routine (2 minutes) First, the T will say: “Hello! How are you today? I need a helper to write the date on the board. Please, Delfina, Can you help me?” and she will encourage ss to spell the date for the student to write it. Then, the T will ask them to copy the date on their copybooks/folder. Warm – up (8 minutes) The T will show them a small ball and she will say: “Let’s revise what we learnt last class! What was it about?” (and she will model the activity) she will show them the ball and say: we learnt about sports, for example.....” and she will say: “now, I will throw the ball to some of you and you have to catch it and complete the sentence (we learnt about sports , for example.....”) then, you throw the ball to one of your peers for him/her to complete the same sentence with another example. Then, The T will divide the board into: GO - PLAY – DO and she will encourage them to remember the usage of the collocations. She will say: Very good! Now let’s classify some sports that you have mentioned! Tell me an example for each collocation”. And she will write three examples. She will say: “So, when do we use GO? PLAY? And DO?” and she will elicit the explanations from the students.
  3. 3. Development Presentation (10 minutes) –game! The T will say: “Now, to complete the chart we are going to look for some sports cards that are hidden around the classroom! Some of them are extreme sports and others are not. For example, look at what I have found” and she will show them a card and read the name: FMX (freestyle motorcross) racing. She will ask them: “According to the chart, where should I stick it? Good!” Then, she will say: “Let’s brainstorm about some sports, each of you name a sport!” Then, she will say: “You only have 3 minutes to look for 13 cards and stick them in the correct part of the chart” dShe will choose some ss to explain the activity. The T will play some music to complete the exercise. Then, we will check all together she will ask ss to focus on the chart to decide if the cards are correct or not. FMX racing
  4. 4. Activity 1 ( 10 minutes) – Interview The T will say: “Look at the sports cards, which one do you think is an extreme sport? Why? Do you do any extreme sports?” and we are going to share our opinions (extreme sports: is a popular term for certain activities perceived as having a high level of danger-wikipedia). Then, the T will show them the following worksheet (source: Wikipedia - http://extremefreestyle.wordpress.com/2008/05/24/list-of-extreme-sports/ - ): Keys: 1. Danger – 2. Sports – 3. Weather – 4. Event – 5. Board sports – 6. Motor sports – 7. Mountaineering – 8. free fall – others 1. windsurfing 2. mountain biking 3. rock climbing 4. parachuting
  5. 5. 5. snowcross 6. sandboarding EXTREME SPORTS 1. Completethefollowingtextwiththefollowingwords:weather – event– danger – sports – others – boardsports – mountaineering– motorsports – freefall– Extreme sports is a term for certain activities considered having a high level of ...................... There are several characteristics common to most extreme sports: - More solitary than traditional .................. - Beginning extreme athletes usually don’t have of a coach. - A higher number of uncontrollable variables that are often related to ...................... and terrain (such as wind, snow, water and mountains). The biggest extreme sport ..................... is the X Games, organised every year in the US. Extreme sports can be divided into five groups: 1. ..............................: Snowboarding, sandboarding, windsurf, kitesurfing, riverboarding, river surfing, surfing, flowboarding, skysurfing, skateboard, mountainboarding, snowskate, wakeboarding, sandboarding 2.................................: motorcross, snowcross, rallying, drifting, motorcycle rally 3. ...............................: ice climbing, rock climbing, bouldering, canyoning, free solo climbing 4...................................: paragliding, parachuting, bungee jumping, wingsuit flying, hang gliding 5. ........................: mountain biking, BMX, inline skating, free diving, cliff diving. 1.____________________ 1. ____________________ 2. _____________ 2. _____________ 3. _____________ 3. _____________ 4. ____________________ 4. _____________________
  6. 6. 6._________________ She will point to the activities and read the task for ss to explain them: “Look and listen. It says complete the text……. So, what do we have to do? Good! And what do we have to write under the pictures? Where are we going to find the names of these sports’ yes! You have 5 minutes to complete the activity and we will check all together.” She will also tell to them: “If you do not understand a certain word try to infer the meaning reading the entire sentence or you can look up the word in the dictionary but in the English/English way (they only have access to wordreference.com). You will work in an individually way. To check the activities the T will choose some ss to write the answers on the board. Activity 2 (10 minutes) – Then, the T will say: “Now it’s time to interview your peer to know about his/her opinion and experiences related to extreme sports. Look, I will hand out this copy and you have to ask and answer questions to your peer in order to complete the interview. You have 5 minutes to complete the task.” She will guide the class with some questions to explain the exercise. To model the activity the T will complete the activity with one of the ss. While students are working we are going to listen to some music. Interview your peer: Name:………………………… 1. Have you ever tried any of these extreme sports? If so, Which one?_____________ __________________________________________________________________ 2. Which would you like to try the most? Why? _______________________________ __________________________________________________________________ 3. Which would you like to try the least? Why? _______________________________ __________________________________________________________________ 4. Which one do you think is the most dangerous? _______________________ Name the sports on the right. 5. ______________________
  7. 7. To share she information, the T will say: “Let’s share some information. Listen, Julian has never done any extreme sport. He would like to try…….” And she will encourage ss to share some information too. She will say: “Now tell me about your peers!” Activity 3 (5 minutes) – watching a video The T will say: “Very good! Now let’s meet a man who loves extreme sports. His name is Felix and may be you know him. He is a skydiving expert and he has broken two world records. Let’s watch one of them: https://www.youtube.com/watch?v=FHtvDA0W34I (it does not contain any script). While we are watching the video, the T will stop it and ask them some questions to share our ideas: After 10 seconds, what do you think is this video about? Have you seen this video? Are you afraid of heights? Was he nervous? Why? How do you feel when you look down from a high place? Activity 4 (10 minutes) – The T will say: “We are going to know a little bit more about Felix, I have here an interview but it is mixed up. I have the questions and answer but you have to put them in order. You are going to work with your peer and you have 5 minutes to do it.” She will ask some students to explain the task, if they need it she will guide them with some questions.” To check the activity, the T will choose two students which are going to read the questions and answers. (source: http://www.forbes.com/sites/rahimkanani/2013/11/04/an-exclusive-interview-with-felix-baumgartner- national-geographics-2013-adventurer-of-the-year/) Where did your passion for BASE jumping come from? Ever since I was a little kid, I have loved seeing the world from above and that is what I enjoy the most. I was always in tress, and I was better climbing them than my brothers. I began BASE jumping after I had gained plenty of experience with traditional skydiving. Because BASE jumps start from a lower point (a cliff, building, bridge, etc.) and the time from jump to landing is very short. So the margin for error is very small, making BASE jumping harder than skydiving. When was the time you were truly scared? I feared the spacesuit because of my desire of freedom. I started skydiving because I loved the idea of freedom. But you get trapped in a spacesuit, and people are adding weights to it every day, so do BASE jumping in those conditions was the hardest.
  8. 8. When was the best moment? I had a couple of good moments," he eventually says. "One was standing with my feet outside the capsule just before I stepped off. We had been working for five years. As soon as I was standing there – completely released from all the cables – I knew it was going to happen. That was a big relief and a really unique, outstanding moment. I felt that I had worked harder than any other moment in my life and it was time to enjoy. What does your mother think about this extreme sport? She is always worried about me because she believes that going BASE jumping is the worst since it is dangerous. But, she knows that I love doing this and I do it more safely than anyone. Then, the T will ask some comprehension questions about the interview and some questions in order to give them an opportunity to share their opinions. She will say: “Good! But I have some doubts: What does he enjoy the most from BASE jumping? What did he do first? BASE jumping or skydiving? When was the time he was scared? Do you agree with him? Do you believe that you will be scared of the space suit or of the fact that you have to jump from the stratosphere? Is he mother worry? Why?” Closure (10 minutes) – Role play The T will say: “Since we were learning about extreme sports, now it’s time to role play! I will give you some cards and they describe a situation that you have to role play. For example...” and she will read one of them: She will say: “So, I will be the mother and Julian you are my son. My dear son, what do you want to be when you grow up?...............No! I don’t think so, that is too dangerous. I don’t want you to become a snowboarder!.....” The T will ask ss some questions for them to check students’ comprehension. She will also monitor their work. She will also say: “If you need to look for information you can surf the web (they only have access to Wikipedia). Cards: You wantto be a professional snowboarderbutyourmother hatesthat idea.Youhave to convince yourmothertoagree withyou.
  9. 9. You have to interview the most famous rock climber. You have to find out about his/her likes/dislikes regarding this sport. Closure: She will say: “excellent class! Goodbye!” You think that BASE jumping is the most exciting sport and your friend thinks that surfing is the best one. Convince your friend why you are right. You want to be a boxer but your father does not. Convince your father to agree with you. You have to findoutthe secretsof the most famous FMX racing to publishthemin the magazine youwork.