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,

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.

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

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. snowcross

6. sandboarding

EXTREME SPORTS

1 . Complete the following text with the following words: weather – event – danger – sports – others – board sports

– mountaineering – motor sports – free fall –

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._________________

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. ______________________

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.

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 want to be a professional

snowboarder but your mother

hates that idea. You have to

convince your mother to agree

with you.

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 find out the

secrets of the most famous

FMX racing to publish them in

the magazine you work.