CLIL 4 PHYSICAL EDUCATION in Secondary Education CYL: 4th year ESO

4th ESO

THE WAY OF ST.JAMES

By Jesús Bachiller

I’m working in a lovely village of Burgos. This village is specially known because of El Camino de Santiago cross and splits it in two parts. For this reason I’ve created the next task for my students.

They have to speak with the Pilgrims and get information about them (nationality, age, walking purpose, and favourite Spanish thing).

The path is close to the High School so they can go outside and talk with the Pilgrims. There is only a rule: they have to work in pairs but they have freedom to make these couples. My students bring on their hands a sheet that they have to complete with the information making questions (always politely) to the Pilgrims.

I think is a big chance to have El Camino de Santiago in our village so it’s important show it and use it in our Physical Education classes.

Pilgrim’s name	Nationality	Age	Walking Purpose	Favourite Spanish thing

What went well? Why? At first our students felt shy, but later they were motivated to talk with unknown people. Also the proximity with the Path makes easy our work.
What didn’t go as you had planned? Why not? To start they were in couples, but to finish they made little groups.
If you were to do this task again, what would you change or improve? Maybe I would add some extra information like “how many days are you walking?” or “Are you walking alone?”...

ONION RING - VOLEYBALL

By Inés Fernández.

In 4^th of ESO, We are on the Volleyball unit, and we are going rehearse the basic technique practised in class.

I have prepared 6 worksheets with the info they must explain to their partners. I will make 6 groups from 1 to 6 and they will practice and read the information in the worksheet before explaining it. Every group will work together in order to understand each exercise well. As I told the students, you are the teachers and teachers must prepare the class before. Jennifer our language assistant and I, will help students and we will make sure that they understand everything well.

They are 24 students in the class; there will be 12 students in the inner circle and 12 students in the outer one. Students with the numbers 1,2 and 3 will start with its exercises, then they will rotate clockwise and they will repeat the same exercise (3 times in total), when this round finishes, inner and outer students switch positions and then students of groups 4,5 and 6 will explain their exercises.

These are the exercises (they cannot use the paper, as they were supposed to read and practice before for 5 minutes) they must use their own words and body language.

Exercise 1: The basic waiting position: keep the torso and legs bent hips back, ready for action. Keep the position for 1 minute.

Exercise 2: Position of your arms and hands in a finger pass or setting: Keep your fingers bent, palms facing upwards, elbows flexed, both hands form and imaginary triangle. Extend your elbows and finish the imaginary setting. Repeat the movement 10-15 times.

Exercise 3: Position of your arms and hands in a forearm pass or reception: join your forearms, keep your elbows firm so your forearms do not flex,. One palm wraps another. Try to do 10- 15 imaginary receptions.

Exercise 4 (ball): practise the setting with the ball: you must be under the ball, remember that when your hit the ball you must straight your arms and legs like a spring, hitting the ball with your finger tips and keeping your fingers hard, do not relax them. Practise with your partner for 1 minute.

Exercise 5: practise the squat jump, to strengthen your legs, and to do a better spring movement. Try to do 30 repetitions; you can stop for a while every 10 reps.

Exercise 6(ball): practise the reception or forearm pass with the ball: position yourself behind the ball from the basic waiting position, legs bent, intercept the all with a light hit using the surface of your forearms, try to create a good contact surface between your forearms. Finish the move with a jump. You can leave the ball to bounce before hitting it.

After doing the activity today (2 hours ago...) here are the results!:

What went well? Why?

It was a brand new activity in my class, so I was more motivated, and as the language assistant was there, it was a good help to interact with students.
Students had to speak in English language, repeating the same activity 3 times to 3 different partners, so they could practise a lot of reading, listening and speaking, What is wonderful!
The organization of the class was so good, that they had no option to choose the person to speak with or listening to.
When working to prepare the activity they were in groups of 4 (with the same number activity) so they could cooperate between themselves and help each other.

What didn’t go as you had planned? Why not?

It was our first onion ring, and it was a bit difficult to organize the class, and for the students to understand the dynamic of the activity.
Some students did not speak in English, so as a teacher, it is necessary to be part of the activity, stay closer to them and listening to them to make sure that they use English language.

If you were to do this task again, what would you change or improve?

I would prepare fewer exercises (4) or ask the students to prepare themselves at home before the class.
I would tell them to use English language; otherwise they cannot participate in the activity.
I would try to make them to move more, instead of just explain and wait to change.

Running dictation by Alejandro Rodríguez

This is a running dictation. I used two options:

In the first one, a sheet of paper with all the information (as we did in class).

In the second one, I cut the information in 9 parts and I put them in different parts of the gym, so they had to find it, remember it and tell to the writer. Then, they go for the second, third... etc. Finally, they had to put them in order, because they were ordered daily actions.