Tercer periodo planificacion 7 - nasencio

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. 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. 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. 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. 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._________________
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. 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. 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. 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.