Identificación del material AICLE · 2012-03-25 · 4 Material AICLE. 3º de E.S.O.: Football or soccer Tabla de programación AICLE - Conocer y aceptar el funcionamiento del propio

3Material AICLE. 3º de E.S.O.: Football or soccer

Identificación del material AICLE

CONSEJERÍA DE EDUCACIÓNDirección General de Participación e Innovación Educativa

Football or soccerTÍTULO

A2NIVEL LINGÜÍSTICOSEGÚN MCER

InglésIDIOMA

Educación FísicaÁREA / MATERIA

Actividades en el medio naturalNÚCLEO TEMÁTICO

3º de Educación SecundariaCORRESPONDENCIA CURRICULAR

10 sesiones.TEMPORALIZACIÓN APROXIMADA

El fútbol, como el deporte, posee un carácter educativo, por ser un instrumento adecuado para la mejora de las capacidades que pretende esta materia y porque supone actividades que fomentan la colaboración, la participación y el desarrollo de actitudes dirigidas hacia la solidaridad, la cooperación y la no discriminación. Es importante conocer las reglas del juego, dimensiones del campo y equipamiento, faltas y sanciones; para posteriormente tratar técnica y la táctica, haciendo hincapié en la posición de los jugadores y sistemas básicos en fútbol.

GUIÓN TEMÁTICO

- Competencia social y ciudadana- Competencia cultural y artística- Conocimiento e interacción con el medio físico y natural- Competencia para la autonomía e iniciativa personal- Comunicación lingüística- Competencia y actitudes para seguir aprendiendo de forma autónoma

COMPETENCIASBÁSICAS

Material didáctico en formato PDFFORMATO

José Ramón Arredondo PérezAUTORÍA

4 Material AICLE. 3º de E.S.O.: Football or soccer

Tabla de programación AICLE- Conocer y aceptar el funcionamiento del propio cuerpo y el de los otros, respetar las diferencias, afianzar los hábitos de cuidado y salud corporales e incorporar la edu-cación física y la práctica del deporte para favorecer el desarrollo personal y social. Valorar críticamente los hábitos sociales relacionados con la salud contribuyendo a su conservación y mejora.

OBJETIVOS

- Rules of the game- Field and equipment- Free kicks- Player Pospositions- Technical football

TEMA

- Conocer y realizar actividades relacionadas con el fútbol, aplicando los fundamentos reglamentarios técnicos y tácticos en situaciones de juego, con progresiva autonomía en su ejecución- Mostrar habilidades y actitudes sociales de respeto, trabajo en equipo y deportividad en la participación en actividades de fútbol, independientemente de las diferencias culturales, sociales y de habilidad- Tener una actitud crítica del fútbol como fenómeno social y cultural

TAREAS

- Mejorar la ejecución de los aspectos técnicos, aceptando el nivel alcanzado. Se evaluará la progresión de las capacidades y se observará si hace autoevaluación ajustada de su nivel de ejecución, y si es capaz de resolver con eficacia los problemas motores planteados- Realizar la acción motriz en función de la fase de juego de ataque o defensa.El alumnado deberá demostrar que en ataque intenta conservar el balón, avanzar y conseguir gol, seleccionando las acciones técnicas adecuadas; y en situaciones de defensa intenta recuperar la pelota, frenar el avance y evitar gol. También concienciación de importancia social del fútbol y cultural y del trabajo en equipo y la cooperación

CRITERIOS DE EVALUACIÓN

- Relacionar elementos técnico-tácticos en el fútbol- Clasificar las diferentes sistemas de juego y posición de los jugadores- Diferenciar los diferentes controles y golpeos - Describir la importancia social y cultural del fútbol

MODELOSDISCURSIVOS

CONTENIDOS LINGÜÍSTICOS

FUNCIONES:- Comparar tácticas- Razonar decisiones- Atraer le atención del interlocutor

ESTRUCTURAS:- Present simple- Imperative

LÉXICO:ball, goal, playing fieldsoccer shoes, foul line, team, goalkeeper/ goalie, defense,attackcounter attack, forward, to shoot, to slip, to fall, to block, to control, to pass, to shoot,offense, players trainer, penalty

- El cuerpo, actividad física y salud II- Capacidades físicas coordinativas- Atletismo III- Fútbol II- Actividades físicas recreativas malabares y unihockey- Baloncesto- Actividades en la naturaleza

CONTENIDOSDECURSO / CICLO


CONTENTS

A. RulesB. Field and EquipmentC. Player positionsD. Technical football

- Kicking the ball- Controlling the Ball- Football Talk, Triangles, Formations

UNIT

6FOOTBALL


WORKSHEET 1:

In the US they use the word ‘soccer’ to talk about what we call football. You will hear a woman talking about the rules of SOCCER. Complete the sentences below:

1. Basic soccer _____ are pretty simple to follow, the team that scores the most goals _____!

2. Each team has ___ starting players.

3. The game is played on a soccer pitch, or_____ , which is normally just over_______ long, although sometimes youth games use shorter pitches.

4. Soccer teams are normally split into groups: the_______ , goalkeeper and ________.

5. Soccer games consist of two halves lasting ____ minutes each.

6. If it is a very important game, like a world cup final for example, and there is a tie after 90 minutes then extra time is added: _____ periods of ______ minutes each. If the teams are still tied at this stage, the game becomes a penalty shot competition

7. In a penalty shoot out each team nominates ____________ kickers who will try and kick the ball past the goalkeeper from the penalty spot (___ metres) until one team wins.

8. During the game the ________ has the power to warn players and issue yellow and ____ cards.

9. A red card can be issued directly for serious __________ or denying an opponent the opportunity to score a goal.

10. Each team has to have a minimum of ______ players on the field. If one team has more than ______ players sent off, the game is abandoned.

11. One of the most important basic rules of soccer is the ________ rule which prevents attacking players from gaining an unfairadvantage

12. The referee has two assistants (previously known as_________) on either side of the field to help judge the offside rule.

http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/114.mp3


WORKSHEET 2:

Field and Equipment

Match the words and the images:

1. goal ..........

2. field ..........

3. ball ............

4. socks.......

5. football boots…....

6. shirt.......

7. shorts.......

8. shin pads.........

A)

B)

C)

D)

E)

F)

G)

H)


WORKSHEET 3:

Player positions

Write the names of the players in their positions on the field below:

Defender or Backs: Players who usually stay in the defensive third of the field.Fullback: a rear defender.

Forward: Players who do most of the scoring.Striker: Generally the same as a forward, though it sometimes refers to a forward who is the team’s best scorer.

Goalkeeper, Goalie or Keeper: The player directly in front of the goal who tries to stop balls entering the net; they are the only player allowed to use their hands and arms.

Midfielder: A player generally positioned in the middle third of the field (Central Midfielder) between the forwards and defenders. They can attack (Attacking Midfielder) and defend (Defensive Midfielder).


WORKSHEET 4:Kicking a Soccer Ball

1. Passingfor accuracy

2. Shootinghard and fast shots

Practice some passing and shooting exercices with a partner.Then complete the table below:

Approaching the BallA) straight on / B) 45 degree angle

Which part of the foot should kick the ball?A) side of foot (between toe and heel) / B) instep

Where to hit the ballA) at the equator / B) above the equator

How to follow throughA) aggressively through the ball / B) body weight over the ball

Kicking distanceA) short to moderate distances / B) moderate to long distances

Passing Shooting


WORKSHEET 5:Controlling the Ball

Practice some controlling exercises with a partner then complete the checklist below:

- Inside foot - toe up / ankle locked up. Outside foot, ankle locked down.

- Look around you before you receive the ball. Is anyone near?

- Look at the ball at the moment of contact

- Decide whether to pass or dribble

- “Prepare” the ball – away from pressure

- Which direction?

- How far?

When controlling the ball, do youa) use more ankle locked upb) use more ankle locked downc) use another part of your body

Do you check around you before receiving the ball Yes NoDo you look at the ball at the specific moment of contact Yes NoWhen controlling the ball, do you pass more or dribble more? Pass DribbleDo you prepare the ball away from pressure correctly Yes No


WORKSHEET 6:Dribbling

Practice some dribbling exercises with your friends.After, complete the following observation check-list:

Observer’s name: ____________________________________________Player’s name: ___________________________________________

Look up / peripheral vision to see the ball good bad

Every step is a touch ( Messi is a good example) good bad

S/he moves the ball with all parts of their feetSide of foot, the arch, instep, front part of foot near the toes, back part of foot (under the anklebone), not near the toes

Arms out for balance good bad

Knees bent good bad

Stooped over the ball / Low center of gravity good bad

S/he uses quick changes of direction and acceleration good bad


WORKSHEET 7:

Football Talk, Triangles, Formations

In the middle of the field, play 3x3,4x4, 5x5 and try to use football words like square, support, cover, cross, clear, turn, help, mark ...

?

B

A

At the other end of the pitch, play 2x1 and 3x2. This is the ball , these are the players . Put players A and B into the best position for scoring (make a formation with the player with the ball).


WORKSHEET 8:

What is this formation called?Play with your friends and listen to your teacher.


WORKSHEET 9:

What is this formation called?Play with your friends and listen to your teacher.Which formation do you like more? Why?


WORKSHEET 10:

Label the fields with the systems of play, pay attention to lines and player positions: A) 3-4-3

B) 5-3-2C) 4-1-3-1D) 4-3-2-1

A)

C)

B)

D)


PROYECT

In pairs, look for information about football as a social and cultural phenomenon. Use magazines and newspapers, books and the internet.

Design a poster on “The Importance of Football as a Social and Cultural Phenomenon” with drawings, illustrations and short texts.

Present your poster to the rest of the class. Make sure you include Conclusions in your presentation.


SELF ASSESSMENTRead and tick ✓ where appropriate

YES NOTYET

NOTSURE

I can recognize spoken and written words and expressions related to the content of the lesson.

I can report information from this unit both orally and in writing.

I can talk about different aspects of this unit providing my own opinion or views.

I can speak about some of the relevant themes in the unit.

I can write and do projects about the topics in the unit.

Documents

Identificación del material AICLE · 2012-03-25 · 4 Material AICLE. 3º de E.S.O.: Football or soccer Tabla de programación AICLE - Conocer y aceptar el funcionamiento del propio