OBJECTIVES
P.E. OBJECTIVES:
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To introduce the visual handicap
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To develop their orientation language
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To develop comprehension of instructions
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To build up their reflexes
LINGUISTIC CONTENTS:
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To use vocabulary of actions that guide a person who cannot see
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To recognise and perform oral instructions
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To learn how to verbalize their reflections and thoughts
P.E. CONTENTS:
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Collaboration
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Coordination and reflexes
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Cooperative group work
LANGUAGE CONTENTS:
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Imperative conjugation (instructions)
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Present Simple (On the rflections)
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Inclusive vocabulary that is useful throughout the TU: inclusion, diversity, blindness...
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Vocabulary about physical education materials.
CONTENTS
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Something to cover their eyes
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Material to act as obstacles: hoops, cones, sticks...
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Vocabulary flashcards
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Summarising worksheets
MATERIALS
SCAFFOLDING MATERIALS
ASSESSMENT
In this session what the teacher will assess is mainly students' oral competence. This will be done through formative assessment throughout the activity by observing their oral productions.
In addition to that students will be asked to fill in a worksheet (see below) with which they are supposed to reflect on their knowledge and assess the lesson.
SOCIAL ORGANIZATION
This session will be carried out in the base groups that had been established in the first session.
SESSION 2: VISUAL HANDICAP/ RELAY RACE
Step by step:
Warm up:
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Recalling on what was taught on the previous session. This can be done by simply having a small debate but, so as to make it more implicit, we can have students play the "Blind man's buff". A volunteer will have his/her eyes covered and try to catch one of his/her peers. In our case the chaser will always have a guide who will give him/her instructions to finally catch someone.
Presentation:
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Introduction of visual handicap
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Hand in language flashcards to scaffold the activity
Practice:
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Play an orientation game in which, in groups, students will have to guide a peer who will be blindfolded through the playground. They will all have a chance to be blindfolded as after a certain ammount of time the teacher will blow a whistle and to change turns. They will have to use English as a vehicular language to guide their “blind” peers through the space, by using the scaffolding flashcards provided by the teacher. (see above at the material section)
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Throughout the activity the teacher will add obstacles to the space to increase difficulty.
Review:
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Ask students for difficulties and reflections
Closing:
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Students will fill in a worksheet to collect all that is taught on that session. Activities will be simple and suitable to be held in a few minutes at the gym. They will have to recall on what has been learnt.
10 minutes
10 minutes
15 minutes
5 minutes
10 minutes
