Teaching Unit

Valencian ball“Raspall”

Antonio Torró

Relation between CLIC and Physical Education

resolution of problems

55% of comunication is body language

vocabulary of sport

learning by construction

practice

direct command method

feedback

kinesthetic method

we remember 60% of what we do

Relation between CLIC and Physical Education

resolution of problems

55% of comunication is body language

vocabulary of sport

learning by construction

practice

direct command method

feedback

kinesthetic method

we remember 60% of what we do

Relation between CLIC and Physical Education

resolution of problems

55% of comunication is body language

vocabulary of sport

learning by construction

practice

direct command method

feedback

kinesthetic method

we remember 60% of what we do

Relation between CLIC and Physical Education

resolution of problems

55% of comunication is body language

vocabulary of sport

learning by construction

practice

direct command method

feedback

kinesthetic method

we remember 60% of what we do

Relation between CLIC and Physical Education

resolution of problems

55% of comunication is body language

vocabulary of sport

learning by construction

practice

direct command method

feedback

kinesthetic method

we remember 60% of what we do

Relation between CLIC and Physical Education

resolution of problems

55% of comunication is body language

vocabulary of sport

learning by construction

practice

direct command method

feedback

kinesthetic method

we remember 60% of what we do

Relation between CLIC and Physical Education

resolution of problems

55% of comunication is body language

vocabulary of sport

learning by construction

practice

direct command method

feedback

kinesthetic method

we remember 60% of what we do

Relation between CLIC and Physical Education

resolution of problems

55% of comunication is body language

vocabulary of sport

learning by construction

practice

direct command method

feedback

kinesthetic method

we remember 60% of what we do

Relation between CLIC and Physical Education

resolution of problems

55% of comunication is body language

vocabulary of sport

learning by construction

practice

direct command method

feedback

kinesthetic method

we remember 60% of what we do

Relation between CLIC and Physical Education

resolution of problems

55% of comunication is body language

vocabulary of sport

learning by construction

practice

direct command method

feedback

kinesthetic method

we remember 60% of what we do

Introduction (Previous considerations)

Are there any women here?

Are there any children here?

Valencian Ball

21/03/2010

IES Joan Bta. Porcar CEIP Isabel Ferrer

Introduction (Previous considerations)

Introduction and

justification

Objectives

Assessment

Relationship with other

subjects and with

transversal topics

Description of Teaching

Unit: Sessions

Summing-up

Valencian Ball (VB) is an important resource at school because:

It’s an important part of our cultural history.

It’s an opposite and cooperative sport with progression and continuity.

It’s an oportunity to work with co-education.

P.E. is an instrumental and motivational subject to work with other language.

Introduction and

justification

Objectives

Assessment

Relationship with other

subjects and with

transversal topics

Description of Teaching

Unit: Sessions

Summing-up

To participate actively in practice, conservation and improvement of VB.

To know the original sport of Valencian Community, its environment and its basic rules.

To introduce the main sport vocabulary in English.

Introduction and

justification

Objectives

Assessment

Relationship with other

subjects and with

transversal topics

Description of Teaching

Unit: Sessions

Summing-up

• Should be formative and continuous.

• Different resources and instruments to evaluate:– Questionnaires for the pupils– Lists of control– Direct observation– Works of information research

Introduction and

justification

Objectives

Assessment

Relationship with other

subjects and with

transversal topics

Description of Teaching

Unit: Sessions

Summing-up

4- RELATIONSHIP WHIT OTHER AREAS AND WITH TRANSVERSAL SUBJECTS

Transversal topicsIntroduction and

justification

Objectives

Assessment

Relationship with other

subjects and with

transversal topics

Description of Teaching

Unit: Sessions

Summing-up

Introduction and

justification

Objectives

Assessment

Relationship with other

subjects and with

transversal topics

Description of Teaching

Unit: Sessions

Methodolgy aplications

To protect the hand

“Rain of balls”

“The quinze”

“Raspall”

Summing-up

-- It can be played in any courtyard or street (urban environment), therefore in any school center.

-- It is an activity where the participation of all the pupils has priority and the collaboration and coordination among them, favoring the coeducation.

-- The students have to prepare their own material (glove and ball) that is one important educational aspect.

- At physical level, it is a complete activity, due to it works all the muscular groups.

Glove elaboration

Necessary materials

Introduction and

justification

Objectives

Assessment

Relationship with other

subjects and with

transversal topics

Description of Teaching

Unit: Sessions

Methodolgy aplications

To protect the hand

“Rain of balls”

“The quinze”

“Raspall”

Summing-up

Glove elaborationIn the first place we draw the 4 numbers in a cardboard according to the model. Afterwards we cut out the cards…

Glove elaborationEverybody enjoy themselves with the game ofValencian ball.

“Rain of balls”

“Rain of balls”

“The fifteen”

El Raspall

We can play this modality in school, indoor or in the street. It’s a very intense modality.

“Raspall” indoor (Trinquete)

60 m.

8 m

.The space of game in the street is usually about 60 meters, which are count for steps (from 70 to 75).Then some lines are marked in the ground, from which the teams will start to play, one in front of the other one.

The game starts with the service of one of the teams, bouncing the ball before the line and knocking it towards the other field.

As long as the game lasts the same team will service, but from the attainmentof the game on the part of any of the two |teams the roles will be exchanged.

The opposing team will return the ball alternatively, and it will obtainthe quinze (name used to be referred to the attainment of the point) that team that gets the ball to bounce in the ground at the back of the line of the opponent.

The scoreboard in Pelota Valenciana is counted in the following way:   0 quinzes: NET1 quinze: QUINZE2 quinzes: TRENTA

3 quinzes: VAL4 quinzes: 1 JOC = 5 TANTOS

(Always it must be gained with two "quinzes" of difference)

“El Raspall”

“El Raspall”

7- CONCLUSION

• We think P.E. is a motivational and practising subject for the pupils.

• So we CAN and MUST use P.E. to introduce a didactic unit programme to practise and improve the English language in Primary School.

Introduction and

justification

Objectives

Assessment

Relationship with other

subjects and with

transversal topics

Description of didactic

unit: Sessions

Summing-up

Valencian Ball

ANTONIO TORRÓ MICO