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3Material AICLE. 3º de E.S.O.: Football or soccer
Identificación del material AICLE
CONSEJERÍA DE EDUCACIÓN
Dirección General de Participación e Innovación Educativa
Football or soccerTÍTULO
A2
NIVEL LINGÜÍSTICO
SEGÚN MCER
InglésIDIOMA
Educación FísicaÁREA / MATERIA
Actividades en el medio naturalNÚCLEO TEMÁTICO
3º de Educación Secundaria
CORRESPONDENCIA
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
COMPETENCIAS
BÁSICAS
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
MODELOS
DISCURSIVOS
CONTENIDOS
LINGÜÍSTICOS
FUNCIONES:
- Comparar tácticas
- Razonar decisiones
- Atraer le atención del
interlocutor
ESTRUCTURAS:
- Present simple
- Imperative
LÉXICO:
ball, goal, playing field
soccer shoes, foul line, team, goalkeeper/
goalie, defense,attack
counter 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
CONTENIDOS
DE
CURSO / CICLO
5Material AICLE. 3º de E.S.O.: Football or soccer
CONTENTS
A. Rules
B. Field and Equipment
C. Player positions
D. Technical football
- Kicking the ball
- Controlling the Ball
- Football Talk, Triangles, Formations
UNIT
6
FOOTBALL
6 Material AICLE. 3º de E.S.O.: Football or soccer
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 unfair
advantage
12. The referee has two assistants (previously known as_________) on either side
of the field to help judge the offside rule.
7Material AICLE. 3º de E.S.O.: Football or soccer
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)
8 Material AICLE. 3º de E.S.O.: Football or soccer
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:Aplayer 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).
9Material AICLE. 3º de E.S.O.: Football or soccer
WORKSHEET 4:
Kicking a Soccer Ball
1. Passing
for accuracy
2. Shooting
hard and fast shots
Practice some passing and shooting exercices with a partner.
Then complete the table below:
Approaching the Ball
A) 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 ball
A) at the equator / B) above the equator
How to follow through
A) aggressively through the ball / B) body weight over the ball
Kicking distance
A) short to moderate distances / B) moderate to long distances
Passing Shooting
10 Material AICLE. 3º de E.S.O.: Football or soccer
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 you
a) use more ankle locked up
b) use more ankle locked down
c) use another part of your body
Do you check around you before receiving the ball Yes No
Do you look at the ball at the specific moment of contact Yes No
When controlling the ball, do you pass more or dribble more? Pass Dribble
Do you prepare the ball away from pressure correctly Yes No
11Material AICLE. 3º de E.S.O.: Football or soccer
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 feet
Side 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
12 Material AICLE. 3º de E.S.O.: Football or soccer
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).
	
  
	
  
	
  
13Material AICLE. 3º de E.S.O.: Football or soccer
WORKSHEET 8:
What is this formation called?
Play with your friends and listen to your teacher.
14 Material AICLE. 3º de E.S.O.: Football or soccer
WORKSHEET 9:
What is this formation called?
Play with your friends and listen to your teacher.
Which formation do you like more? Why?
15Material AICLE. 3º de E.S.O.: Football or soccer
WORKSHEET 10:
Label the fields with the systems of play, pay attention
to lines and player positions:
A) 3-4-3
B) 5-3-2
C) 4-1-3-1
D) 4-3-2-1
A)
C)
B)
D)
16 Material AICLE. 3º de E.S.O.: Football or soccer
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.
	
  
	
  
	
  
17Material AICLE. 3º de E.S.O.: Football or soccer
SELF ASSESSMENT
Read and tick ✓ where appropriate
YES
NOT
YET
NOT
SURE
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.

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114

  • 1.
  • 2.
  • 3. 3Material AICLE. 3º de E.S.O.: Football or soccer Identificación del material AICLE CONSEJERÍA DE EDUCACIÓN Dirección General de Participación e Innovación Educativa Football or soccerTÍTULO A2 NIVEL LINGÜÍSTICO SEGÚN MCER InglésIDIOMA Educación FísicaÁREA / MATERIA Actividades en el medio naturalNÚCLEO TEMÁTICO 3º de Educación Secundaria CORRESPONDENCIA 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 COMPETENCIAS BÁSICAS Material didáctico en formato PDFFORMATO José Ramón Arredondo PérezAUTORÍA
  • 4. 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 MODELOS DISCURSIVOS CONTENIDOS LINGÜÍSTICOS FUNCIONES: - Comparar tácticas - Razonar decisiones - Atraer le atención del interlocutor ESTRUCTURAS: - Present simple - Imperative LÉXICO: ball, goal, playing field soccer shoes, foul line, team, goalkeeper/ goalie, defense,attack counter 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 CONTENIDOS DE CURSO / CICLO
  • 5. 5Material AICLE. 3º de E.S.O.: Football or soccer CONTENTS A. Rules B. Field and Equipment C. Player positions D. Technical football - Kicking the ball - Controlling the Ball - Football Talk, Triangles, Formations UNIT 6 FOOTBALL
  • 6. 6 Material AICLE. 3º de E.S.O.: Football or soccer 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 unfair advantage 12. The referee has two assistants (previously known as_________) on either side of the field to help judge the offside rule.
  • 7. 7Material AICLE. 3º de E.S.O.: Football or soccer 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)
  • 8. 8 Material AICLE. 3º de E.S.O.: Football or soccer 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:Aplayer 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).
  • 9. 9Material AICLE. 3º de E.S.O.: Football or soccer WORKSHEET 4: Kicking a Soccer Ball 1. Passing for accuracy 2. Shooting hard and fast shots Practice some passing and shooting exercices with a partner. Then complete the table below: Approaching the Ball A) 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 ball A) at the equator / B) above the equator How to follow through A) aggressively through the ball / B) body weight over the ball Kicking distance A) short to moderate distances / B) moderate to long distances Passing Shooting
  • 10. 10 Material AICLE. 3º de E.S.O.: Football or soccer 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 you a) use more ankle locked up b) use more ankle locked down c) use another part of your body Do you check around you before receiving the ball Yes No Do you look at the ball at the specific moment of contact Yes No When controlling the ball, do you pass more or dribble more? Pass Dribble Do you prepare the ball away from pressure correctly Yes No
  • 11. 11Material AICLE. 3º de E.S.O.: Football or soccer 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 feet Side 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
  • 12. 12 Material AICLE. 3º de E.S.O.: Football or soccer 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).      
  • 13. 13Material AICLE. 3º de E.S.O.: Football or soccer WORKSHEET 8: What is this formation called? Play with your friends and listen to your teacher.
  • 14. 14 Material AICLE. 3º de E.S.O.: Football or soccer WORKSHEET 9: What is this formation called? Play with your friends and listen to your teacher. Which formation do you like more? Why?
  • 15. 15Material AICLE. 3º de E.S.O.: Football or soccer WORKSHEET 10: Label the fields with the systems of play, pay attention to lines and player positions: A) 3-4-3 B) 5-3-2 C) 4-1-3-1 D) 4-3-2-1 A) C) B) D)
  • 16. 16 Material AICLE. 3º de E.S.O.: Football or soccer 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.      
  • 17. 17Material AICLE. 3º de E.S.O.: Football or soccer SELF ASSESSMENT Read and tick ✓ where appropriate YES NOT YET NOT SURE 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.