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This is a Clilstore unit. You can link all words to dictionaries.


Subject: Physical Education




Basketball is a lifelong activity that is played by two teams of five players on a rectangular court. Basketball is an invasion game that required communication and quick decision making. The object of the game is to shoot a ball through a hoop that is mounted at each end of the court.

This unit of basketball is developed appropriate for 5th primary. It will introduce basic basketball skills, while allowing time for practice and improving basketball skills over a 4 days unit for 45 minutes each. They will learn how to dribble, pass, shoot, defend, and create space. Students will learn to cooperate with a team, develop leadership roles.

Is required in the official CV syllabus Decree 108/214.


Context and students:

5th of Primary. It’s the fifth year in CLIL in Primary.

The level of English of the students is A1 advanced.


Time needed:

5 classes of 45 minutes.  


Aims of the unit:            

Translating the 4 Cs items in psychological processes with the Bloom Taxonomy, the learning objectives are:



To identify the main basketball rules.

To know how apply individual defense and know types of passes or how to dribble.

To adapt actions of attack and defense respecting the rules.

To analyze and criticize  sexist attitudes that are observed.

To encourage teamwork, adding the efforts of all the members. 



To expand their vocabulary in the field related to basketball play.

To pronounce properly the name of the technical vocabulary and different requests during the play.

To practice the use of the expressions:  Please, pass me the ball… I can shoot, Downtime!, technical foul!, pressing!, travelling!, catch the rebound!, it’s foul!, double dribble!, out of bounds!, basket!, block!.



To know the basketball rules.

To apply knowledge of the rules, technique and tactics in real game situation.

To evaluate the results achieved at the end of the unit




To know social and cultural aspects related to basketball. For instance, our students could research about:

-Are there adequate facilities in your town to practice basketball?

- Do you know any basketball team in your autonomous region (male, female or in wheelchairs) who participates in national competition?

- Does anyone in your family practices or has practiced this sport competitively or as a leisure activity?

- Ask family and friends, how often do they watch basketball games on television?

Positive attitude towards the rules of the game and respect their mates and opponents.



Key Competences:

Linguistic, ICT, Social and Citizen, Cultural and Artistic, Learning to learn, Personal autonomy-initiative.


Learning outcomes:

To develop and implement specific warm-ups for the game of basketball.

To know the basic regulations of the game of basketball, applying them in practice conditions.

To practice the basic tactical principles and technical skills associated with basketball.

To develop a personal motivation and team improvement over the results, understanding the defeat as a starting point to progress.



It will start knowing the previous students' knowledge.

Functionality. The teaching process must ensure the usefulness of learning, for instance, ensuring that they can be used in the actual circumstances when students need them.

Flexible. The explicit recognition of individual differences and the adaptation to individual learning rhythm.

The methodology will be active (students will be subjects of their own actions) and participatory.

The distribution of the class depends on the task or activity to do, may be individually, in pairs, small group or large group.

This Unit will be 5 sessions.

Temporal distribution of a practice session type:

-5 minutes theory.

-5 minutes warm-up.

-25 minutes main part.

-10 minutes to cool down and to change their clothes and tidy up themselves.



Printed materials:

- Theory notes.

- Notebooks 

Physical education materials:

- Basketball court.

- Basketball balls.

- Baskets.

- Cones.

- Hoops.

TIC resources:

- Computers.

- Interactive Digital Whiteboard.


             -Basketball skills.                

             -Internet resources.



Content / teaching activities:

Language of learning:

Basketball words:


a container that is usually woven and has handles

a game played on a court by two opposing teams of 5 players court

the court on which basketball is played game

a game played on a court by two opposing teams of 5 players hoop

horizontal circular metal hoop supporting a net through which players try to throw the basketball throw

an unhindered basketball shot from the foul line


outside the foul lines




flowing in drops.


the propulsion of a ball by repeated taps or kicks.


watch over or shield from danger or harm; protect.


spring back; spring away from an impact.



Language for learning

-  Can you repeat, please?

-  Can you explain me that again, please?

-  How do you play basketball?

-  Hold the ball like this.

-  Yes, it is.

-  No, it isn’t.

-  Very well.

-  In my opinion …

-  I don’t think you are playing very well.




First session:

    I. Introduction to Basketball

       To begin this unit I’ll show the children several videos where they can watch how the basketball is played, its rules and which are the needed skills.



    II. Lesson Focus

       a. Pre-test of basketball skills

          1.Have you ever played basketball?

          2.Do you know basketball rules?

          3.Do you know how to bounce?

          4.Do you know how to pass the ball to a partner?

        b. Introduction to basketball rules



c.Quiz-Basketball rules


 III.Closure Questions/Review rules

          1.Do you understand this video?

          2.Do you think this kind of sport is nice?

          3.Do you think is difficult to practice?

         Video of motivation:




Second session:

I.Introduction: Ball-Handling









III.Lesson Focus

  1. Review basketball rules
  2. We are going to watch an extreme demonstration of ball handing.



 IV.Culminating Activity

  1. Ball handling drills with a partner




     V. Closure a. Questions/Review

         1. Do you understand this video?

         2. Is there any vocabulary that you don’t understand?

         3. Do you think is difficult to handle the ball?



Third session:

   I.Introduction: Passing




II. Warm-up


III. Lesson Focus


      1.Review ball handling

      2. Introduction of Passing

      3. Passing with a partner

      4. Closure a. Questions/Reviews




Fourth session:

     I. Introduction: Shooting




   III. Lesson Focus

         1.Review passing

         2. Introduce shooting

         3. Teach and shoot free-throws

         4. Closure Questions/Review


Fifth sesión

    I. Introduction: Basketball match with simple rules

        Before starting the match we are going to review some expressions and vocabulary that we have learnt in this unit.

    II. Warm-up

    III. Lesson Focus. In this last session pupils will practice all that they have learn in this unit and finally they will play a Basketball match.

    IV. Closure





It will be done by observation; the teacher will take into account the students’ daily work, their attitude, participation and motivation in every session. 

There is an initial evaluation to assimilate the knowledge that the students already have, presenting the basic rules of the basketballs and its skills.

The assessment will be formative during the tasks to find out if all is going as well as planned or if it is necessary to make adjustments. At the end of the unit the assessment will be summative to verify if a student has attained the learning objectives set out in the lesson plan and, thus, go on to the next stage of the curriculum or graduate from the programme. 

The scores will be reflected in an analytic rubric grid (see next page).


Chesklist to evaluate:











Doesn’t know any about the play

Watch it on tv

Plays sometime

Plays regularly




Doesn’t know any of them

Knows some of them

Knows the most of them

Apply the rules




Doesn’t pronounce properly

Pronounces properly some words

Pronounces properly the mostly

Pronounces properly




Doesn’t know how to handling the ball

Knows how to handling the ball a little

Knows how to handling the ball properly

Have a good technique.




Doesn’t know how to pass the ball

Knows how to pass the ball a little

Knows how to pass the ball properly

Have a good technique.




Doesn’t know how to shoot the ball

Knows how to shoot the ball a little

Knows how to shoot the ball properly

Have a good technique.




Doesn’t use the expressions

Uses the expressions with mistakes

Uses only one expression properly

Uses two expressions properly




Doesn’t take part in the tasks

Takes part in the tasks but doesn’t work in group

Takes part in the tasks and work in group

Takes part in the tasks, work in group and enjoys them








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