10. Hay 38 deportes en los Juegos
Olímpicos ¿pero cuáles son?
la cama el el el el pentatlón
elástica balonmano hockey judo moderno
el la el la la natación
remo vela tiroteo natación sincronizada
11. ¿Qué deporte practica cada persona?
el la la
el boxeo gimnasia
ciclismo natación
el
el buceo la el tenis atletismo
equitación
22. Jobs available
• Sales assistants
• Events services inc security
• Cleaning and maintenance
• Hotels and catering
• Collaborative companies to provide services to
summer job staff
• Opening and closing ceremonies
31. MATCHING ACTIVITY
Centro de Emisión Internacional y Centro de Prensa
Olympic Village
The Mall
Wembley Stadium
Comienzan a amueblar la Villa Olímpica
37. INVOLVE OTHER STAFF
• Contact staff re Olympic sports
• Possibilities of different activities inc:
– Pupils will match the sentences to the photos
– True or false
41. INTERVIEWS WITH COMPETITORS
• http://www.siempreenplay.com/Entrevistas_a_deportistas.html
• http://comunidad.diariodeibiza.es/entrevista-
chat/1961/Deportes/Entrevista-chat-con-el-atleta-ibicenco-Felipe-
Vivancos/entrevista.html
• Get older pupils to record the interviews
and make up questions for younger pupils
to answer
42. Running dictation
• You will work in teams
• One at a time you will come to the text and
have approximately 30 secs to memorise a
section of it
• Return to your group and add it to your sheet.
• I will then ask you some questions about the
text which you will only be able to answer if
you have successfully completed the task!
¡Buena suerte!
43. Running dictation
• Los Juegos Olímpicos 2012:
• Me llamo Ben Ainslie. Nací en 1977.. Soy de Lymington en
Ingleterra y mi deporte olímpico es la vela.
• Así, estoy en forma: como mucha fruta y verduras y casi nunca
como comida rápida. No fumo y nunca fumaré porque es muy malo
para la salud.
• A los 19 años, gané mi primer medalla de plata en los Juegos
Olímpicos en Atlanta et a los 23 años gané la medalla de plata en
Sydney.
• En los Juegos Olímpicos de Beijing en 2008, gané la medalla de oro
dos veces y la medalla de plata una vez.
• En el futuro,me gustaría ganar más medallas, continuaré a comer
sano y a hacer mucho deporte para mantenerme en forma.
44. Running dictation
• Questions:
• ¿Cuántos años tiene Ben Ainslie?
• ¿ Dónde nació?
• ¿Es un buen marinero?
• ¿Qué dice Ben de su salud? ( 4 cosas)
• ¿ Qué le pasó a los 19 años?
• ¿ Cuántos años tenía cuando ganó la medalla de oro en Sydney?
• ¿ Tuvo mucho éxito en Beijing?
• ¿ Qué planes tiene para el avenir?
• ¿ Qué va a hacer en el futuro para mantenerse en forma? (2 cosas)
45. ¿Qué apuestas?
•Marca con / o x las frases correctas y las frases con errores
•Apuesta entre 1 y 10 puntos
•Escucha al profesor para ver si las frases son correctas o no
•Si has escrito / o x en el lugar correcto ganas los puntos. Si no, pierdes los puntos
•Escribe tu total en la casilla
Frase / x Apuesto Gano Pierdo
1 Me gusto jugar al rugby
2 Juan es una persona deportista
3 No me gusta hacer el tenis
4 Yo amor el rugby
5 Londres es peligrosa
6 ¿Cuándo vas a visitar Londres?
7 A mis amigos no les gusta hacer la natación
8 Me chifla el balocesto
9 Hay un montón de deportes en los Juegos Olímpicos
10 ¿Dónde es el estadio olimpico?
11 Jugaba al fútbol cuando tenía doce años
12 Veo la tele en el cuarto de salón
13 Creo que el balonmano es interessante
14 A mi padre le encanta el remo
15 Pienso que participar es más importante que ganar
16 El año pasado fui al estadio de Wembley con me padre
17 El athletismo es abburido
18 Hacer deporte es importante en mi opinión
19 Mi hermana juega conmigo en el equipo de hockey
20 Odio ver el deporte en la tele
subtotal
Gano - pierdo = Total
46. CALL MY BLUFF
Curiosidades :
-Habrá alrededor de 510 vallas regulables en los Juegos
Olímpicos de Londres 2012.
-En Londres 1948 el estadounidense Guinn Smith se
convirtió en el último saltador de pértiga en ganar una
medalla de oro con una caña de bambú.
- El estadounidense Ray Ewry ganó 10 medallas de oro
entre 1900 y 1908 en Salto de longitud, Salto de altura y
Triple salto. Cuando era pequeño estaba en una silla de
ruedas debido a la polio, entrenó sus piernas hasta que
pudo caminar y las fortaleció mediante saltos.
47. ¡(No) me gusta! ¿Qué piensas?
¡Yo también!
¡Yo tampoco! X
¿Por qué? ¿Por qué?
¡Sí, es verdad!
¡No, no es verdad!X
Porque... Porque...
Pienso que... porque Prefiero.. porque
..es mejor que..
..es peor que..
..es más..que..
Sí, tienes razón
No, no tienes razón
..es menos..que.
X
¡Ni hablar! ¡Qué va!
(no) estoy de acuerdo ¿Qué piensas?
Gracias @ Greg Horton
53. KS3 LOS JUEGOS OLÍMPICOS
ir – to go jugar – to play estar – to be (temp, position)
Time words
voy I go juego I play estoy I am
ahora – now
vas you go juegas youplay estás you are
antes – before
después – after he/she/you he/she is/you está he/she is/you are
va juega
otra vez - again goes/go (pol.sing) play(s) (pol.sing) (pol.sing)
siempre – always estamos we are
vamos we go jugamos we play
a menudo – often
a veces – sometimes vais you go (fam.pl.) jugáis you play (fam.pl.) está you are (fam.pl.)
nunca – never they/you are
van they/you go juegan they/you play están
este verano – this summer (pol.pl.) (pol.pl.) (pol.pl.)
el verano que viene – this summer
Making links Saying what you will do Asking questions
este julio/agosto – this July/August Opinion vocab
y – and iré– I will go ¿Por qué? – why?
a finales de julio –at the end of July ¡será genial!
o – or haré – I will do ¿Qué? – what?
a principios de agosto – at the start ¡será guay! ¿Cuándo? – when?
of August también – also veré – I will see
¡será fantástico! pero – but jugaré – I will play ¿Dónde? – where?
Opinions
Pienso que – I think that ¡será estupendo! porque – because comeré– I will eat ¿Quién? – who?
Creo que – I believe that con – with beberé– I will drink ¿Cuánto(s)? – how
¡será maravilloso!
Me parece que – it seems that.. sin - without much/many?
¡será fenomenal! Referring to places ¿Cómo? – how?
Diría que – I would say that aquí – here
En mi opinión – In my opinion allí - there
Sentence building
puedo/puede I can/he,she can suelo/suele I usually/he,she usually
quiero/quiere I want to/he,she wants to… tiendo/tiende a I tend to/he,she tends to…
tengo que/tiene que I have to/he has to… acabo /acaba de I have just/he, she has just…
voy a/va a + inf I’m going to/he is going to… necesito/necesita + inf I need/ he, she needs to
(no) me (le) gusta I (don’t) like to/he doesn’t like to Tengo/tiene la I intend/he, she intends to
intención de
me (le) encanta I love to/he loves to…
antes de Before (doing) ..
me (le) gustaría I/he/she would like to…
después de After (doing)..
Adapted from Rachel Hawkes
55. con mi familia
En el verano iré a Londres con mis amigos
sólo/a
en un hotel cómodo.
Me alojaré en un camping y será acogedor.
en un apartamento muy bien equipado.
el museo británico haré excusiones en autocar
Veré el museo de historia natural y/e iré de compras
el museo de ciencias visitaré el palacio de Buckingham
el atletismo el remo
Quiero ver el tenis pero no me apetece el fútbol
la natación la vela
Los Estados Unidos
Creo que China va a ganar más medallas
Rusia
56. LOS JUEGOS OLÍMPICOS
Role the dice each time and move left to right through the boxes. Say your phrase out loud. Your partner will use the whiteboard to translate
what you are saying. Take it in turns to produce these speeches.
1 Este verano A 1 iré a Londres B 1 con mis amigos. C
2 El verano que viene 2 iré a Inglaterra 2 con mi familia.
3 A finales de julio 3 iré a la capital 3 con mis padres.
4 A principios de agosto 4 iré a los Juegos Olímpicos 4 para dos semanas.
5 Durante las vacaciones 5 viajaré a Londres 5 para una semana.
6 El veinticinco de julio 6 viajaré a los Juegos Olímpicos 6 para un mes.
Durante mi visita, Tengo ganas de ver Creo que
1 nadaré en la piscina D 1 el atletismo E 1 ¡será genial! F
2 visitaré monumentos 2 el voleibol 2 ¡será guay!
3 descansaré 3 el remo 3 ¡será fantástico!
4 iré al Palacio de Buckingham 4 la vela 4 ¡será estupendo!
5 iré al estadio olímpico 5 la natación 5 ¡será maravilloso!
6 visitaré el estadio de Wembley 6 la gimnasia 6 ¡será fenomenal!
En el futuro, cuando sea mayor
1 voy a ……. G 1 visitar H 1 Los Juegos Olímpicos I
2 participar en 2 la competición de natación
2 me gustaría..
3 ir a 3 el partido de fútbol
3 quiero..
4 ver 4 la gimnasia rítmica
4 tengo ganas de..
5 volver a 5 la halterofilia
5 tengo pensado..
6 competir en 6 el tiro con arco
6 espero..
57. siempre
porque
normalmente
a veces
nunca
sano malsano
i
delicioso divertido
con = with
cómico
bueno malo sin = without
picante guay en = in
dulce interesante
salado emocionante
amargo aburrido
58. Map from memory
• El lunes, voy a ver el triatlón en el Parque Hyde
• El martes, voy a ver la natación en el centro acuático
• EL miércoles, voy a ver el tenis en Wimbledon
• El jueves, voy a ver el baloncesto en el Parque Olímpico
• El viernes, voy a ver la gimnasia en la Arena Wembley
• El sábado, voy a ver el remo en Eton Dorney
• El domingo, voy a ver la halterofilia en el estadio Excel
68. PROCESO
• Se va a seleccionar a la
sede de Los Juegos
Olímpicos de 2020 en
Buenos Aires el día 7 de
setiembre de 2013.
69. PROYECTO
Imaginad que van a
seleccionar un colegio.
Vuestra meta es hacer una
campaña para promover
vuestro colegio como la sede
posible de los Juegos
Olímpicos.
70. PROYECTO
Tenéis que crear
• un eslógan
• un logotipo
• un método visual de promover el
deporte en vuestro colegio
–por ejemplo, Glogster, Animoto, Prezi,
vídeo con cámara FLIP
71. INFORMACIÓN
• Tenéis tres semanas para completar
este proyecto.
• Tendréis aceso a dicionarios, Internet,
ordenadores
• Vuestra profesora también estará allí
¡pero no de forma dicionario
ambulante!
• Podéis hacer trabajo en casa y llevarlo a
clase
73. ADAPTING FOR OTHER EVENTS
• The World Games Cali, Columbia, 2013
• Football World Cup, Brazil 2014
• Commonwealth Games, Glasgow 2014
• Rugby World Cup, England 2015
Notas del editor
Fill in the blanks with the transcriptNumber the alphabetically listed sports in TL as you see them on screenHold thumbs up or down acc to if you think it is in the Olympics
Pilla al intruso. El hockey, el remo, el tenis de mesa o el baloncesto. El remo porque es el unico que necesita agua? El remo porque los otros tienen pelotas? El tenis de mesa porque es el unico deporte individual – los otros son deportes de equipo?
Any number of people can play. Shuffle and deal all the cards. Each player holds their cards in the palm of their hand, face up, in a pile. Players can only look at their top card.The player to the dealer’s left starts by reading out an item from the top card (eg Tore 22). The other players then read out the same item. The one with the best or highest value wins and places all the top cards including their own to the bottom of their pile. It is then their turn to choose an item from the next card. For age, the oldest player wins.If 2 or more cards share the same top value then all the cards are placed in the middle and the same player chooses again from the next card. The winner of the hand takes the cards from the middle as well.The person with all the cards at the end is the winner.
Long texts about the jobs, various options- Reading comprehensions, blankfills, True or False, complete the grid. I am going to have a sorting activity with the job categories in Spanish on separate pieces of paper, and the information scrambled, to sort into the different categories. Tarsia?
Theprinciple of the task is the same whether it is used at KS3 or KS4.
Theprinciple of the task is the same whether it is used at KS3 or KS4.
Champion of Olympic valuesDerek Anthony Redmond didn’t win a medal at the Barcelona Olympics. In fact, the British 400m runner didn’t even make it past the semi-final stage. But it was his determination to finish that will live forever in the minds of millions. Injury forced the Briton to withdraw from the 1988 Seoul Games just ten minutes before the start of his 400m heat, so Redmond felt he had everything to prove in Barcelona four years later. Not to his peers, that is but, as he later admitted, to himself.Mid-race InjuryRedmond wanted a medal whatever the colour and he started well, qualifying for the semi-finals by clocking the fastest time in his heat. As the gun signaled the start of his semi-final, Redmond charged out of the blocks, making good speed over his first 250m. At that point his right hamstring snapped. The one time British 400m record holder pulled sharply up as the rest of his field ran away from him, leaving Redmond on his knees and crippled, his Olympic dream over.Never give upWhat followed, however, is one of the most memorable moments in Olympic history. Redmond got back to his feet and tried to finish the race. In an act of true courage against adversity, Redmond could only hop on one leg towards the finish line. Pain etched on his face as each step became more painful than the last, Redmond would not give up. He had promised himself and his father, that he would finish the race ‘no matter what,’ and he would keep that promise. On one legHalf way to the finish line on one leg and crying with desperation, Derek was joined by his father Jim. The moment Redmond crossed the finish line brought sixty-five thousand spectators to their feet in a standing ovation, many also in tears. Few can remember that Steve Lewis of the USA won the semi-final in a time of 44.50. But no one who saw it will ever forget Derek Redmond’s courage on the day he defined the essence of the human and Olympic spirit.
Match the text to the photos, which run in order, Column 1 then Column 2
Rachel Hawkes ‘Antes y ahora’
Rachel Hawkes ‘Antes y ahora’
I sent an email round our staff to see what Olympic sports they had done and to what level. I then wrote a series of statements and took photos of the staff involved. Pupils will match the sentences to the photos.
Theprinciple of the task is the same whether it is used at KS3 or KS4.
Theprinciple of the task is the same whether it is used at KS3 or KS4.
Theprinciple of the task is the same whether it is used at KS3 or KS4.
Talking frame for Group Talk
http://chrisharte.typepad.com/learner_evolution_chris_h/2012/02/those-simple-things.html“Very simply, each student had to give their uninterrupted presentation and then the others had to jump in with any of the above so that we had a very varied conversation and students were really working hard in order to interact in lots of different ways whilst at the same time trying to get a column, then row and finally a full house. This was an incredibly rich source of feedback from students in the form of how agile their thinking in French was and also how rich their vocabulary is”
Given a specific topic to talk about (or a set of questions if appropriate), students have to try to include each thing from the Bingo grid. When they do, they cross off the box and in their pairs, it’s the first person to cross everything off who wins (full house).
The individual thought bubbles are for something that is only applicable to that 1 person and not the other two The starburst in the middle is for something common to all e.g. They are famous and the rectangles between the pairs are for something that pair has in common. With a zillion thanks to Jackie Howis, AST and SSAT LP in Kent for this lovely visual lay-out of this fab task type! > Rachel Hawkes
Annacalls this Trapdoor and it’s brilliant for a) memory and b) speaking (repetition with a reason!) It’s a competitive game in pairs. Each chooses and option for each sentence in their head. One starts reading out loud, trying to anticipate the other’s choices. Each time they make a choice, the partner either nods or shakes his/her head. If the choice is wrong, play passes to the partner who starts the same process. If it is the right choice, the student gets to continue. The aim is to get to the end first. Answers don’t change, so this is also a great memory developer.
Speaking & memory lesson – instructions for teacher1 Explain and ‘sell’ the concept of the lesson – students are going to aim to memorise one level 5 speech as a minimum by the end of the lesson. They are going to improve their Spanish speaking AND their memory skills in this lesson. (5 mins)2 Show the sheet – for most groups the first step will be to take them through the meanings. Allow students to writing in the English meanings by the side of the Spanish if desired. (8 mins)3 Next model a speech using the dice – display the sheet on the whiteboard as you do so and underline each part as you roll, emphasising the Spanish and repeating the whole speech from the beginning each time you roll so that by the end of 9 boxes you have said the first box part 9 times! This is excellent repetition practice and they will do this without noticing if you model it clearly as you show them what to do. (5 mins)4 Elicit the English meaning from the students of the speech you have given (either taking oral contributions or on whiteboards) – this is what the partner will do when they do this is pairs so is important to model this part too. (3 mins)5 Make clear that this is just the first activity and that they have 6 minutes to make as many sentences as they can, taking it in turns each time. (6 mins)Speaking & memory lesson – instructions for teachercont’dNow explain that you want them to use the scaffolding sheet to write their own 30-second marathon sentence. All will write using a phrase from each of the 9 boxes. (5 mins)Now the challenge is to use some memory strategies to learn it off by heart. Explain that the first 6 boxes are compulsory (will make about 20 seconds) and adding in the final 3 boxes will be exceptionally good and will be about 30 seconds. Suggest that one strategy (chunking) is already provided by the sheet itself and that building up the speech ‘chunk by chunk’ repeating each bit that they learnt before should help them to memorise.Suggest also that they might split their page into 9 boxes.Write each bit out with just the first letter to prompt in each boxDraw a picture instead of the words in each boxUse look, cover, say, checkWork in pairs to test each other(5 mins)Give them 14 minutes to work on their speeches – circulate to supportPlenary – hopefully there will just be time to hear 2 or 3 students ‘perform’ their speeches – plenty of praise at this point.For homework, set them to work their speech into their longer term memory by repeating some of the activities that have worked for them in the lesson. Say you will begin next lesson by hearing and recording their speeches.
Rachel Hawkes ‘Collective memory’
For two weeks, the MFL department at Wyvern has held the Olympic flame, so to celebrate this, years 7, 8 and 9 have been taking part in lots of Olympic activities. Firstly each child has been given a country, and then has to design a picture or flag for that country for it to be used in bunting. Another activity is to choose an athlete and research them to fill in the missing details such as their personal interests and their birthday etc. This is an athlete’s profile. They have also been playing a range of games to use their thinking skills to do with the Olympic sports and to learn a greater variety of vocabulary in the languages taught at Wyvern.
Get the pupils to make a promotional video of the sports in school, either as videos or photos made into a video using Animoto or Photostory
The World Games, first held in 1981, are an international multi-sport event, meant for sports, or disciplines or events within a sport, that are not contested in the Olympic Games
