7 metodika indd

The list of new active and passive vocabulary

Unit 3
actor n	judoka n	ribcage n
aerobics n	junior n, adj	ring n
amateur adj	just adv	risky adj
appearance n	karate n	rock climbing n+n
athlete n	keep fit v+n	roller skating n
backbone n	kurash n	running n
be able to	league title n+n	shape n
bodybuilding n	legendary adj	simply adv
box v	lifestyle n	skateboarding n
boxer n	like cj	skating n
boxing n	major adj	skeleton n
brain n	make a film v+n	skiing n
canoeist n	match n	skull n
career n	medal n	So do/can I.
certificate n	mentally adv	souvenir n
championship n	Mission	star v
coach n	morning exercises n+n	support v
defeat v	muscle n	swimmer n

elbow n	musculoskeletal adj	system n
especially adv	Neither do/can I.	take part in
exercise n	notice v	thanks to prep
expensive adj	Olympic adj	The Last Samurai
fencing n	organ n	together adv
fight n	outfield player adj+n	Top Guns
film n	participation n	tournament n
fitness centre n+n	physically adv	traditionally adv
flexible adj	PI (physical instruction) = PE	trophy n
footballer n	popularity n	type n
for instance	practise v	upright adj
function n	prize n	useful adj
gymnast n	producer n	vital adj
gymnastics n	professional adj	well-organized adj
hip n	professionally adv	win v
Impossible	protect v	won v past, pp of win
join v	Rain Man	wrestler n
joint n	referee n	yoga n
journalist n	retire v
judo n
Home Reading 3
attention n	fat adj	nobody pron
because of conj	feeling n	result n
brilliant adj	guy n	score v
cheat v	however conj	scoreboard n
decide v	last v	terrible adj
exercise n	lose v	worst adj

Unit 4 Olympic Games

Inquiry question:

What are the main values of the Olympic Games?

Inquiry theme:

To understand that by joining in the Olympic Games, countries can share experiences and build friendships

In this unit pupils will ...

read short texts and fact files listen to messages ask for and give information about the Olympic Games learn about the main values of the Olympic Games and their importance for the world learn about famous Uzbek sportsmen learn how to design symbols and mottos

Lesson 1 Background knowledge

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational: to learn that sports and the Olympics have different types of athletes, and that handicapped people can still take an active part Developing: to understand how to infer from text; to develop critical thinking skills Socio-cultural: to raise awareness of the fact that sports and the Olympics have different types of athletes, and that handicapped people can still take an active part	By the end of the lesson, pupils will: activate background knowledge about the Olympic Games and geographical knowledge; understand that sports and the Olympics have different types of athletes, and that handicapped people can still take an active part.	Vocabulary related to the Olympic Games	Textbook; the DVD of the book

Activity 1 Work in pairs. Think and write. 10 min

Objectives: to activate pupils’ background knowledge about the topic; to collaborate and communicate

STEP 1: Say: “Work in pairs. Think and write”.

STEP 2: Ask: “What do you know about the traditions, sports and athletes of the Olympic Games?”

Possible answers:

traditions	sports	athletes
summer, winter, summer youth and winter youth; motto, symbol (five coloured linked rings; flame, oath, awards; movement)	33 sports: aquatics, archery, athletics, badminton, baseball/softball, basketball, boxing, canoe, cycling, equestrian, fencing, football, golf, gymnastics, handball, hockey, judo, karate, modern pentathlon, rowing, rugby, sailing, shooting, skateboarding, sport climbing, surfing, table tennis, taekwondo, tennis, triathlon, volleyball, weightlifting, wrestling	favourite athletes

Activity 2a Look at the world map. Circle where the Olympic Games started. Circle any other places you know have held the Olympic games. 5 min

Objective: to activate pupils’ background knowledge about the Olympic Games and geographical knowledge

STEP 1: Say: “Look at the world map”.

STEP 2: Ask: “Where did the Olympic Games start? Circle the country. Where do you know the Olympic Games have been held? Circle the countries.”

STEP 3: Say: “Check your answers with a partner”.

STEP 4: Check with the whole class and invite pupils to share their answers. The pupils check and correct their own work.

Answers:

1. 
   The Olympic Games started in Greece;
   
2. 
   The Olympic Games have been held in:
   

Europe: France, United Kingdom, Sweden, Germany, Amsterdam, Belgium, Italy, Switzerland, Norway, Finland, Austria, Yugoslavia, Spain, Russia

North America: USA, Canada Central America: Mexico

South America: Argentina, Brazil Australia

Asia: Japan, South Korea, China Africa: none

Activity 2b Look at the photos. Think and write about the differences and similarities. 5 min

Objective: to understand that sports and the Olympics have different types of athletes, and that handicapped people can still take an active part

STEP 1: Say: “Look at the photos”.

STEP 2: Ask: “What can you see? What are they doing? What do you notice?” STEP 3: Say: “Think and write about what is different and what is the same”. STEP 4: Elicit feedback from the whole class.

Possible answers:

Different: one is a Paralympian who runs on blades, the other uses his legs. One is black, the other is white.

Same: Both are men; both are runners; both are wearing green and yellow clothes, both are very fast.

Activity 3a Read and answer. 20 min

Objectives: to help pupils understand how to infer from text; to develop critical thinking skills

STEP 1: Say: “Read the text quickly. Another word for this is skimming. What are all these texts about?” (Olympics)

STEP 2: Say: “Read the texts and answer the questions. For this you will need to scan the texts and read the texts for meaning. The exact answer is not in the text; you will need to ‘infer’ what the meaning is.”

STEP 3: Say: “Check your answer with a partner. Do they have the same answer as you? Ask your partner why they put that answer.”

STEP 4: Elicit answers from the whole class but ask the pupils to give reasons for their answers.

1. 
   The words “… not to win but to take part …” are used about the Olympic Creed. What does this mean?
   

Possible answer: That taking part in a sport is more important than winning.

2. 
   The Olympic Movement says: “… to work peacefully together in competition toward common goals …”. What do the words “common goals” mean?
   

Possible answer: That all the people working within the Olympics agree to the same rules and collaborate.

3. 
   The Olympic Awards say “… does not recognize any nation as winner ...”. What does “… only winning individuals and team are credited with victory …” mean?
   

Possible answer: That a country is not a winner but individual athlete or team.

Homework 5 min

Ask the pupils to look at the homework task on Page 94. Check that everybody understands what to do with it. If necessary, explain how to do the homework.

Lesson 2 The origin of the Olympic Games

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational: to learn about the origin of the Olympic Games; to learn to use go, do and play with sports Developing: to develop reading and listening skills Socio-cultural: to raise awareness of the origin and importance of the Olympic Games for the world	By the end of the lesson, pupils will be able to: talk about the origin of the Olympic Games; use go, do and play with sports.	New words: war, disability, medal, bronze, silver	Textbook; the DVD of the book

Homework checking. 5 min