Los juegos olímpicos ililc 2
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  • 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

Los juegos olímpicos ililc 2 Los juegos olímpicos ililc 2 Presentation Transcript

  • LOS JUEGOS OLÍMPICOS LONDRES 2012
  • http://www.londresolimpicos.com/
  • https://www.facebook.com/pages/Londres -Olimpicos/131670320269674?sk=wall
  • GET SET LONDON 2012
  • GET SET LONDON 2012 en français
  • GET SET FRENCH AND SPANISHhttps://getset.london2012.com/en/get-set-goes-global/international-education-programme
  • GET SET SPANISHhttps://getset.london2012.com/es/get-set-goes-global/international-education-programme/es-olympic- resources
  • http://wordle.net
  • 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
  • ¿Qué deporte practica cada persona? el la la el boxeo gimnasiaciclismo natación el el buceo la el tenis atletismo equitación
  • Adapting the picture story idea 2 1 3 54 6 ¿Qué es? 7 8 12 9 10 11
  • DOKI DESCUBREhttp://www.youtube.com/watch?v=jMw_IryYpHw
  • http://getset.london2012.com/en/get- set-goes-global/nation-information
  • http://getset.london2012.com/en/get- set-goes-global/nation-information
  • Map of world
  • CROSS CURRICULAR - GEOGRAPHY
  • TOP TRUMPS
  • CEIAG – LANGUAGES WORKhttp://www.languageswork.org.uk/careers/
  • CEIAG – LANGUAGES WORK
  • 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
  • LOS VALORES OLÍMPICOS
  • http://isabellejones.blogspot.com/2011/07/olympic-values-and-cultural.html
  • http://getset.london2012.com/en/resources/ 11-14/games-1-1-1/11-14-picture-story
  • Olympic & paralympics Values: Respeto RespectRespect Excelencia ExcellenceExcellence Amistad AmitiéFriendship Inspiración InspirationInspiration Determinación DéterminationDetermination Igualdad EgalitéEquality Coraje CourageCourage
  • Olympic & paralympics Values: TRIPTICO
  • TRIPTICO• SORT THE VALUES IN ORDER• SPINNER – WORDS FOR SENTENCES• FIND 10 (OF 15) – OLYMPIC SPORTS
  • CHAMPION OF OLYMPIC VALUES http://www.olympic.org/content/olympic-games/all-past-olympic-games/summer/barcelona-1992/calendar/barcelona-1992--006-redmond-derek/
  • MASCOTS
  • MATCHING ACTIVITYCentro de Emisión Internacional y Centro de PrensaOlympic VillageThe MallWembley StadiumComienzan a amueblar la Villa Olímpica
  • COMPARISON WITHPREVIOUS VENUES
  • COMPARISON WITHPREVIOUS VENUES
  • http://mfljones.wordpress.com/2011/ 03/05/barcelona-mes-que-mai/
  • THEN AND NOW 1908, 1948, 2012
  • THEN AND NOW 1908, 1948, 2012
  • INVOLVE OTHER STAFF• Contact staff re Olympic sports• Possibilities of different activities inc: – Pupils will match the sentences to the photos – True or false
  • GET OLDER PUPILS INVOLVED
  • GET OLDER PUPILS INVOLVED
  • GET OLDER PUPILS INVOLVED
  • 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
  • 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!
  • 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.
  • 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)
  • ¿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 Pierdo1 Me gusto jugar al rugby2 Juan es una persona deportista3 No me gusta hacer el tenis4 Yo amor el rugby5 Londres es peligrosa6 ¿Cuándo vas a visitar Londres?7 A mis amigos no les gusta hacer la natación8 Me chifla el balocesto9 Hay un montón de deportes en los Juegos Olímpicos10 ¿Dónde es el estadio olimpico?11 Jugaba al fútbol cuando tenía doce años12 Veo la tele en el cuarto de salón13 Creo que el balonmano es interessante14 A mi padre le encanta el remo15 Pienso que participar es más importante que ganar16 El año pasado fui al estadio de Wembley con me padre17 El athletismo es abburido18 Hacer deporte es importante en mi opinión19 Mi hermana juega conmigo en el equipo de hockey20 Odio ver el deporte en la tele subtotal Gano - pierdo = Total
  • CALL MY BLUFFCuriosidades :-Habrá alrededor de 510 vallas regulables en los JuegosOlímpicos de Londres 2012.-En Londres 1948 el estadounidense Guinn Smith seconvirtió en el último saltador de pértiga en ganar unamedalla de oro con una caña de bambú.- El estadounidense Ray Ewry ganó 10 medallas de oroentre 1900 y 1908 en Salto de longitud, Salto de altura yTriple salto. Cuando era pequeño estaba en una silla deruedas debido a la polio, entrenó sus piernas hasta quepudo caminar y las fortaleció mediante saltos.
  • ¡(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
  • HEADLINERShttp://www.olympic.org/barcelona-1992-summer-olympics
  • EXTENDED TALKINGhttp://chrisharte.typepad.com/learner_evolution_chris_h/2012/02/those-simple-things.html Chris Harte
  • Opinion Present Future Time Reason Comparison expression ReferenceComplexity Past to others Rachel Hawkes
  • HEADLINERShttp://www.guardian.co.uk/sport/gallery/2008/aug/11/olympics20081
  • Solo hexagons
  • 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 amahora – now vas you go juegas youplay estás you areantes – beforedespués – after he/she/you he/she is/you está he/she is/you are va juegaotra vez - again goes/go (pol.sing) play(s) (pol.sing) (pol.sing)siempre – always estamos we are vamos we go jugamos we playa menudo – oftena 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 estáneste verano – this summer (pol.pl.) (pol.pl.) (pol.pl.)el verano que viene – this summer Making links Saying what you will do Asking questionseste 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? OpinionsPienso 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 – hereEn mi opinión – In my opinion allí - there Sentence buildingpuedo/puede I can/he,she can suelo/suele I usually/he,she usuallyquiero/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 deme (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
  • ¡Pensar y hablar! Thanks to Rachel Hawkes and Jackie Howis
  • 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 autocarVeré el museo de historia natural y/e iré de compras el museo de ciencias visitaré el palacio de Buckingham el atletismo el remoQuiero 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
  • LOS JUEGOS OLÍMPICOSRole the dice each time and move left to right through the boxes. Say your phrase out loud. Your partner will use the whiteboard to translatewhat 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..
  • siempre porque normalmente a veces nuncasano malsano idelicioso divertido con = with cómicobueno malo sin = without picante guay en = in dulce interesante salado emocionante amargo aburrido
  • 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
  • http://mflatwyvern.wikispaces.com/London+2012+at+Wyvern Profiles • Apellido :________________________________________________ • • Nombre : ___________________________________________________ _ • • Cumpleaños: _________________________________________________ • • Lugar de nacimiento: _________________________________________________ • • Nacionalidad: _____________________________________________ • • Deporte: ___________________________________________________ _____ • • Equipo: ___________________________________________________ _ • • Medallas ya ganados: ________________________________________ • • Estatura: ___________________________________________________ _____ • • Peso: ___________________________________________________ _____
  • ACTIVITIES BASED ON LONGER TEXTShttp://andes.info.ec/deportes/franklin-nazareno-con-la-meta-en-los-juegos-olimpicos-londres-2012-57239.html
  • OLYMPICS COLLECTIVE MEMORY
  • STORYBIRD
  • GET SET BLOGGING FOR SCHOOLS /https://getset.london2012.com/en/blog/public/318105e241c2a2c30bbb7278011299aa-15332
  • http://mflatwyvern.wikispaces.com/ London+2012+at+Wyvern
  • PROMOTIONAL VIDEOhttp://zachary-jones.com/zambombazo/clozeline-alejandro-fernandez-el-mismo-sol/
  • PROYECTO OLÍMPICOUNA CAMPAÑA PARA SER LA SEDE DE LOS JUEGOS OLÍMPICOS DE 2020
  • PROCESO• Se va a seleccionar a la sede de Los Juegos Olímpicos de 2020 en Buenos Aires el día 7 de setiembre de 2013.
  • PROYECTOImaginad que van aseleccionar un colegio.Vuestra meta es hacer unacampaña para promovervuestro colegio como la sedeposible de los JuegosOlímpicos.
  • 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
  • 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
  • WEBSITES• http://www.deporteshoy.com/Londres%202012.html• http://www.madrid2noticias.com/n-4207-4- Madrid_Olimpico_ensena_ingles_deportistas_participa ntes_Londres_2012• http://www.quito.biz/entretenimiento/deportes/39- futbol/4408-mcdonalds-revela-sus-planes-de- patrocinio-para-los-juegos-olimpicos-de-londres-2012• http://www.cafod.org.uk/extra/passiton/olympicactivit ies.html• http://mfljones.wordpress.com/2011/03/05/barcelona -mes-que-mai/
  • ADAPTING FOR OTHER EVENTS• The World Games Cali, Columbia, 2013• Football World Cup, Brazil 2014• Commonwealth Games, Glasgow 2014• Rugby World Cup, England 2015