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Titulka > Modul články > Gymnaziální vzdělávání > Etické otázky ve sportu – the Summer Rio...

Ikona prakticky

Etické otázky ve sportu – the Summer Rio Olympics

Ikona inspirace
Autor: Tereza Šmídová
Anotace: Cílem praktického výukového plánu je oživit si nejen jména sportovců, kteří reprezentovali ČR na letních olympijských hrách v Riu de Janeiru v r. 2016, ale také druhy sportů, které jsou jejich doživotní vášní. Věnuje se tématu sportovců-uprchlíků, zamýšlí se nad podvody ve sportu v mezinárodním měřítku, které prosákly i do nejdůležitějšího sportovního klání na světě – na olympiádu. Námět do výuky se snaží procvičit receptivní i produktivní dovednosti, využívá reálné sportovní informace zveřejněné BBC, časopisem the Guardian i olympijským výborem.
Podpora výuky jazyka:
Klíčové kompetence:
  1. Základní vzdělávání » Kompetence komunikativní » naslouchá promluvám druhých lidí, porozumí jim, vhodně na ně reaguje, účinně se zapojuje do diskuse, obhajuje svůj názor a vhodně argumentuje
  2. Základní vzdělávání » Kompetence k učení » vyhledává a třídí informace a na základě jejich pochopení, propojení a systematizace je efektivně využívá v procesu učení, tvůrčích činnostech a praktickém životě
  3. Gymnázium » Kompetence komunikativní » rozumí sdělením různého typu v různých komunikačních situacích, správně interpretuje přijímaná sdělení a věcně argumentuje; v nejasných nebo sporných komunikačních situacích pomáhá dosáhnout porozumění
Očekávaný výstup:
  1. gymnaziální vzdělávání » Jazyk a jazyková komunikace » Cizí jazyk » Produktivní řečové dovednosti » logicky a jasně strukturuje formální i neformální písemný projev různých slohových stylů
  2. gymnaziální vzdělávání » Jazyk a jazyková komunikace » Cizí jazyk » Receptivní řečové dovednosti » porozumí hlavním bodům a myšlenkám autentického čteného textu či písemného projevu složitějšího obsahu na aktuální téma
  3. gymnaziální vzdělávání » Jazyk a jazyková komunikace » Cizí jazyk » Receptivní řečové dovednosti » porozumí hlavním bodům a myšlenkám autentického ústního projevu složitějšího obsahu na aktuální téma, postihne jeho hlavní a doplňující informace
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Organizace řízení učební činnosti: Frontální, Skupinová, Individuální
Organizace prostorová: Školní třída
Nutné pomůcky: Videokamera nebo mobilní telefony
Klíčová slova: CLIL, refugee, Russian scandal, sports and games, the Olympics, urine samples, self-assesment

Text článku:

Aims: To involve students with ethical issues in sport (real-life materials and activities – Russian doping scandal, refugees in the Olympics), To learn about Czech athletes in Rio de Janeiro Olympic games in 2016 and the sports they represented

Objectives: To identify and use first and second conditional, To interact with a text with difficult vocabulary and structures in order to strengthen reading strategies, To rehearse media style interview in order to improve speaking skills, To widen vocabulary that applies to summer Olympic sports, To learn about how Olympic athletes are concerned with refugees

Vocabulary: Sports and games

Level: B1+

Timing: 2 or 3 x 90 min lesson (depending on the video recordings)

1. Introduction

One student is going to draw the topic of the lesson on the board. The Olympic circles. He tries to draw it in a way nobody would assume it is going to be a set of crossing circles in the end. Secondly, he also tries to draw circles resembling a symbol of Audi.

TASK>1a. Pre-reading activity

Teacher asks questions and elicits answers in the open class:

A)    What kind of individual summer sport do you do? What is so attractive about it for you?

B)    What kind of swimming styles do you know? What other sports can you do in a pool? The answers should read: butterfly, diving, water polo, backstroke,...

Teacher elicits answers leading to Michael Phelps, the iconic athlete - and asks do you know this name?

C)    We are going to read about this athlete and his abnormal sports performance he has been showing.

2. In preparation to the Olympics 

TASK>a.Look at the article’s heading. How can we interpret that? Has he already had 22 medals or is he going to get one, the 22nd one?

b. Skim the text and find and underline parts where athletes speak about future.

c. How can we identify condition? (IF)

d. Can you tell how is the condition about the future formed? Write it onto the blackboard.

e. With your partner, ask each other about your favourite sports.

History Man Phelps has gold no 22 and the oldest Olympic record in his sights

Michael Phelps (USA) prepares to defend in Rio his 200m individual title for the third games running. If he emerges victorious, to claim a record 22nd gold, he will also become the first swimmer in history to win the same individual event four times.  

According to Olympic historians, the American’s achievement has only ever been equalled by one man – Leonidas – who claimed a dozen running titles at the Ancient Games – over 2000 years ago! 

Whether Phelps is aware of such comparisons with his ancient Olympian counterpart is unclear, but "leaving everything in the pool one last time is what I am going to do and if that is good enough to win we'll see," the 31-year-old shrugged, as he looked ahead to an incredibly draining week.

Ryan Lochte, Phelps’ Rio roommate, qualified second fastest behind his compatriot. Ryan in his only individual event of the week is chasing a seventh Olympic gold, but he admits that in order to beat Phelps he will need something very special. “Any chance I can get to race Michael is the best,” says Lochte, who revealed that the two never talk about swimming in their room, but instead prefer to play cards. “It's going to take a perfect performance through such a tough competition”.

Adapted from: https://www.olympic.org/news/history-man-phelps-has-gold-no-22-and-the-oldest-olympic-record-in-his-sights

3. Czech Athletes

Introducing athletes

The Czech Republic won 11 medals at their first edition of the Games, at Atlanta 1996, after the dissolution of Czechoslovakia. Our country arrives at Rio 2016 with 43 medals from 11 sports and five editions – 14 gold, 15 silver and 14 bronze medals.

TASK>3a. IF I WERE………In pairs choose Olympic athletes and finish sentences according to best fit to them.

  • Gawnholt Kristina, Koukal Petr – badminton
  • Kvitova Petra – tennis
  • Safarova Lucie, Strycova Barbora – women’s double tennis
  • Prskavec Jiri – canoe slalom, kayak men
  • Hermannova Barbora, Slukova Marketa – beach volleyball
  • Alexander Choupenitch, Beran Jiri – fencing
  • Matelova Hana – table tennis
  • Petrikov Pavel – judo
  • Konig Leopold – cycling road

would prepare longer/would try rowing on wild waters/would buy better trainers

would change coach/would bring my mum/would have richer sponsors/would run quicker/

would wear a better protection – helmet/would remain calmer…..or your suggestion

TASK>3b.  Make sentences for the athletes if you participate in 2020 Summer Olympics, what will you do?

Use this structure:

IF I GO TO THE SUMMER OLYMPICS NEXT TIME……..

Source: https://www.rio2016.com/en/czech-republic

4. Olympic Facts

TASK>Rewrite the sentences below to include an IF clause. Individual work. Check with your partner. Which sentences are formed with 1st conditional not the 2nd one?

  1. No country in the Southern Hemisphere has ever hosted Winter Games.
  2. Martina Sablikova could not compete in cycling even though she came to Rio de Janeiro.
  3. Three continents – Africa, South America, and Antarctica – have never hosted an Olympics.
  4. Tokyo Olympic games will take place in 2020. Czech TV wants to use same main sports commentators as in Rio – Robert Zaruba and Jaromir Bosak. 

5. Sports vs. games

archery, badminton, baseball, shot put, basketball, beach volleyball, boxing, cycling, yoga, diving, hurdling, equestrian, fencing, field hockey, gymnastics, handball, judo, mountain biking, rowing, sailing, shooting, javelin throw, horse racing, floorball, soccer, softball, swimming, synchronized swimming, table tennis, tennis, track and field, volleyball, water polo, canoe slalom, weightlifting and wrestling, sprints, triple/high/long jump, pole vault, discuss throw, hammer, golf, rugby, triathlon, modern pentathlon, taekwondo.

Sport

Game

 

 

 

 

 

 

 

 

TASK>Vocabulary pair work

A)    Divide these sport events into sport and game. Use the table provided above.

B)    Which two sports/games are not Olympic ones? (floorball, yoga)

C)    Which two new events have been added to the 2016 Olympic? (rugby and golf)

D)    Which five sports will be added in 2020 summer Olympics in Tokyo if the IOC agrees on that? (basketball/softball, karate, skateboard, sports climbing, surfing)

E)     Divide a classroom into two teams. Each team take turns and picks up a sport and mime for other team to guess. One point for each correct guess.

6. Refugees for the Olympics

Through watching videos teacher will introduce the background of some athletes that once fled from their countries to escape political or other repression. Despite their roots and difficult beginnings in the foreign countries, they were able to make it to the Olympics. We will have a look at their extraordinary life stories at https://www.theguardian.com/media/2016/aug/11/adverts-refugees-rio-2016-unhcr-olympic-visa

TASK>

  1. Watch the first Nike add and write down as many sports as you hear or see. Individual work. The longest list is the winner. Watch it twice.
  2. Watch the third short Visa add. It is about one young lady – a heroine refugee. What do you think is the story behind?
  3. In this story, what is the message? Are athletes competing for themselves, or rather for their countries they came from? Or perhaps, something else?
  4. Read this motto: Instead of running from something, now there is something to run towards.

What does it suggest about the Olympic games?

Watch the second add from the United Nations High Commissioner for Refugees.

Optional follow-up: You can read more about Yusra Mardini’s story here: https://www.theguardian.com/sport/2016/mar/18/syria-rio-refugee-yusra-mardini-olympic-swimming for homework.

7. What did the McLaren report tell us?

Source: http://www.bbc.com/sport/olympics/36878983

Pre-reading activities:

TASK>7a. Have you heard about the ban on Russian track and field athletes?

In your opinion, how is this possible?

TASK>7b. Watch this You Tube video with the theme: Russian doping scandal: how did we reach this point? where there are some years mentioned uncovering the history of this creeping phenomenon.

Vocabulary help: URINE SAMPLES 

TASK>7c. Write your suggestion what these numbers below represent. While second listening, fill in the gaps:

7___________________________

71__________________________

80%________________________

23_________________________

Solution:
7 – The no. of Russian athletes suspended for providing fake urine samples.
71 – The London Olympics is known as the clean Olympics and there were 71 medals distributed.
80 % – In 2015, 80 % of Russian medals were suspicious.
23 – Number of London athletes who failed re-tests, 8 of those were Russians.

TASK>7d. Read this short testimony issued by the World Anti-Doping Agency.

Commissioned by the World Anti-Doping Agency, it looked into claims by Grigory Rodchenkov, the ex-head of Russia's national anti-doping laboratory.

He alleged he doped dozens of athletes in the run-up to the 2014 Winter Games with the help of the Russian government, which exploited its host status to subvert the drug-testing programme.

Rodchenkov, now in hiding in the United States, also alleged that he doped athletes before the 2012 Games in London, the 2013 World Athletics Championships in Moscow and the 2015 World Swimming Championships in Kazan.

Task>7e. Write the summary of this text in one paragraph, using your own words. 

Task>7f. Pair work.Put sentences below in the correct order:

  • A. The bottle, now containing drug-free urine, is passed back into the laboratory to await testing.
  • B. At the Games, athlete gives urine samples watched by independent doping control officer – as usual
  • C. Athletes resumes doping
  • D. Ahead of the Games, athlete gives clean urine sample when performance enhancing drugs are not in system
  • E. The tamperproof lids are removed in a manner which does not break the seal and the contaminated urine is replaced with the athlete’s defrosted clean sample
  • F. Russian authorities store it in freezer
  • G. The samples are smuggled out of the laboratory at nigh through a “mouse hole” between rooms and taken away by an FSB agent disguised as a sewer engineer

 (Solution>1.D, 2.F, 3.C, 4.B, 5.G, 6.E,7.A)

8. Interview with the Olympionics

TASK>Form groups of 3. There will be two interviewers and one sportsman/sportswoman.

Task for journalists: prepare a script of questions and possible answers about how the interview will go. It is important for a journalist to know the aim of the interview, what idea you want to end it with? Then you can structure your questions and content leading toward this. It is the art of good interview to make an interview with one topic throughout and not to deviate by the content of interviewee’s answers. Be as natural as possible, and you may react to his/her answers adequately to ensure a smooth interview flow. Refer to the MY FIRST INTERVIEW record sheet.

Task for an interviewee: choose an athlete and the sport you are most familiar with. For your preparation, try to google as much information as possible from the athlete’s personal biography in connection with the sport he/she represents. You may want to note down some interesting facts about his/her life because those you might be asked by the journalists.

9. Video recordings' evaluation

Self-assessment grid

NAME:

 SATISFIED

 PARTLY SATISFIED

DISSATISFIED 

I used the camera equipment safely and handled it individually with care.

 

 

 

I agreed on my team role and organized my piece of work effectively.

 

 

 

I helped to create a positive atmosphere during a media- style interview with an athlete. I used appropriate timing in order to gain most of the information from the athlete.

 

 

 

I could ask and answer clearly with ease, using correct intonation and used pauses when appropriate. 

 

 

 

I prepared for an interview using internet finding facts about the athlete’s life.

l was able to prepare the structure of the interview and set of questions that would lead to an interesting ending. 

 

 

 

I was able to interact with interview/interviewee both verbally and non-verbally with ease.

 

 

 

I learned a lot of new vocabulary.

 

 

 

I enjoyed the role-play, being a journalist or a famous sportsman.  We had fun!

 

 

 

10. Conclusion

Teacher elicits answers from students to do a lesson summary: What have you learnt today? What was old for you, what was new? What are you dis/satisfied with? 

Secondly, the assessment is mostly individual work and is done in two steps. First each student fills in the table below. Second step is to have more thorough view on how this lesson has built ‘my own language competences’. For this, students are welcomed to fill in the online European Language Portfolio at www.ejp.rvp.cz. (Remark: The ELP should be an integrated part of English lessons that help a learner on his life-long language learning journey.)

Thirdly, students comment on video recordings and vote for the best interviewers and the sportsmen whose answers were interesting or the best fit to the interviewers’ questions.

Summary and closure.  Homework distribution.

Students' overall self-assessment grid

NAME:

 YES

PARTLY YES

NO 

The doping scandal and other information in the lesson were new for me.

 

 

 

It was difficult to work with the article about Michael Phelps.

 

 

 

I had difficulties with understanding the video sections.

 

 

 

I had difficulties in speaking activities, namely………...

 

 

 

It was easy for me to do these activities: numbers:…., …., …., …..

 

 

 

Now, I am pretty confident in talking with a sportsman/sportswoman.

 

 

 

This lesson inspired me to be more active in my free time – who knows I could  compete in the Olympics one day.

 

 

 

I can speak about hypothetical situations with ease.

 

 

 

I actively participated in all activities in the Rio Summer Olympics lesson.

 

 

 

 

 

 

 

 

 

 

 

Přílohy:
NáhledTypVelikostNázev
doc63 kBMY FIRST INTERVIEW record sheet
Anotované odkazy:
Příspěvek nemá přiřazeny žádné anotované odkazy.
Přiřazené DUM:
Příspěvek nemá přiřazeny žádné DUM.
Přiřazené aktivity:
Příspěvek nemá přiřazeny žádné aktivity.
 
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Publikován: 26. 06. 2018
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Jak citovat tento materiál
ŠMÍDOVÁ, Tereza. Etické otázky ve sportu – the Summer Rio Olympics. Metodický portál: Články [online]. 26. 06. 2018, [cit. 2018-11-14]. Dostupný z WWW: <https://clanky.rvp.cz/clanek/c/g/21109/ETICKE-OTAZKY-VE-SPORTU---THE-SUMMER-RIO-OLYMPICS.html>. ISSN 1802-4785.
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Komentáře
1.Autor: Recenzent1Vloženo: 26. 06. 2018 09:17
Autorka nabízí inspiraci do hodin AJ s využitím autentických materiálů ze sportovního prostředí. Článek přináší aktivity podporující rozvoj všech jazykových dovedností.