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| 3/15/2010 |  | |||||
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The Paralympics
This unit should take 3-6 hours, depending on time and interest. It is designed for intermediate level students age 12 and above. Objectives Students will: Materials to Print Activities Activity I: Vocabulary (20 minutes) Read the following athlete profile to students: "Jillian Donnelly is a high school senior in Washington, D.C. She plays softball, soccer, and basketball, and was selected as an All-American volleyball player. Jillian also has a black belt in karate." Ask students what they think of Jillian and to describe her. Write their comments on the board. Then tell them that Jillian is deaf. Ask if their opinions have changed at all. Now have students brainstorm other words associated with disabilities. Write them on the board. Hand out Printout I and go over it with the class. Next, introduce the Paralympic Games to students. Here is some useful information. 1. This year 4000 athletes compete/competed in Sydney, Australia, from October 18. 2. The summer Paralympic sports are: archery, athletics, boccia, cycling, equestrian, fencing, goalball, judo, lawn bowls, powerlifting, sailing, shooting, soccer, swimming, table tennis, wheelchair basketball, wheelchair rugby, wheelchair tennis, and volleyball. 3. The winter Paralympic sports are: alpine skiing, cross-country skiing, ice sledge hockey, ice sledge racing, and wheelchair dance sport. Activity II: Reading (20-25 minutes) Have students read Printout II and answer the questions. Discuss the reading and answers. Activity III: Grammar (20-30 minutes) Across the top of your board, as column headings, write VERB, PREPOSITION, GERUND (or -ING). Under VERB write the following: succeed, dream, insist, be good. Elicit gerunds from students from different verbs (or just think of your own) and write those in the appropriate column. Now ask students which prepositions are used with each verb before the gerund (in, of, on, and at, respectively). Once the verb phrases on the board are complete, start the practice ball rolling by asking a student something like, "Noor, what are you good at doing? Are you good at swimming?" After she answers, have her ask another student a question using one of the verbs from the board, and so on around the room. Next, go back to the board and write these headings across the top: VERB, OBJECT, PREPOSITION, GERUND. Under VERB put prevent, warn, keep, support. Next elicit objects (me, someone, my brother) and gerunds and write those up. Finally, ask students which prepositions go with the verbs (from, against, from, and in, respectively). Practice as before. Hand out Printout III and have students complete the sentences. If you like, you can have them discuss their answers in pairs or small groups before going over them as a class. VERB / PREP. / GERUND suceed dream about going to be good VERB / OBJECT / PREP. / GERUND prevent me from seeing warn support Activity IV: Reading (20-25 minutes) Have students read Printout IV and answer the questions. Discuss the reading and answers. Activity V: Creative Writing (30 minutes) Have students write about one of the following: 1. How would your life change if you couldn't see/hear/walk? What things would not change? 2. Which ability do you think you would have the hardest time living without and why? |