It's All About Sports!

Working with
short films We are going to watch two short videos related to extreme sports.
A) Answer the questions.
1) Have you played any sports? 2) Do you watch any? 3) What is your favourite?
B) How many sports do you know in English? Complete the chart in pairs in two minutes.
WITH A BALL WITHOUT A BALL
Volleyball Boxing

TOP 5 MOST DANGEROUS SPORTS

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C) Watch the video at: https://www.youtube.com/watch?v=-45yCDycHJc.
D) Tick the activities that you could see in the video. Check out online those you don’t know.
1) Downhill longboarding 5) Scuba diving 9) Hang gliding
2) Zorbing 6) Kitesurfing 10) Wingsuit flying
3) Cliff jumping 7) Wave surfing 11) BASE jumping
4) BMX 8) Parkour 12) Canoeing
E) Match the definitions to the corresponding extreme sport (there is an extra option).
a) Downhill longboarding 1) This activity includes a parachute and consists of jumping from fixed objects.
The acronym “B.A.S.E.” stands for: Building, Antenna, Span, Earth – the four
b) Cliff jumping categories of objects from which a B.A.S.E. jumper can jump.
c) Wave surfing 2) This sport involves jumping off cliffs that are 10, 15, 20 meters tall. Divers just
wear a basic swimsuit.
d) BASE jumping 3) When doing this activity, people wear a wingsuit, which allows them to steer
e) Wingsuit flying their direction of travel and to spend a long time in the air.
4) For this sport, people use longboards to reach very high speeds. It is
extremely dangerous, particularly when there is a crash.

TOP 10 EXTREME SPORTS

F) Watch the video at: https://www.youtube.com/watch?v=WDKc6z4LRgQ and put the sports from the
box in the order they are mentioned (from 10 to 1).
volcano surfing motocross free climbing highlining
(steep) creeking wingsuit flying skateboarding
bull riding ice climbing ice cross downhill
G) Answer each of the questions with one of the sports seen.
Which sport is…
1) …the scariest? 3) … the most amazing? 5)… the most boring?
2) … the most dangerous? 4) … the most insane? 6)… the most intense?
H) In groups, answer these questions.
1) Would you do any of these extreme sports? Why/why not?
2) What do you think people feel when doing them?
Sources and References:
https://extremefreestyle.wordpress.com/2008/05/24/list-of-extreme-sports/
http://activecities.com/blog/extreme-sports-listed-from-intense-to-insane/
6. skateboarding, 5. (steep) creeking, 4. ice cross downhill, 3. motocross, 2. free climbing 1. wingsuit flying.
KEY: D) 1), 3), 7) 10), 11); E) a) 4, b) 2, c) extra, d) 1, e) 3; F) 10. bull riding, 9. volcano surfing, 8. ice climbing, 7. highlining,
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 T his lesson plan based on
the Aztec Language is
aimed at students at
A1+/A2 level. Students
will read an online entry, break a
code to find illnesses, and write a
story using glyphs.
You will find on page 17 and on
downdoable pages from
www.ediba.com. In activity A
students will read a Wikipedia entry
and find Mexico in a world map.
Then, using symbols, they will break a
code. You can revise illnesses before
doing the activity, or use it as a
warmer to introduce the topic. For
activity C, students will work in
groups. First, they will think of
possible words used in telling stories,
then, they will make dice to play a
game.
diseases,
The original Aztec language (Classical Culture:
and broken bones were highly
Nahuatl) was not really written in an An Overview”. University of Arizona.
effective and the early Spanish
alphabet but a series of glyphs. Some Last retrieved in February 2017 from
invaders quickly abandoned Spanish
of them are used in the dice on the https://goo.gl/JePTS6
doctors for Aztec medical specialists
downloadable page. When showing
who were seen as having superior Carla Allende
the motion symbol, you might write
methods”. Smith, M., 2006. “Aztec
on the board a list of options by
eliciting language from students, for
example, walk, crawl, run, fly, jump,
hop, slither.

How to play:
Each student in the group should roll
the dice and make a sentence with
those symbols/words. Every sentence
made in the group should be part of
the same story. Remind students to
use the sequencing words they listed
in the previous activity. You may want
to let students use present tenses.
Before students play the game, show
them with the dice what they should
do.

Extra information:
“Aztec concepts of health and
medicine were based on religious and
magical beliefs, medical practice was
based on empirical knowledge.
Treatments for wounds, many
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 Level: A1+/A2 Age: Teenagers

Health and Aztec Language Games

A) Read this definition from Wikipedia and find Mexico on a world map.
Nahuatl (English / n w təl/: Known historically as Aztec, is a language or group of languages of the
Uto-Aztecan language family. Varieties of Nahuatl are spoken by an estimated 1.5 million Nahua peoples, most
of whom live in central Mexico.
B) Here you have a Nahuatl adaptation, after the Spanish influence. Use the symbols to read the letters and
decode the messages.

A B C D E F

G H I J K L

M N O P Q R

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S T U V W X

Y Z

1)

2)

3)

4)

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 Level: A1+/A2 Age: Teenagers

Health and Aztec Language Games

5)

6)

7)
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C) A story.
1) What phrases are used to begin and end a
story? What words are used to mark a sequence
of events? Which phrases are used when a
conflict come up? Make a list and share.
2) Tell a story using Aztec symbols. Cut out the
dice, make it roll and begin a story. Then, another
partner adds to the story until the group reaches
the end. Try out different combinations. Use the
phrases from 1.

I've got a sore throat. C) 1) Once upon a time / Once in … / One day…, Later / After a while / Later that day, But the problem is that…, Finally.
KEY: B) 1) I've got a stomachache. 2) My leg hurts. 3) I've got a fever. 4) I need a doctor, please. 5) I've got bruises. 6) I've got a toothache. 7)

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 Level: A1+/A2 Age: Teenagers

Health and Aztec Language Games

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 Project on
I n this section, I will
share a project connected
to slavery and human
trafficking. This project is
aimed at teenagers at secondary
school. The idea is to connect slave
trade to other forms of it which are
present in the 21st century such as
human trafficking, child labour,
among other examples.
In the first class of this project, We
aim at raising awareness of what
slavery is and its consequences.
Students work in groups analysing a
slave's narrative. The idea of doing
this task is to foster empathy on
students towards the victims.
Alongside this objective, students also
learn specific vocabulary present in
the narrative and work on process
writing while replying letters to this
victim.
In the second class of this project,
students work in groups brainstorming
and thinking about other forms of
slavery in the 21st century. The central
issue of this class is to make students
realise that slavery is not over yet,
since there are many people
kidnapped and forced to do things
which they do not want to. In this
lesson, they also take action against
slavery. Therefore, they work
collaboratively making use of ICT to
create videos whose aim is to raise
awareness on the importance of
freedom and respect for human rights.
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Slavery and
By taking part in this project,
students are expected to:
7 express their opinions about slavery
and its consequences.
7 use English to communicate their
ideas.
7 develop their reading and writing
skills.
7 take part in group and whole-class
debates.
7 develop higher-order as well as
lower-order thinking skills.
7 read and understand the different
genres included in the present project.
7 make use of the linguistic
exponents they have already learnt to
express their ideas as accurately as
possible.
7 learn and respect human rights.
Contents
Lexical exponents:
7 Specific vocabulary associated with
slavery and trafficking.
7 Specific vocabulary connected to
human rights.
7 Typical vocabulary found in slaves'
narratives.
Grammatical exponents:
7 Use of should/shouldn’t, to give
advice on how to stop slavery on a
worldwide scale.
7 Past simple tense to explain the
history of slavery.
7 Other necessary structures for
students to carry out the tasks
successfully.
Class 1:
Misconceptions about
slavery.
Start the class presenting the topic,
and ask students to discuss in groups
what being a slave meant in the past.
Students share their ideas with the
class. Then, working in pairs, tell
them to complete these sentence
beginnings:
a. If you were a slave, you…
b. A slave couldn’t…
Tell students to do activity A on page
30 in which they have to think what
questions they would ask a slave in
the 16th or 17th century.
Ask students to read the text on
activity B and answer the questions.
They are reflection questions, so there
would be no absolute answers. Tell
students that a slave narrative is a
literary work that is composed from
written accounts of African slaves in
Great Britain and its colonies.
Students work in pairs or groups of
three and write a letter in reply to
the woman’s narrative.
Have students exchange letters and
reply to them as if they were the
woman in the narrative.
Human trafficking
Class 2:
Slavery is not over yet.
Start the class revising what was done in the previous
lesson. Tell students to work in groups to answer the
following questions: Do you consider that humanity has
overcome slavery? In what ways are people deprived of
their freedom nowadays?
In the same groups, students make a mind map
including examples of slavery in the 21st century.
Students can do an online research to find more
information. Share students’ reflections and concepts as
a whole class. Show students the video about human
trafficking at
https://www.youtube.com/watch?v=dqCSgCDGNT8.
Tell them to do activity C.
Invite students to organise a campaign to raise
awareness on the importance of freedom. Tell them to
broadcast a short video in which they explain the
dangers that slavery brings about to humanity.
Encourage them to edit their videos, including captions
and background music. If students are enthusiastic
about it, they could upload their videos to an online
platform or channel for people around the world to see
and listen to what they have researched about.
Resources needed to carry out this project:
7 Sheets of paper and pencils.
7 Blackboard/Whiteboard.
7 Chalk/Marker.
7 Overhead projector.
7 Netbooks/Notebooks for students to work on editing their
videos.
7 Mobile phones to record their videos.
7 Internet connection (preferable).
7 Worksheets containing copies of the tasks designed.
All in all, the present project not only aids the development
of language learning, but also fosters values such as
empathy, tolerance, respect and freedom. It is essential not
only to educate the mind but also the heart of students and
let them take action against acts which neglect and violate
human rights.
Yesica Galliano
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 Level: A2 / B1 Age: Teenagers/ Adults

Slavery and Human Trafficking

A) Imagine you have the chance to write a letter to a slave.
What questions will you ask them? What do you think the
answers might be?

B) Read the following slave narrative and answer the questions

below.
One day my owner complained he needed more money so
he decided to sell all my family: my husband and children.
Then he laughed at me and I went so crazy that I spit in
his face... I was never beaten so hard before. He poured
lemon juice in all my cuts. I cried out loudly in pain for
all my family and myself as well.

1) Why did the slave owner complain?

2) What did he do in order to get money?

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3) What was the woman’s reaction?
4) What did her boss/owner do to her?
5) What would you have done if you had been in the woman’s shoes?
6) How would you feel if you were deprived of your liberty?

C) Watch the video about human trafficking at

https://www.youtube.com/watch?v=dqCSgCDGNT8 and answer the
following questions critically:

1) Can you find any connection between this video and slavery?
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2) What human rights are violated when people are deprived of
their liberty?
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3) Do you agree with the author that “there are more slaves today
than ever before in history”? Why? Why not?
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