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Monday, July 16, 2012

The Olympic Games


The Olympic Games

"As in the daytime there is no star in the sky warmer and brighter than the sun, likewise there is no competition greater than the Olympic Games."Pindar, Greek lyric poet, 5th century BC

Origins

The ancient Greeks first had the idea of getting men together every four years to hold and witness sporting events (in those days women did not participate, though they had their own, independent, events). The idea was to have the best athletes from all over Greece gather in one field and compete every four years. All wars and fighting had to stop while the athletes and their supporters came together in the town of Olympia for a few days to compete in a few events, mostly related to warfare (throwing the javelin, running, wrestling, boxing and chariot racing).
The first written reference to the Games is 776 BC. They lasted until 389 AD. The idea of having the modern Games was suggested in the mid 19th century but they weren't a world event until 1896. Besides being postponed because of wars, they have been held since then every four years in different cities around the world.

Symbols

The Olympic Games have many important symbols that most people recognize. The five rings that appear on the Olympic flag (coloured yellow, green, blue, black and red) were introduced in 1914. They represent the five continents of Africa, the Americas, Australia, Asia and Europe. The flag is raised in the host city and then flown to the next one where it is kept until the next Games. The Olympic torch, a major part of the ancient Games, was brought back in 1928 and is carried with great fanfare and publicity to the host city where it lights the burning flame of the Games. It is kept burning until the close of the Games. The torch symbolizes purity, the drive for perfection and the struggle for victory.

Music

The rousing Olympic anthem is the simply named "Olympic Music" by John Williams, who wrote it for the 1984 Olympics, held in Los Angeles. What you hear first are the forty or so notes played on horns which form the "Bugler's Dream" (also called "Olympic Fanfare") by Leo Arnaud, first played in the 1968 Gam
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Bad reasons for using games in an adult class


  1. Killing time - A good language learning game has a clear purpose and finishes whenever students could more usefully move onto something else. If you think your teacher is making you play games when these two things are not true, for example by making you play a game again when you got a perfect score the first time, then you could ask the school manager/ head teacher if the teachers could clearly explain the reason for each game before you are asked to play it.
  2. Learning just like kids - Although adults can learn a lot from how kids naturally pick up a language, the adult brain is very different from a child's one and a class that made children learn the language quickly is not usually one that would work perfectly for adults without some changes. If your teacher seems to be making the assumption that you should learn just like children, then it might be worth asking him or her to explain their language teaching philosophy to you.
  3. The teacher just want to try something new - This is a difficult one to judge as a teacher who is always trying new ideas to make better and more interesting classes is usually a good teacher- but that does not always mean that the new game will make the best possible lesson for you today. If you think your teacher is being too experimental with your class, a good way to approach this is to suggest what things you would be happy to do again with comments like "I really enjoyed..." and "Before the test could we ... again?"
  4. It's fun for the teacher - Teachers are human too and want to have fun in their jobs sometimes, but the teacher is only one of the people in the class and if the majority of students agree that a game is useless it might be a good time for you to finish the game off quickly and show that you want to move on by opening your book etc.
  5. The teacher thinks smiling faces means happy students - Many teachers are surprised when a student who was smiling, laughing and taking part in games later complains about that game or that there are too many games in class. If you enjoy the games but don't think they are useful, it is worth explaining exactly this to the teacher rather than saying that you "don't like games".
  6. The teacher doesn't know what else to do - Many English teachers are trained to use games and if the school tells them to stop using them it can be very difficult to think of other interesting and motivating ways of practicing the language. If you have specific ideas for what you could do in class instead, for example something that you did in another class, suggesting this to the teacher or school manager might help them come up with suitable ideas.

Good reasons for using games in an adult class


  1. More drilling/ controlled practice - There is a limit to how many times you can repeat the same grammar or sentence before your brain switches off. With some games, however, it is possible to repeat the same language many more times in interesting ways and so improve your ability to produce next time you have a real conversation in English.
  2. Fun and memory - When you are having fun the language that you hear and use is more likely to make an impression on your memory and so be easy to recall in the future.
  3. Class spirit - Many classroom games help students to get to know each other and learn to work together. The team spirit this produces improves your motivation to come to class and do your best, and so helps increase your English skills.
  4. Knowing when you are doing well - When you are speaking a foreign language it is very difficult to know when you are speaking well and when you are speaking badly. In a game with points it is much clearer when you have done well.
  5. Warmers - Sometimes you need waking up before your brain is ready to absorb new language, and the best way of doing this is usually with a short game.
  6. Using different parts of your brain - Normal classroom learning usually uses your memory quite a lot for vocabulary learning etc, and also sometimes uses the logical parts of your brain for things like working out grammar rules. If you can also engage other parts of your brain with things like drawing, hand eye coordination and music, this will help you learn the language more fully. The easiest way of bringing these things into class is usually language games.

Sunday, May 27, 2012

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Sunday, April 8, 2012

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