Teaching notes and ideas – full version
Name of resource:
EAL Nexus
Olympics ancient and modern
Age group(s)
Subject(s)
8 to 11
History
Topic
Language Level
Ancient Greek Olympics
Intermediate/Advanced
Description of resource
 Introductory visuals
 Matching cards
 Fun facts activities
Preparation needed
You will need:
 visuals to show vocabulary on the interactive whiteboard
 a copy of the matching cards for each pair/group of learners
 copies of Venn diagram and/or T-chart as required
 an empty answer grid for each learner in the class
 a small information card for each learner in class.
You will need to:
 display the new vocabulary picture cards on the Interactive white board or print
off
 print off and cut up the matching cards, one set of cards for each group of three
 print copies of Venn diagram (enlarged to A3), T-chart as required
 print off and cut up enough information cards and an empty answer grid for
each learner.
Curriculum objectives
 To learn about the differences between the ancient and modern Olympics
 To learn about the legacy of Greek culture on modern Britain
Language/Literacy objectives
Functions
Structures
Comparing and
contrasting
 Whereas/while/but/although
 Both/Only …
 However/On the other hand
This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals
© British Council 2015
EAL Nexus
Explaining
 The ancient Olympics were …
 The modern Olympics is/are …
 … is/are/were used/allowed/unknown/carried over
…
Describing
 This is a …
 The (wo)man is ___ing. The (wo)men are ___ing.
Asking and answering
questions
 What/Where/Which …?
 Do/Did …?
 Are/Were …?
Vocabulary
ancient, modern, javelin, discus, wrestling, chariot racing, Mediterranean, water
polo, rifle shooting, soccer, yacht racing, running, horse riding, chariot racing,
long jump
This resource could be used:
 with the whole class
 as differentiation within class for an individual or group of EAL learners
 one to one or small group working with a teaching assistant in advance of a
lesson on this topic
Ideas for using the resource
What to do
Introductory visuals
 Pre-teach vocabulary using the vocabulary visuals.
Show the first picture on the white board. Point to the picture and give a
definition. Ask learners to ‘pair talk’ to identify a possible answer and feedback.
Learners could discuss which of the sports they like/have seen or have tried.
 Elicit compound and complex sentences using ‘but’, ‘whereas’ and ‘although’.
o Show picture of the chariot race and ask what sports were included in the
ancient Olympics. Write up the sentence under the picture, e.g. ‘The ancient
Olympics included chariot races.’
o ‘Do they have chariot races in the modern Olympics?’ ‘No.’
Write up ‘They don’t have chariot races in the modern Olympics.’ Put it next to
the first sentence.
o Demonstrate how to join the sentences, e.g. ‘Chariot racing was included in
the ancient Olympics but/while/whereas it is not included in the modern
Olympics.’
This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals
© British Council 2015
EAL Nexus
Fun facts activity
 Give each learner a small information card and an empty matrix sheet. Ask
learners to read their information card without showing it to anyone, and fill in
the relevant box in the grid.
 The aim of the activity is to complete the empty grid. To complete the rest of
the grid, they need to ask other learners in the class the questions on the grid.
They can do this by walking around the class. They are not allowed to look at
each other’s cards. They could complete the grid with full sentences or with
notes.
 Learners check their answers from the completed grid shown on the
interactive whiteboard and make any corrections.
 Then they could make compound sentences using the information, e.g.
‘Women were not allowed to take part in the ancient Olympics whereas
they are now.’ They could say this in pairs or write sentences. You could
demonstrate this as part of a plenary.
The T-chart could be used to sort the ancient and modern cards and match up the
corresponding cards. Then learners could then compare the information and make
compound sentences, either for writing or speaking.
Matching cards
 Learners match the words to the pictures, either with all cards upturned or as a
pairs cards game by turning over two at a time. To make the match or win a
pair learners must make a correct sentence, e.g. ‘This is a sport in the
modern Olympics whereas this is a sport in the ancient and modern
Olympics’ or ‘The women are playing soccer’.
 Learners could use the Venn diagram to order the sports according to when
they were or are played. The Venn diagram needs to be A3 size, or learners
could draw the diagram on a large piece of paper and stick the cards onto it.
Other ideas for making the best use of this resource
 Learners could sort matching cards in different ways, e.g. according to type of
event – throwing, jumping, racing, etc.
Possible extension activities
 Learners could make matching cards for other events, possibly adding events
they would like to be included in the Olympics and justifying why.
This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals
© British Council 2015