Norma Masenga

Emanuela Simoncini

Argomento e obiettivi del testo
 Ready, set, go! è un corso di inglese specialistico per gli studenti dei corsi a indirizzo Sportivo e, più in generale, per coloro che operano nel campo delle Scienze motorie e delle discipline sportive che hanno l'esigenza di utilizzare la lingua inglese come strumento di studio e/o di lavoro in questi settori.
 
 I contenuti, veicolati attraverso testi di livelli di diversa complessità, vengono esplorati utilizzando le quattro abilità in modo omogeneo ed integrato. Il testo dà inoltre grande importanza alla pratica linguistica attraverso attività che agevolano la revisione e la ripetizione dei contenuti studiati, favorendone l'apprendimento e l'interiorizzazione.
 I brani offrono un assortimento di stili, registri e livelli di difficoltà, e sono tratti da fonti diverse ed autentiche: libri e manuali, riviste e quotidiani online e siti web, anche specialistici.
 
 Il testo si propone di:
 
 <ul><li>far acquisire le competenze necessarie per comprendere testi che presentano termini, espressioni, strutture sintattiche e modalità discorsive specifiche del linguaggio settoriale;
</li><li>migliorare le capacità di ricezione e produzione orale e scritta;
</li><li>consolidare abitudini grammaticali corrette;
</li><li>incoraggiare l'autonomia linguistica e la soluzione di problemi;
</li><li>stimolare l'interesse e la partecipazione attiva degli studenti, dando spazio alla loro esperienza personale e a problematiche di attualità.
</li><li>contribuire a sviluppare la riflessione su temi di cittadinanza e sui valori dello sport.
</li></ul>
 La struttura
 Ready, set, go! è diviso in otto Moduli, ognuno dei quali ripartito in un numero variabile di Unità.
 I primi tre Moduli trattano gli sport più comuni, presentandone le origini, le regole, le attrezzature e i protagonisti; i moduli successivi approfondiscono il campo delle discipline sportive e propongono spunti interdisciplinari: storia, filosofia, fisica, diritto ed economia dello sport, educazione civica.
 
 Ogni Unità è suddivisa in brevi capitoli su due pagine – teoria ed esercizi – per favorire sia uno studio più parcellizzato, sia la scelta antologica da parte dell'insegnante.
 
 Brevi link arricchiscono i brani per consentire una maggiore interattività. Si tratta di curiosità, ampliamenti, rimandi, attività o mini-approfondimenti che hanno l'intenzione di favorire una lettura più interessante ed offrire spunti di riflessione o interazione. Un ricco apparato iconografico correda i brani di lettura, per ognuno dei quali è previsto un esauriente glossario.
 
 Al termine delle unità dei primi tre Moduli dedicati all'approfondimento di specifici sport, l'ultima pagina propone un articolo di giornale che commenta una performance in quel settore. L'obiettivo è quello di avvicinare alla lingua utilizzata da esperti e giornalisti per fare cronaca sportiva.
 
 Al termine di ognuno dei primi sette Moduli, ricorrono le seguenti rubriche:
 
 <ul><li>People: personaggi del passato e del presente che si sono distinti nelle discipline sportive o nell'ambito dell'argomento trattato;
</li><li>Case study: presentazione di un argomento di attualità collegato ai contenuti introdotti, tratto da fonti autentiche e corredato da esercizi mirati anche all'approfondimento e alla discussione;
</li><li>Clip: brevi filmati tratti da opere cinematografiche;
</li></ul>Infine, l'ottavo e ultimo Modulo, presenta le seguenti sezioni:
 
 <ul><li>Safety and First Aid: suggerimenti per allenarsi in sicurezza e tecniche di primo soccorso;
</li><li>Glossary: un esauriente glossario che riprende i lemmi specifici e ne fornisce una traduzione o un'immagine rappresentativa.
</li></ul>
 Contenuti digitali integrativi
 
 <ul><li>Video per attività di listening e speaking
</li><li>Tracce audio in formato mp3
</li><li>Schemi e mappe interattive
</li><li>Testi per attività di approfondimento e di esercitazione
</li><li>Schede di civiltà comparata UK vs US
</li></ul>Teacher's Book. Disponibile sia in formato cartaceo sia digitale.
 
 <ul><li>Programmazione didattica / Piano di lavoro
</li><li>Didattica inclusiva e BES
</li><li>Agenda 2030
</li><li>Test di verifica di tutte le Unità, in formato editabile
</li><li>Soluzioni degli esercizi e note didattiche
</li><li>Audioscript delle attività di ascolto e dei video</li></ul>

MODULE 1 – TO PLAY…

Unit 1.1 – Football

The history of football

Organisation and main tournaments

Playing by the rules

Highlights of a football match

Unit 1.2 – Basketball

The origins of basketball

Organisation of basketball around the world

Basketball rules

Highlights of a basketball game

Unit 1.3 – Tennis

The early days of tennis

Tennis around the world

Playing tennis

Highlights of a tennis game

PEOPLE

CLIP FILM – King Richard

CASE STUDY – The tragedy of Grande Torino

MODULE 2 – TO GO…

Unit 2.1 – Swimming

How swimming became a sport

Basic strokes in swimming

Swimming competitions

Highlights of a swimming competition

Unit 2.2 – Horse-riding

How a means of transport became a sport

Olympic horse-riding disciplines

Non-olympic disciplines and horse-riding equipment

Highlights of an eventing competition

Unit 2.3 – Skiing and snowboarding

Early days

Alpine ski racing

Nordic disciplines, freestyle, and snowboarding

Highlights of a skiing competition

CLIP FILM – The swimmers

CASE STUDY – Venues after the winter Olympics: the case of Torino 2006

MODULE 3 – TO DO…

Unit 3.1 – Athletics

The history of athletics

Running and walking events

Jumps and throws

Highlights of running championships

Unit 3.2 – Gymnastics

The history of gymnastics

Artistic gymnastics

Rhythmic and aerobic gymnastics

Highlights of gymnastics

Unit 3.3 – Martial arts

What are martial arts?

Karate and judo

Other martial arts

Highlights of judo

CLIP FILM – The Next Karate Kid

CASE STUDY – Italian national rhythmic gymnastics team

MODULE 4 – PHYSICAL EDUCATION

Unit 4.1 – Training

The features of training

The phases of a training session

Training in sports

Train your mind as well as your body

Unit 4.2 – Coaching

The principles of coaching

Roles and responsibilities

Planning a coaching session

Avoiding risks and ensuring safety

Unit 4.3 – Refereeing

Duties of a referee

Referees on the field

Instruments for refereeing

CLIP FILM – Bend it like Beckham

CASE STUDY – Olympic female gymnastics coach fired after abuse charge

MODULE 5 – SCIENCE AND PHYSICS

Unit 5.1 – Anatomy

Physiology and the structural organisation of the body

The skeletal and muscular systems

The nervous and endocrine systems

The cardiovascular and respiratory systems

The digestive and urinary systems

The reproductive system

The sensory systems

Unit 5.2 – Motor skills

Coordination

Balance

Strength

Mobility

Speed

Endurance

Unit 5.3 – Health

Health education

Weight and health

Eating disorders

Addictions

Unit 5.4 – Nutrition

The basics of nutrition

Proteins and carbohydrates

Fats, vitamins, and minerals

CLIP FILM To the Bone   DIRECTED BY: Marty Noxon   COUNTRY: United Stated   RELEASE DATE: 2017   STARRING: Lili Collins (Ellen), Keanu Reeves (Dr Beckham), Carry Preston (Susan   Ellen s stepmother), Maya Eshet (Pearl), Alex Sharp (Luke) SYNOPSIS To the Bone is a drama  lm that follows the emotional and physical journey of a young woman  ghting against anorexia. Ellen, a 20-year-old with a history of eating disorders, has gone through several treatment programmes with little success. Ellen uses sarcasm and a biting sense of humour to avoid dealing with the worries of her dysfunctional family: her father is distant, her mother is absent, and her stepmother is perceived as intrusive, even if she tries to take care of Ellen. Ellen s health continues to get worse, and after being dismissed from another treatment centre, she is  nally admitted to a special residential programme for young adults. The centre is run by Dr Beckham, an unconventional and enigmatic doctor known for his unorthodox but compassionate approach to treating eating disorders. At the centre, Ellen meets the group of residents, each of them facing their own eating disorder challenges. Among them is Luke, a ballet dancer with a lively personality dealing with both his recovery and a severe injury that will put an end to his career. As Ellen navigates the complexities of friendship, trust, and self-worth within this supportive and struggling community, she begins to confront the psychological origins of her disease. Through moments of vulnerability, confrontation, and slow and dif cult recovery, the  lm explores themes such as identity, control, and the desire to be accepted. The  lm doesn t offer solutions, but it portrays the messy, painful, and hopeful aspects of recovery, emphasising the importance of empathy, resilience, and human connection in the long path to healing. BEFORE WATCHING 1 After reading the synopsis, answer the questions. 1. What is the main focus of the  lm To the Bone? enter after being dismissed from another centre? 2. How does Ellen deal with the emotional stress from her family? 5. Who is Dr Beckham, and what is his approach to treating eating disorders? 3. Why is Ellen s family described as dysfunctional? 6. What themes does the  lm explore in relation to Ellen s recovery journey? 4. What kind of treatment programme does Ellen 2 O R D W S Match each expression you will hear with its de nition. 1. To be focused 2. To get tubed 3. Drip 4. To crosstalk 5. To kick in 6. Numbing 188 ScIENcE ANd PhYSIcS a. b. c. d. e. f. To start working or taking effect. To overlap communication between people. To give full attention and concentration to something. To be intubated. Causing a loss of sensation or feeling, either physically or emotionally. A piece of equipment that passes liquid food, medicine, or blood very slowly through a tube into a patient s vein. 

CLIP FILM – To the Bone

CLIP WHILE WATCHING 3 O R D Watch the clip and  ll in the gaps with the missing words. In this clip Ellen is introduced to the support group of the residential treatment centre. They are discussing about the struggles they have to face during the treatment for their eating disorders. W S Everybody: Hi Ellen. Luke: Hello. Doctor: So how this works: this is just an end of day 1. ..................................................... . The morning sessions are a little more focused. This is just to talk about our 2. ..................................................... and our victories and  any other issues you might have here in the house. Let s start with Pearl. Pearl: Struggle  I got tubed today and, you know, it 3. ...................................................... Now I feel all  hot. I can t stop thinking about how many 4. ..................................................... are in that drip. They won t say. how you re going to burn it off especially when Ellen: Fifteen hundred. I 5. ..................................................... it up, I everybody s here 9. ..................................................... you. Do you was tubed a couple times. know why you feel that way? Doctor: Ellen, we try not to crosstalk. We don t talk Pearl: Because I have an 10. ..................................................... . about numbers or 6. ..................................................... or Doctor: In a way, yes. When the anything like that. 11. ..................................................... and the rituals kick in, Ellen: Sorry. and the cyclical thought about weight takes over, Pearl: Fifteen hundred? everything else goes away and starving yourself can Doctor: How are you 7. ..................................................... right make you feel 12. ..................................................... , like a drug now, Pearl? It s ok. addict, or an alcoholic. It s not about  thin enough , Pearl: I don t know, just  that it s hard right? There s no thin enough. It doesn t exist. 8. ..................................................... better. What you crave is the numbing of the thing you don t Doctor: And I m guessing that you re worried about want to feel. AFTER WATCHING 4 cLASS WORK discuss the following points with the class. 1. Why do people with eating disorders need special treatment in healthcare structures? 2. In your opinion, why are these people invited to attend a support group? 3. Why does Pearl look upset when Ellen tells her about the amount of calories in the drip? 4. Explain in your own words what the doctor means when he says:  What you crave is the numbing of the thing you don t want to feel . ScIENcE ANd PhYSIcS 189 

Corso di inglese specialistico per Scienze Motorie e Sport: testi autentici, esercizi pratici, contenuti digitali e approfondimenti interdisciplinari

Ready, Set, Go! Corso di Inglese per Scienze Motorie e Sport

Ready, set, go!

Flowbooks è una piattaforma di distribuzione dedicata al mondo della scuola e dell'università.  Con questa piattaforma di distribuzione, il team di sviluppo Flowbooks  si impegna a soddisfare le esigenze degli utenti digitali, rendendo l'utilizzo accessibile e piacevole.  Entra nella tua area di interesse!

Edisco è una Casa editrice indipendente che opera prevalentemente nel settore educativo.

Edisco

Flowbooks è innovazione didattica a portata di click