28. Memorize the following proverbs:

1. If you try to please all, you will please none. 2. If I could always read, I should never feel the want of society. 3. Pigs would fly if they had wings. 4. If you run after two hares, you will catch neither. 5. If you sell the cow, you’ll sell her milk too. 6. If things were to be done twice, all would be wise.

29. Speak on the following situations:

1. Ask your friend what he would like to have if his three wishes were granted.

2. Ask your friend what places in Great Britain he would visit if he had a chance to go there.

3. Ask your friend what he would do if he won a lot of money in the lottery.

4. What programme would you present if you were to take part in the presidential election?

5. What measures would you take if you were appointed the Prime Minister.

LISTENING&READING

30. Read the text to find information about: ¾ outstanding programs requirements; ¾ the main points of any program content; ¾ program variations; ¾ principle of progression; ¾ motivation to physical activity.

Curriculum

Outstanding programs have well-defend goals, and efforts are directed toward their attainment. Whether the curriculum emphasizes sport education, motor skill acquisition and noncompetitive activities, outdoor pursuits, or an integrated academic approach, these programs have a clear focus that is communicated to school administrators, parents, and students.

Moreover, there is a clear expectation that students will achieve these goals and an accountability system that furthers their attainment. Additionally, these programs tend to marshal their efforts toward pursuit of well-defined objectives; rather than trying to accomplish a multitude of goals, their efforts are focused on attaining those goals identified as most important to students’ needs. The content of these programs is varied. Some schools embrace a traditional multiactivity team sport approach at the junior high-school level, moving toward an in-depth approach to lifetime activities at the high school. Other programs emphasize health-related fitness and wellness in their endeavours. Activities such as aerobic dance, weight training, yoga, and progressive relaxation training are offered, drop-in and recreational fitness opportunities are available, and information about wellness is integrated within the curriculum. Yet other schools offer activities that focus on outdoor pursuit, such as Project Adventure, climbing, rappelling, and orienteering. Increasingly, schools are broadening their curriculum offerings by using community facilities. Schools without pools offer swimming in cooperation with the local YMCA, community tennis courts and commercial bowling alleys are used for instructions, and the natural resources associated with the community provide opportunities for instructions in sailing, canoeing, skiing, hiking, and other outdoor pursuits. Community members with expertise in specific activities, such as karate, are being used to conduct classes for secondary school students in another effort to broaden activity offerings. Careful sequencing of activities is evident in the curriculum. From the foundation in basic skills, students are progressively introduced to more advanced skills. The tenth-grade curriculum builds on the ninth-grade, and is different from the eleventh-grade curriculum, and so on. In many successful programs, choice is a salient feature. At the upper secondary level, students can choose from an array of activities. Allowing student enables a better match between students’ abilities, needs, and interests and the activity. Motivation is also enhanced when students are genuinely interested in learning.

(Originated from Deborah A. Wuest, Bennett J. Lombardo Curriculum and …)