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Appendix I Find The Fiction Four years ago I walked the Santiago's Way with a friend and it took us 22 days When I was 16 I used to wear a piercing in my mouth I lived in Sweden for 9 months and I visited a frozen hotel I wore brackets for 7 long years That's why I have such a beautiful set of teeth Appendix II Mafalda to Create Groups Group 1 Group 2 Group 3 Group 5 Group 4 Group 6 Appendix III Corner Value What do you think? •Boys don't cry •Women love shopping and gossiping •If you are jelous is because you love him/her •Using words like “mariquita” or “nenaza” is OK because everyone does it •Being a nurse is for women •It is difficult for me to be a close friend of a homosexual person •Men are better in construction than women because they are stronger Appendix IV Advertisement material Effects Of Sexist Advertising In Women Sexism is an actual strategy in advertisement, especially against women, although it has been appreciated like more violent in past, it is still damaging women’s dignity, behavior and thinking. In old advertisements we could see an explicitly how women were mistreated by their husbands, it was appreciated as a normal thing; the men had the right to abuse their wives in order to teach them where was "their place”. Although today we can see some ads talking about respecting women and condemning the abuse against them, the advertising still mistreats women in many aspects and affects their lives and behavior. Woman is seen as a sex object or decorative object. The ads we can see today in the street, television, Internet, radio or print media show us the view that in advertising the value of women is her body and body image. Some examples are beer ads that show beautiful and women with not many clothes to catch consumers' attention. This creates the idea that women are another product of the market, which can be bought, because you can get them for buying a car or a beer. Even more, it would not be necessary to buy them because women love men who have a beautiful and luxurious car and they are even able to run after a man who uses a determined deodorant or perfume. This creates in man the idea of women as a trophy and he is able to buy and use certain products or services to achieve having a beautiful woman by his side. Moreover, advertising creates in women a feeling of discomfort and dissatisfaction with their bodies and possessing material goods. Through ads we can see beautiful women who have greater opportunities, get what they want easily, appear to be most desired and have a happier and easier life. That is why this type of advertising is of great importance not only in the consumption habits of women, but also in their thinking, as most are influenced by this endless search for beauty whether through diet products, cosmetics, fashionable clothes or through cosmetic surgery to alter her physique according to standards of beauty established by magazines and advertisements of all kinds. These standards of beauty are deeply rooted in our society and women of all ages are influenced by them, besides the advertising and the market have been responsible for creating products for all ages, so every woman can have a need and a product to make she think in a feeling of satisfaction when buying this product . For example if you're a teenager you need products against acne and if you're older you need products against wrinkles. Appendix V Avertisement Comprehension Reading Comprehension “Effects of Sexist Advertisement in Women” 1.Read the text and answer the following questions: → Has the type of advertisement changed from the past to nowadays? → Why is the woman seen as an object? Can you give examples? → How does it affect to women? → How do you think it also affects to men? 2.Look at the article again and find the synonyms of the words below Destructing End Measureless Established 3. Analyze the adverts following these questions and make a scheme of your ideas. -What type of audience is the ad made for? -What does it announce? -Describe each ad (what are they doing, what do they look like, etc.) -Is there anything stereotypical in the ads? Why? Why no? Appendix VI Toys material Children don't want sexist pink and blue toys Lego boy toys have all the fun, pointed out a seven-year-old in a letter to the company this week. It's not about forcing any child to play with a specific toy, but about giving them choice. This week, a seven-year-old girl called Charlotte Benjamin wrote a letter to Lego asking it to rectify the fact that there are "more Lego boy people and almost any Lego girls". She also pointed out that "all the girls did was sit at home, go to the beach, and shop, and they had no jobs, but the boys went on adventures, worked, saved people … even swam with sharks". She also expressed her displeasure at the illogical and old-fashioned use of pink and blue marketing to separate Lego into boys' and girls' sections. In brief, she nailed it. She is not the first child to point out the painfully obvious to the toy makers – in 2012,a six-year-old girl wrote a letter to ask why happens that when you play Guess Who?, the small ratio of female to male characters means that if you choose to play as a woman you are much more likely to lose. It's a sad day when a child of six feels the need to write to a toy company to point out: "It is not only boys who are important, girls are important too." And she was smart about it, taking care to emphasize the impact she could have on the company: "If you don't fix it soon, my mum could throw Guess Who? out." This is by no means an issue that affects only girls – for every girl willing a chemistry set, dinosaur excavation kit or fire truck in the forbidden boys' section, there's an upset boy being told off for wanting to play with a doll, or even pick up something in a shade other than blue. Source: http://www.theguardian.com/lifeandstyle/womens-blog/2014/feb/06/children-dont-wantsexist-pink-blue-toys Appendix VII Toys Comprehension Reading and Listening Comprehension “Children don't want sexist pink and blue toys” and “Riley” 1.Read the text and answer the following questions: → Why did Charlotte Benjamin write a letter? → What does a six year old boy think about the game Guess Who? → According to the article, does this problem affect only to girls? Why not? 2.Look at the article again and find the synonyms of the words below Unhappiness Traditional Wanting Sad 3.Watch the following video and answer the questions: https://www.youtube.com/watch?v=NqNL3iNBcY4 → Why is Riley angry? → What do the companies do according to her? 4. Take the main ideas from the article and the video and discuss them in group. Explain giving reasons if you agree or not and share you ideas with the rest of the class. Make a scheme of you ideas. Gender Roles They are different depending on the society They are imposed Different influences: family, school, TV, etc. Can you think of any gender role? Women have to close their legs when they sit Boys like superheroes and girls like princesses Men are insensitive Women fancy shopping and gossiping But...what happens when those roles are reversed? BE YOURSELF!!! Cooperative Learning Cooperative Learning Ss work together in small groups Individual work and group work One cannot succeed unless all group members succeed. We sink or swim together” (Johnson, Johnson, & Holubec, 1998, p. 4:7) Learn to work as a team Planning Monday 24 Tuesday 25 Wednesday 26 Thursday 27 Friday 28 Reading, comprehensio n and discussion in groups Monday 31 Tuesday 1 Wednesday 2 Thursday 3 Friday 4 Class-share + start the project Continue the project and finish it Presentation of 3 project Monday 5 Tuesday 6 Wednesday 7 Thursday 8 Friday 9 Presentatio n of 3 projects Evaluation Group Work Roles Time keeper Monitors time and moves group along so that they complete the task in the available time Group Work Roles Presenter Presents the group’s finished work to the class Appendix XV Evaluation Sheet for projects Oral Presentations: Project Teacher Name: Irati Zenotz Student Name: The Pianist Pasta lovers Greedy Pigs Listening to music in parties Video parties with chips Power Rangers The project is original and attractive The ideas are well explained They make use of a good range of vocabulary They make use of an appropriate English (style, grammar, etc.) In general I liked the work of this group YOU CAN DRIVE A CAR OR A BMW YOU CHOOSE BMW M5 ENGINES · V8 Engine with 560 CV · Acceleration from 0 to 100 km / h in 4.3 seconds · Average consumption of just 9.9 liters · Motor gasoline SAFETY AND COMFORT · Multifunction seats · high level of passive safety · comfort access system allows you to enter and start your BMW M5 without using the key DESIGN I t h a s L E D h e a d l i g h t s , w h i c h g i v e a n i d e a o f t h e c h a r a c t e r o f a n a t h l e t e , a n d b o d y F r o z e n B l u e M e t a l l i c . E x c l u s i v e s e l e c t i o n o f l i g h t a l l o y w h e e l s , t w o - t o n e o r b l a c k f i n i s h . M u l t i f u n c t i o n l e a t h e r s t e e r i n g w h e e l , l e a t h e r s e a t s w i t h c o l o r s e l e c t i o n . W i t h s p o r t y a t m o s p h e r e . DYNAMISM Additional competition package I t i n c r e a s e s t h e e n g i n e p o w e r, f r o m 5 6 0 C V t o 5 7 5 C V. T h e e x h a u s t p i p e p r o v i d e s a s p o r t i v e e n g i n e s o u n d , a n d l i g h t a l l o y w h e e l s Appendix XVII Evaluation Sheet for groups Collaborative Work Skills: Project Teacher Name: Irati Zenotz Student Name: 1. 2. 3. 4. Me Has collaborated with a good knowledge of English Has participated actively Has collaborated with good and creative ideas Has tried to resolve the possible doubts Has helped in the organization of the group LITTLE GRASSHOPPE R Clara, Vicky, Andrea, José Ángel, Elisabeth Power Rangers 3ºE •This toy isn’t sexist because boys and girls can play with it. It’s very funny for both sexs. IT ISN’T SEXIST •It’s a pogo stick for the small children. It has got airbag, neon lights and wings for land. It has got a seatbelt for more control. DESCRIPTION We decide to make this game so they are not always the boys playing footbal or superheroes and the girls who play with dolls. In this there is no stereotypes The sense of videogame The game work in such a way that the boys have to destroy their steriotypes And pick up items outside of the steryotypes and so do the girls. To pas the level you have to collet the maximal points. The videogame Controls Boy W A S D Space Girl Level 1 Dolls Superheroes Level 2 Sing Lego Level 3 kitch enet tes Car Once upon a time a lioness was born. She was the princess of the lions. There was a big party where all animals of the Savannah came. When the lioness was six, her father died and she thought that was her fault. So she run away and she met Timon and Pumba. They become good friends. A prince lived in a tour he had blue hair, big feet and bid hands Anastasia walked in the mountain. She was an unusual gift talk with the animals She found a tour, the tour was tall and purple There was a boy in the window  She talked with he, but he didn’t listen she  So he taked out his hair for de window Bla, bla, bla… She climbed with his hair, but they felt to the moat