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68515 Diseño curricular de lenguas extranjeras Daphne Muñoz Mateo, Jeanette Muñoz Mateo and Marta Montejano Sanz 2013-2014 A COURSE PLAN: 4th GRADE SECONDARY EDUCATION TABLE OF CONTENTS CONTEXTUALIZATION Official documents: National Curriculum and Aragonese Curriculum....p.1 School setting……………………………………………………………......p.1 SYLLABUS DESING AND DEVELOPMENT Introduction: key principles…………………………………………………p.2 Objectives of the subject for the year chosen…………………………….p.3 Contents………………………………………………………………………p.4 Methodology………………………………………………………………....p.4 Evaluation……………………………………………………………………p.6 Differentiation……………………………………………………………..…p.8 UNIT PLANS……………………………………………………………………...…p.8 WORKS CITED…………………………………………………………………….p.29 APPENDIX 1 CONTEXTUALIZATION OFFICIAL DOCUMENTS: NATIONAL CURRICULUM AND ARAGONESE CURRICULUM The Course Plan is based on the objectives, contents, methodology, competences and evaluation criteria collected in the National Curriculum, Aragonese Curriculum according to LOE. For the elaboration of the Course Plan, the following legal provisions have been considered: -Ley Orgánica 2/2006, de 3 de Mayo, de Educación. From this law, the most important chapters are those concerning principles and purposes of education, compulsory Secondary education, students with special educational needs; teachers, schools, participation, autonomy, authority and evaluation of the education system. -The Real Decreto 1631/2006, de 29 de diciembre. It establishes the minimum educational standard in compulsory Secondary education: purposes and aims of compulsory Secondary education and organization of the fourth year, key competences, promotion, evaluation, attention to diversity, tutoring and academic guidance. As regards English language, this subject contributes to the acquisition of key competences. -Orden de 9 de mayo de 2007. It approves the Secondary education curriculum for schools in Aragon. Through this Order, the general provisions, organization of the curriculum, qualification of the teaching process are taken into account. SCHOOL SETTING CHARACTERISTICS OF THE SCHOOL, SOCIO-CULTURAL CONTEXT AND STUDENTS’ NEEDS The Proyecto Educativo de Centro (PEC) defines the identity of the center and its characteristics. Each center has it own PEC which is elaborated by the executive committee and approved by the School Council. Some of the aspects which are included in this document can be seen below. Our secondary school is located in Zaragoza, concretely in Miralbueno. In the last ten years its appearance and economy have changed positively, before this center was considered rural but recently it is considered a residential area. With the LOGSE a new concept of secondary school was incorporated and this reunifies the whole secondary education and produced in the center a great change. Many workshops were installed and a new building was built to the new teachings. Nowadays the center has three different buildings dedicated to classrooms and a variety of workshops for the five professional families which are offered here. According to the Orden de 7 de Julio de 2005 which regulates the organization and operation of the public schools of secondary education in the autonomous community of Aragon, schools are granted with new regulatory tools, so many According to Eysenck in Ellis (2008:405): “the subject matter of cognitive psychology consists of the main internal psychological processes that are involved in making sense of the environment and deciding what option might be appropriated. These processes include attention, perception, learning and memory, language, problem solving, reasoning and thinking.” 2 audiovisual media to learning and teaching process are being incorporated, and the regime of the teachers’ working days is being regulated. Some of the characteristics of this secondary school are: It is well located, there are many cultures involved but most of its students are Spanish. As we have already said, the environment is urban and the district has many services such as: several shops, a public library, there are several parks next to the secondary school, stationer’s, etc. With regard to transport, it has a good bus connection with the rest of the city, so it is easy for the rest of the city inhabitants to access to it, even though many of the students of these schools are from this district and from near districts. The school is developing several programs of interest relating to languages, for instance: various exchange programs with English-speaking countries like USA and England, a program dedicated to English reading, an English cineforum , etc; to promote the use of English in daily life. As regards to students’ needs, our syllabus is aimed at 4th grade student of secondary school, that is, students between 15 and 16 years old. They have three English lessons a week. There are 25 students in the classroom, most of them are Spanish but there are two from Romania, two belonging to a minority ethnic group and one who presents mental disorders. So, there is a great diversity within the classroom. From this center we are trying and reaching the integration of the all cultures involved but, this fact is being a difficult task due to the two students that belong to the minority ethnic group show a negative response to this integration. In the process of adolescence, social relationships and also the idea of belonging to a group is very important. These two students are not integrated among people and in spite of promoting the idea of equality, all the students have their own beliefs and values and these begin to emerge. They are creating their own personalities. Language plays an important role because it is given real importance to the fact of knowing other cultures, of opening people’s mind for reaching this equality and this integration we have already mention. We hope the English subject will be an intellectual and a social development. SYLLABUS DESIGN AND DEVELOPMENT INTRODUCTION: KEY PRINCIPLES The syllabus chosen for our Course Plan is the Mixed or “multi-strand” syllabus; it is the combination of different aspects that contribute to be comprehensive and helpful to teachers and learners. It includes specification of topics, tasks, functions and notions, grammar and vocabulary. Related to the Cognitivist view of learning, language is a complex cognitive skill or ability. Language learning is not linear but cyclical. We can control what is taught but not what is learned; so students have to re-view contents in order to learn upon 3 previously learned knowledge. The process of learning must be consistent and integrated in order that it does not become meaningless or decontextualised. Since 2006, there is a recommendation by the European Parliament that consists of all the EU countries should incorporate eight key competences into the general education policies, understanding the competences as an integration of knowledge, skills and attitudes. The purpose of these competences is to promote personal fulfillment and development social inclusion, active citizenship and employment. (In House, 2011:72-73) The key competences should be achieved by students, they are the following: Linguistic communication competence Interpersonal and civic competence Knowledge of and interaction with the physical world competence Digital competence Autonomy and personal initiative Learning to learn Cultural and artistic competence In each unit plan, the specific key competences will be explained. In regard to communicative competences, the morphosyntactic and the pragmatic competence are developed in all the unit plans. The specific communicative competences will be explained in each unit. OBJETIVES OF THE SUBJECT FOR THE YEAR CHOSEN 1.To acquire the ability to communicate in an oral and written way effectively in everyday communicative situations though specific tasks. (Stage objectives: 1, 4) 2.To develop communicative skills, both receptive and productive, with the purpose of exchanging information within and outside the classroom. (Stage objectives: 2). 3.To read different kinds of texts in a comprehensive and autonomous way, with the purpose of having access to a variety of informational sources, and as a means to know other different cultures and life styles. (Stage objectives: 3, 9). 4.To transfer the communicative strategies acquired in the mother tongue to the foreign language or to the learning process of other languages, with the purpose of doing interactive tasks in real or pretended situations. (Stage objectives: 2) 5.To reflect on how the language operates, as an element which facilitates the learning process doing tasks and, as an instrument for the development of autonomy. (Stage objectives: 6, 8) 4 6.To use learning strategies and didactic resources, such as dictionaries, reference books, digital resources, etc) with the purpose of searching for information and resolving learning situations autonomously. (Stage objectives: 7, 8) 7.To think about the own learning processes and to develop interest to be successful carrying out the established tasks. (Stage objectives: 6, 10) 8.To access the cultural knowledge transferred by the foreign language, having concern for it itself and for their speakers, to achieve a better international understanding. (Stage objectives: 9) 9.To appreciate the foreign language as a means of communication with people belonging to other cultures, and as a procurer of social and interpersonal relationships. (Stage objectives: 7,8) In our Course Plan, all these objectives of the 4th grade course are related to the objective number five of the Aragonese Curriculum; because learners must be aware of the phonological, lexical, grammatical, sociolinguistic and sociolinguistic components and the basic strategies in real communicative contexts. CONTENTS The current contents for the fourth grade Secondary School are those established in the Aragonese Curriculum. METHODOLOGY Underlying principles (Aragonese Curriculum: 225-228) -A global perspective is adopted for both contents and the teaching and learning process (skills and competences are integrated). -Students are presented with real communication situations. -Meta-communicative activities (for reflection on how language works at linguistic, sociolinguistic, and intercultural levels) which are directly related to communication needs will be carried out. -There is a variety of tasks situations and texts. -Authentic materials (simple, but not simplified, and adequate for learner age) have been used. -There are fluency and accuracy activities. -Selection and sequencing of contents is determined by communication needs. -Intercultural and processing skills are worked upon through reflection and interaction. -There is a constructivist view of learning (learning as a unique process of the individual). 5 -The methodology is flexible, adaptable to learning necessities and context. -There is attention to individual differences. -Needs analysis is carried out to find out about real needs and interests of learners. No pre-conceived ideas for planning. -Learners can participate in decision making process (negotiation to contribute to learner autonomy). -Learner reflection is promoted (as to learning process, curricular demands, possible courses of action, etc.). -Learner responsibility for own learning process is promoted. Cooperative and collaborative work as tool for developing learner personality. -Methodology integrates formative evaluation, including reflection on individual and collective processes (adequacy of objectives, tasks, procedures, resources; difficulties, causes and strategies to tackle them; role of learners and of external factors) to contribute to improvement of teaching and learning process). -Evaluation is seen as a learning activity. -Evaluation of learner competence provides information both for student marks and for possible courses of action in the process. -Evaluation is conceived as requiring previous negotiation between tutor and learners (on what to evaluate and on evaluation criteria). -Evaluation will be based on evidence of competence development (not on knowledge of isolated elements), on how learners apply knowledge and skills in dealing with new communicative situations. -Evaluation activities are similar to activities used in class. -A global methodology is implemented to deal with subject matter as integrating several competences, a methodology that pays attention to the learning process, to diversity and fosters learner participation in the teaching and learning process. Characteristics and types of activities and/or instructional sequence Activities are going to be based on a Task-Based Approach to Language Learning. It is based on the use of tasks as units of planning and instruction. Most practitioners make reference to three main phases (Skehan: 1998) which are: -Pre-Task phaseto promote acquisition (Examples: motivating the learners, performing similar tasks, etc). -During-Task phaseusing language as a tool. -Post-Task phase repeat performance, reflection on the task and focusing on form. (Examples: noticing activities, review of learners errors, etc). 6 There will be some complementary activities which the teacher uploads to the website of the Secondary school in the English section. They will not be compulsory but the teacher will take into account in a positive way. There are a great variety of exercises to do in order to practice the contents of the unit. This type of activities fosters learner’s autonomy and personal initiative for a better learning. The teachers of the English department promote extracurricular activities during the course. They consist of watching three films in original version (one in each trimester) in the cinema. They will have to demonstrate the comprehension of the film through a questionnaire. They will not be compulsory but the teacher will take into account in a positive way. Resources and Space Materials of class: textbook, workbook, the Internet, digital whiteboard, flashcards, audiovisual activities, CDs. (see works cited section). Settings: classroom, computer room, the cinema, library (in order to look up information). Groupings The contents of the subject must be developed in different ways: -in group: oral presentations, debates, correction of exercises, doing reading and listening activities. In order to promote interaction among students and to reinforce positive interdependence. -individually: homework, exams, compositions, reading. In order to promote the autonomy of the learner. Timing It is determined by sequencing the teaching units. Each unit plan would be developed approximately in five or six sessions. EVALUATION Approaches and instruments of evaluation At the end of each unit plan, there will be a mini test to check if learners have acquired the contents. Moreover, there will be a final test at the end of each trimester that will consists of a re-view of all the contents of the unit plans (including mini tests), so that students be able to learn upon previously learned knowledge (recycling or spiral process of learning). Students will have to do a Portfolio in which they will include some different activities that the teacher will establish. The deadline will be one week before the final test of each trimester. 7 Finally, they will have to do an oral exam (at the end of each trimester) in pairs with the purpose of promoting interaction between students. It will last ten minutes approximately. Also, the attitude and participation of the student in class, homework and a well-ordered notebook will be evaluated too. The kind of evaluation will be a formative assessment, taking into account the whole process of learning of each student, from the beginning to the end of the academic year; basing on the self-assessment. This is assessment of learner by themselves, and is a mode whose use seems certain to increase as students are given more and more responsibility for their own learning. Grading criteria Communicative competences determined by the Aragonese Curriculum are prioritised in all the unit plans, with the purpose of integrating all the skills: listening, reading, spoken interaction, spoken production and writing. The final mark of each student will be the result of the addition of these parts: -mini tests: 10% -final tests: 30% -portfolio: 20% -oral exam: 30% -attitude, participation, homework and notebook: 10% -complementary and extracurricular activities: extra 10% [students that decide to do these activities will be able to obtain up to 11 points in the final mark]. Evaluation of the teaching and learning process, and the Course Plan The teacher must be reflective before, during and after the lesson, this means that he will have to think about his lessons taking into account what happens in the classroom and also thinking about alternative means of achieving the goals. (Barlett, 1990:202). In order to do that, the teacher evaluates all the process through a personal diary where he writes down all the marks and observations of the students. In order to evaluate this whole process (teaching-learning), teachers provide two questionnaires to students in which they have to answer different types of questions about teachers’ implication in the teaching process and about what students have learnt. 14 Module 2: Reading and writing  Ability to understand a short piece of text about preserving wildlife.  Understanding of the language through writing about preserving wildlife.  Correct use of the structure of different texts (introduction, body (with arguments) and conclusion. Module 3: Language awareness and reflections on learning  Use of the new vocabulary related to the environment.  Use of the expressions to be against and for of some topic related to changes in the environment.  Use of the expression will be going to to express how to improve the environment. Module 4: Sociocultural aspects and intercultural awareness  Knowledge about possible solutions to global warming in different countries. Methodology What is going to be fostered is the work in pairs and also in bigger groups of almost of tasks of the unit incorporating peer-assessment and self-assessment according to negotiation and participation in conversations of the classroom. Evaluation criteria  To learn all the possible changes in our planet. (Course evaluation criteria:2,3)  To develop learners ´autonomy in conversation and in writing to be aware of how we contribute to change the planet. (Course evaluation criteria:2,6)  To reflect on environmental issues. (Course evaluation criteria:2,3)  To reflect on the one´s own learning process understanding how we contribute to the changes. (Course evaluation criteria:6) Materials and resources  A writing to Preserve wildlife taken from the textbook: Sayer,M and Terán, E. (2005). Time for English: Macmillan Heinemann  A speaking for the expression of argument in favor and against related to our changing planet taken from the textbook: Sayer,M and Terán, E. (2005). Time for English: Macmillan Heinemann  A speaking about the Environmental issues taken from the webpage: 15 httpericnhs11.edublogs.org20090306subtopics-of-environmental-issues [See appendix 3] Approximate timing This unit will be developed in five or six sessions approximately. Unit 4-MUSIC Introduction and justification We decided to focus on music, because it is a theme which motivates teenagers a lot. Each student has his favourite singer or group, and many times groups of students make fans clubs following one particular kind of music. Contribution to the key competences Cultural and artistic competence is developed to understand the different styles of music that exist. Also, the digital competence because people get used to downloading music from the Internet and listening to it. Competences in the foreign language Intercultural competence is prioritised in the comparison between different styles of music (English vs. Spanish). Learning objectives (indicators)  To be able to recognise and to use vocabulary and expressions related to music.  To write a biography about a famous singer using the expressions of the unit.  To be able to understand and to use present, past and future passive in real communication situations.  To understand oral texts about an interview with a famous singer. Contents Module1.Listening, speaking and conversation  Expression of opinions about musical tastes.  Construction of a dialogue about two different kinds of music.  Formulation of questions and answers about a specific kind of music (for example: hip-hop). Module 2.Reading and writing  Reading a text about a specific kind of music (for example: hip-hop). 16  Writing a personal reflection of a band. Module 3. Language awareness and reflections on learning  Talking about musical tastes, using the passive voice wherever is possible.  Differentiation between different kinds of music. Module 4. Sociocultural aspects and intercultural awareness  Knowledge of information about one of the most famous pop music group in the history of music: The Beatles.  Knowledge of information about music expressions related to “block party”. Methodology The methodology used in this unit plan follows the underlying principles of the general methodology of the Course Plan. Evaluation criteria  To be able to recognise and to use vocabulary and expressions related to music. (Course evaluation criteria:1)  To write a biography about a famous singer using the expressions of the unit. (Course evaluation criteria:4)  To be able to understand and to use present, past and future passive in real communication situations. (Course evaluation criteria:3,5)  To understand oral texts about an interview with a famous singer. (Course evaluation criteria:3) Materials and Resources  Oral exposition in groups about different Music Styles. Suggestions: The Beatles, AC/DC,etc. Photos taken from: http://beatles.wikia.com/wiki/The_Beatles_Wiki http://www.acdc.com/es/home  Listening about Historic Hits taken from: Wetz, B. (2007) English Alive: Oxford University Press.  Reading about a specific kind of music: Hip Hop Nation taken from: Wetz, B. (2007) English Alive: Oxford University Press. [See Appendix 4] 17 Approximately timing This unit will be developed in five or six sessions approximately. Unit 5-RELATIONSHIPS Introduction and justification We decided to choose this particular theme to this unit plan because we are all different kinds of people. I think it is very important and interesting to know the others because we can learn many aspects from the rest of people. Contribution to the key competences Digital competence is used because nowadays people always communicate through social networks. Moreover, learning to learn competence is developed because people can learn different aspects from other people. Competences in the foreign language We focus on the intercultural competence because using social networks, people can meet people from different cultures and establish relationships with them. Learning objectives (indicators)  To practice silent letters.  To comment and to express opinions.  To be able to know and to use relationships verbs.  To write a letter explaining a problem.  To be able to understand oral opinions, identifying general and specific information. Contents Module1.Listening, speaking and conversation  Dictation of different sentences about relationships.  Listening a telephonic interview about zodiac.  Preparation of a dialogue to invite a friend to an event (offering excuses). Module 2.Reading and writing  Comprehension of a text in which there are people talking about their relationships.  Reading the dialogue of an interview. 18  Writing a letter explaining a problem. Module 3. Language awareness and reflections on learning  Description of different kinds of people.  Expressing preferences and tastes.  Knowing nouns and verbs related to relationships. Module 4. Sociocultural aspects and intercultural awareness  Comprehension and learning of a pop song.  Knowledge of information about an American band of Hip Hop. Methodology The methodology used in this unit plan follows the underlying principles of the general methodology of the Course Plan. Evaluation criteria  To practice silent letters. (Course evaluation criteria:6,8)  To comment and to express opinions. (Course evaluation criteria:3)  To be able to know and to use relationships verbs. (Course evaluation criteria:2,6)  To write a letter explaining a problem. (Course evaluation criteria:4)  To be able to understand oral opinions, identifying general and specific information. (Course evaluation criteria:1,3) Material and resources  Reading and speaking about How to get on with your parents taken from: Wetz, B. (2007) English Alive: Oxford University Press.  A speaking exercise. Opinions about people. The photos are taken from: http://people-reports.com/david-beckham.html http://www.businesswire.com/news/home/20130723006420/en/ShakiraNamed-Global-Ambassador-Worldwide-3D-White http://frikiperopoco.blogspot.com.es/2011/03/la-pequena-pelea-entre-lolesleon-y.html  Writing a letter: Explaining a problem taken from: Wetz, B. (2007) English Alive: Oxford University Press. 19 [See Appendix 5] Approximate timing This unit will be developed in five or six sessions approximately. UNIT 6: TODAY’S ENGLISH Introduction and justification This topic has been chosen because of the importance of knowing other languages, in this case English, and also because English is a lingua franca and the international language. It is primordial to know it to communicate with people of other countries. Contribution to the key competences Some of the most important competences that we work here are the following. The digital competence because you can learn other language having contact with people of other countries by e-mail and by other social networks. Also, learning to learn competence, a language in this case (English) for free movement of people and also for cultural cooperation. The Interpersonal and civic competence is developed for contributing to the respect and tolerance for other cultures and languages. Competences in the foreign languages Oral communication is essential to learn English because it is the theme of this unit plan. Students have to develop oral skills but also they have to be involved in the foreign culture working in groups, and they are exposed to the foreign language all the time because the teacher has to promote the immersion of the learners in the target language to know English. In this way, the teacher and the students make reference to the topic ”English’s today” and they have to take into account the whole communicative competences. Learning objectives (indicators)  To learn about the variations of the English language through speaking.  To express opinions and ideas about today´s English  To be able to edit written work about El cambio de guardia en Buckingham Palace. Contents Module 1: Listening, speaking and conversation  Communicative exchanges among students within the class where they express their opinions and ideas about the variations of English. 20  Applying strategies to facilitate understanding taking into account the context which is related to Today’s English. Module 2: Reading and writing  Ability to describe and to structure a text about El cambio de guardia en Buckingham Palace.  Identification of different registers through compositions.  Editing and revising free writing about English as a lingua franca. Module 3: Language awareness and reflections on learning  Development of learning strategies to be able to use dictionaries, textbooks, etc; to know the history of English.  Development of the interest in using English taking into account self-correction.  Students’ reflection on their own learning process about English culture. Module 4: Sociocultural aspects and intercultural awareness  The identification of cultural features in other countries where people speak English.  The acquisition of information about cultural features associated with the target language, in this case English. Methodology This unit plan follows the methodology mentioned before in the general methodology of the Course Plan. Here, both the work in pairs and individually work are required. Evaluation criteria  To learn about the variations of the English language through speaking. (Course evaluation criteria:2)  To express opinions and ideas about today´s English. (Course evaluation criteria:3,8)  To be able to edit written work about El cambio de guardia en Buckingham Palace. (Course evaluation criteria:5,8) Materials and resources  A speaking about a coloured map with the countries where English is the official language taken from the webpage: http://kearutningles.blogspot.com.es/2012/08/paises-donde-el-ingles-es-elidioma.h 21  A reading for comprehension and self-correction taken from the textbook: Marks, L. and Darby, S. (2007). Burlington Passport Teacher’s Manual for ESO 4. Limassol (Cyprus): Burlington Books  A writing about El cambio de guardia en Buckingham Palace taken from the webpage: http://www.enlondres.com/cambio-de-guardia  Another speaking to talk about the differences between American English and British English taken from the webpage: http://www.englishcom.com.mx/aprender-ingles/diferencias-inglesamericano-britanico/ [See Appendix 6] Approximate timing This unit plan would be developed five or six session approximately. UNIT 7: MYTHS AND LEGENDS Introduction and justification This topic has been chosen so that students are able to distinguish between fiction and reality, so that they know about different stories, so that they take into account history. Myths and legends can change depending on different cultures. Contribution to the key competences The competences that are going to be working in this unit are the cultural and artistic competence in order that students know some stories belonging to the American or British culture, and the competence in linguistic communication so they have to participate in different conversations. Competences in the foreign languages In this unit, all the skills are integrated because students must be involved in all of them. Maybe, in this unit the listening skill is the most important because the topic is not an everyday theme of which people talk. Linguistic competence in this unit is fostered through practicing some tasks such as speaking well-known legends or horror stories. Intercultural competence is developed through knowing many legends and myths from different cultures and relate them. Learning objectives (indicators)  To learn about myths and legends in different cultures. 22  To contribute to make recommendations participating effectively in communicative situations about horror stories.  To contribute to writing work, taking into account the culture of British and American people through myths and legends.  To understand the information from different texts provided by audiovisual means, etc; about different prophecies. Contents Module 1: Listening, speaking and conversation  Comprehension of the written and oral texts provided by different sources about prophecies, legends and myths.  Spontaneous participation of students in classroom conversation about the legend of Sleepy Hollow. Module 2: Reading and writing  Writing of diverse texts according to the main topic with the appropriate use of vocabulary and with a coherent structure related to horror stories.  Editing and revising free writing about horror stories.  Correct use of orthography through writing an invented legend. Module 3: Language awareness and reflections on learning  Self-confidence in expressing themselves in front of the rest members of the classroom about the legend of Sleepy Hollow.  The development of the interest in using English taking into account selfcorrection when students tell the invented legend to the rest of the classroom.  Application of strategies for the organization and acquisition of the vocabulary to be able to invent a horror story.  Talking about prophecies using some/any in a correct form.  Use of relative clauses in a correct form while students tell their legends. Module 4: Sociocultural aspects and intercultural awareness  Knowledge of the most important cultural elements about different horror stories, obtained from different sources in which English is talked.  Appreciation and recognition of other cultures (English culture in this case) and their myths and legends. 23 Methodology In this unit, the most important aspect is the individual work in site of working both individual and group work. All the competences will be worked to contribute to their integration, and many materials taken from different sources will be used. Evaluation criteria  To learn about myths and legends in different cultures. (Course evaluation criteria:8)  To contribute to make recommendations participating effectively in communicative situations about horror stories. (Course evaluation criteria:2)  To contribute to writing work, taking into account the culture of British and American people through myths and legends. (Course evaluation criteria:4,8)  To understand the information from different texts provided by audiovisual means, etc; about different prophecies. (Course evaluation criteria:3) Materials and resources  A reading about strange events related to the main topic and taken from: Marks, L. and Darby, S. (2007). Burlington Passport Teacher’s Manual for ESO 4. Limassol (Cyprus): Burlington Books  A listening and a writing about a horror story taken from: http://americanfolklore.net/folklore/2009/03/axe_murder_hollow.html  A speaking about a legend made in a film and inspired in Washington Irving´s work taken from: http://collider.com/alex-kurtzman-roberto-orci-sleepy-hollow-len-wiseman/ [See Appendix 7] Approximate timing This didactic unit will be developed in around five sessions. UNIT 8: THE BATTLE OF THE SEXES Introduction and justification We have chosen this topic because it is considered a democratic value and the Aragonese Curriculum establishes democratic values must be taught in the classroom. It is pretended to demonstrate the students that equality between men and women can be possible. 30 http://www.isaproduccion.com.ar/sociedad/24055-sindrome-del-hijo-unico.html http://kearutningles.blogspot.com.es/2012/08/paises-donde-el-ingles-es-el-idioma.h http://leperepelletier.blogspot.com.es/2012/03/la-mujer-islamica.html http://www.20minutos.es/noticia/676966/0/comparten/tareas/hogares/ http://www.ncbi.nlm.nih.gov/pubmed/7076377 http://people-reports.com/david-beckham.html httpericnhs11.edublogs.org20090306subtopics-of-environmental-issues http://www.pisoscristalizado.com/contact_us http://www.salamaga.com/profiles/blogs/ http://significadodesimbolos.com/tag/simbolo-tuenti/ http://www.superstock.com/stock-photos-images/1566-547231 http://tribusurbanasjwrj.wikispaces.com/Tribus+Urbanas++Punk I APPENDIX 1 (MAKING CONNECTIONS) Listening: Kingsborough Secondary School Marks, L. and Darby, S. (2007). Burlington Passport Teacher’s Manual for ESO 4. Limassol (Cyprus): Burlington Books. II Reading: Ali’s blog Marks, L. and Darby, S. (2007). Burlington Passport Teacher’s Manual for ESO 4. Limassol (Cyprus): Burlington Books. III Writing: (To compare different lifestyles) http://tribusurbanasjwrj.wikispaces.com/Tribus+Urbanas++Punk http://es.123rf.com/photo_4706999_una-joven-mujer-con-su-nia-o-pequea-o-enbrazos-fuera.html Speaking http://www.adpf.es/contacto/ http://www.bangujero.es/?attachment_id=3113 http://significadodesimbolos.com/tag/simbolo-tuenti/ http://www.pisoscristalizado.com/contact_us IV Appendix 2 (IMAGES) Reading: Fantastic Photos Wetz, B. (2007) English Alive: Oxford University Press Listening: Famous Photos Wetz, B. (2007) English Alive: Oxford University Press. V Speaking exercise: Expressing Feelings http://www.imagui.com/a/imagenes-personas-abrazandose-cpeareE6y http://antonioesquivias.wordpress.com/2012/11/03/que-significa-un-beso/ http://www.salamaga.com/profiles/blogs/ VI http://compartimos.org/mi-blog-es-tuyo-y-yo-soy-asi/ http://www.isaproduccion.com.ar/sociedad/24055-sindrome-del-hijo-unico.html http://www.superstock.com/stock-photos-images/1566-547231 VII APPENDIX 3 (OUR CHANGING PLANET) Writing: Are national parks the solution to preserve wildlife? Sayer,M and Terán, E. (2005). Time for English: Macmillan Heinemann VIII Speaking Sayer,M and Terán, E. (2005). Time for English: Macmillan Heinemann IX Speaking httpericnhs11.edublogs.org20090306subtopics-of-environmental-issues XVI Reading: The Apollo Bay Music Festival Marks, L. and Darby, S. (2007). Burlington Passport Teacher’s Manual for ESO 4. Limassol (Cyprus): Burlington Books XVII Writing: El Cambio de Guardia en Buckingham Palace http://www.enlondres.com/cambio-de-guardia Speaking: Differences between British and American English Inglés Británico Inglés Americano Colour Color Centre Center Honour Honor Analyse Analyze Fulfill Fulfil Cheque Check (Sustantivo) Tyre Tire Labour Labor Favour Favor http://www.englishcom.com.mx/aprender-ingles/diferencias-ingles-americanobritanico/ XVIII APPENDIX 7 (MYTHS AND LEGENDS) Reading: The Mothman Prophecies Marks, L. and Darby, S. (2007). Burlington Passport Teacher’s Manual for ESO 4. Limassol (Cyprus): Burlington Books XIX Listening and writing http://americanfolklore.net/folklore/2009/03/axe_murder_hollow.html Speaking http://collider.com/alex-kurtzman-roberto-orci-sleepy-hollow-len-wiseman XX APPENDIX 8 (THE BATTLE OF THE SEXES) Speaking http://www.20minutos.es/noticia/676966/0/comparten/tareas/hogares/ http://www.elobservatodo.cl/noticia/sociedad/confirmado-las-mujeres-hacen-mas-deldoble-del-trabajo-domestico-que-los-hombres XXI Writing http://www.goodreads.com/quotes/tag/battle-of-the-sexes Writing http://www.ncbi.nlm.nih.gov/pubmed/7076377 XXII APPENDIX 9 (RIGHTS AND RESPONSIBILITIES) Speaking: (Rights and responsibilities in different cultures) http://leperepelletier.blogspot.com.es/2012/03/la-mujer-islamica.html http://davidpayoogando.wordpress.com/tag/ciber-amor/ XXIII Reading: Society’s biggest minority group Sayer,M and Terán, E. (2005). Time for English: Macmillan Heinemann XXIV Writing http://www.glogster.com/anshali123/rights-and-responsibilities-/g6lnr7okjfligomaeup2ega0 20132014 Jeanette Muñoz Mateo Belén Tolosa Hernandez 68564 Diseño, organización y desarrollo de actividades para el aprendizaje de inglés UNIT OF WORK: DECORATE IT 6 2. CONTRIBUTION TO THE KEY COMPETENCES At the end of this unit of work, students should be achieved the following key competences for a good learning: -Linguistic communication competence The study of a foreign language contributes to this competence in a clear and direct way. Its acquisition involves a command of oral and written language in different contexts (each lesson is a different context). This competence helps students to understand and to identify the English grammatical structures; in many tasks they have to infer the grammatical rules in the context of the lesson. For instance: Task number one in lessons one and five. -Interpersonal and civic competence This competence enables students to form part of the society in which they live. It involves individual patterns of behaviour in order to facilitate social interaction with others, a good cooperation, peaceful coexistence and tolerance among students. Taking into account all these aspects, many of the tasks students have to do are prepared to work in group fostering a great and agreeable environment. For instance: lesson one post-task. -Knowledge of an interaction with the physical world competence It is the ability to interact with the physical world in its natural state. In the English subject, it is promoted by means of learning different cultures and languages, facilitating and fostering students’ access to the real world. In this unit, some activities that promote this competence are in lesson 4: For example: activity three (it is a role-playing) and in lesson 5, activity 4 (another role-playing). -Digital competence This is the ability to look for, to obtain, to process and to communicate information and to transform it into knowledge. The High Schools of Pedro Cerrada and Hijas de San Jose are equipped with many tools such as: computers, tablets, digital boards, etc., and students can use these tools in several activities. As teachers, we use the projector and the computer to show a video (lesson 4, The big bang theory episode; lesson 3, the video about piercings). -Autonomy and personal initiative This competence can be demonstrated by students in either of their daily tasks. This competence implies: creativity, innovation, responsibility and critical approach. They have to be critic when they reflect on tasks. They have also to have their own criteria carrying out the initiative to develop their choice and what they want to say. For instance: when they give reasons for or against make up or decoration. 7 -Learning to learn This competence involves beginning to learn but it is also important that students are able to learn autonomously looking for and finding answers in a logic way. It implies being able to organize and to address one’s own learning using different techniques and resources. -Cultural and artistic competence This implies knowledge, appreciation, understanding, etc, of different cultural and artistic manifestations. It involves one’s own creativity capacity and its development. For instance: in lesson 4, we can find other cultures (gothic culture); students have to give their opinion about this. 3. OBJECTIVES OF THE UNIT OF WORK GENERAL OBJECTIVES 1. To acquire the ability to communicate in an oral and written way effectively in everyday communicative situations though specific tasks by giving opinions, debating, expressing feelings, etc. (Stage objectives: 1, 4). 2. To develop communicative skills, both receptive and productive, with the purpose of exchanging information within and outside the classroom. For instance: Contrasting ideas. (Stage objectives: 2). 3. To read different kinds of texts in a comprehensive and autonomous way, with the purpose of having access to a variety of informational sources, and as a means to know other different cultures and life styles. (Stage objectives: 3, 9). 4. To transfer the communicative strategies acquired in the mother tongue to the foreign language or to the learning process of other languages, with the purpose of doing interactive tasks in real or pretended situations. (Stage objectives: 2) 5. To reflect on how the language operates, as an element which facilitates the learning process doing tasks and, as an instrument for the development of autonomy. (Stage objectives: 6, 8) 6. To use learning strategies and didactic resources, such as: dictionaries, reference books, digital resources, etc., with the purpose of searching for information and resolving learning situations autonomously. (Stage objectives: 7, 8) 7. To think about the own learning processes and to develop interest to be successful carrying out the established tasks. (Stage objectives: 6, 10) 8 8. To access the cultural knowledge transferred by the foreign language, having concern for it itself and for their speakers, to achieve a better international understanding. (Stage objectives: 9) 9. To appreciate the foreign language as a means of communication with people belonging to other cultures, and as a procurer of social and interpersonal relationships. (Stage objectives: 7, 8) In our Unit of work, all these objectives of the 4th grade course are related to the stage objective number five of the Aragonese Curriculum; because learners must be aware of the phonological, lexical, grammatical and sociolinguistic components and the basic strategies in real communicative contexts. SPECIFIC OBJECTIVES (related to the Evaluation Criteria) -To identify relative pronouns through questions about a famous singer. -To use relative pronouns through an interview to a famous. -To report an interview. -To use relative pronouns through a game among partners. -To be able to give ideas about the topic of the lesson. -To extract specific information of the text. -To express an opinion after reading a text. -To learn some new vocabulary related to the topic of the lesson. -To infer the meaning of new vocabulary. -To identify the structures with so and such through different sentences. -To use language to support and oppose a point of view. -To write a letter to a friend in order to dissuade him/her to do something. -To infer the meaning of an image through observation. -To express an opinion after watching a video. -To use language to persuade someone in order to get something. -To infer grammar through different examples. -To learn new vocabulary. -To be able to describe pictures. -To practice new grammar structures. -To use language to talk about differences between images. -To infer new vocabulary from a text. -To express an opinion after reading a text. -To review vocabulary. -To learn new vocabulary related to the context of the song. -To be able to create a quick and narrative writing using the vocabulary related. -To promote students’ creativity and fluency in English. 9 -To make students aware of the real informal use of English in songs. 4. CONTENTS The contents are grouped into four modules corresponding to the characteristics and needs of the teaching and learning: language skills, the constituent elements of the linguistic system, their function and relationships, and the social and cultural dimension of the English language. Module 1. Listening, Speaking and Conversing: Module 2. Reading and Writing: Module 3. Knowledge of the language: Module 4. Socio-cultural aspects and intercultural awareness: The first two modules include procedures, defined as operations that allow to relate the concepts acquired its realization in communication activities that develop the expertise. However, the oral and written skills are presented separately because each requires different skills and knowledge, as we will see now: Module 1. Listening, Speaking and Conversing: This stage gives great importance on oral communication, so that the first module focuses on developing the ability to interact in certain situations, and stresses the importance of the linguistic model of oral reference comes from a large number of speakers in order to collect the variations and nuances. MAIN CONTENTS: -Comprehension and spontaneous production of messages in communication about nearby topics to students’ experience and interest such as tattoos or piercings. -Oral production of descriptions, narrations and explanations about experiences, event and different contents, for instance: about Venice Carnival Mask. -Spontaneous participation in communicative situations within the classroom and in conversations about daily topics and with a personal interest with different communicative aims, using the proper conventions of conversation, such as role-playing (for instance: in lesson 4). 10 -Use of communicative strategies to resolve the difficulties arose during communicative interaction and to initiate, keep and conclude communicative exchanges; for instance, giving opinions for and against piercings and tattoos. Module 2. Reading and Writing: The second module includes the procedures necessary to develop competence in discursive writing use. In foreign language texts, as the English language, are also textual composition patterns and practice and acquisition of linguistic elements. MAIN CONTENTS: -Autonomous lecture of extensive texts related to students’ interest; for instance, about graffiti or Venice Carnival Mask. -Consolidation and extension of different reading strategies about Graffiti and Venice Carnival mask. -Identification of the transmitter’s message through verbal and non verbal elements. For instance: through readings. -Composition of different texts, in response to concrete communicative situations with appropriate vocabulary related to the topic and the context, taking into account necessary elements of cohesion to show with clarity the relation among ideas using basic strategies in the writing process. For instance: a writing composition about a song (see lesson seven). Module 3. Knowledge of the language: The observation and the use of spoken and written language are being learned allow develop a conceptual system about its operation. That is, the starting point will be situations that encourage the inference rules of functioning of the language for students gain confidence in their own abilities. The module is divided into knowledge and reflection on learning. MAIN CONTENTS: -Comprehension and use of structures and functions appropriated to different situations. For instance: the interview in lesson one and the role-play in lesson five. -Development of the attitudes, procedures and strategies that allow the work in group, such as the role-plays (For instance: in lesson one and in lesson five). -Interest to use the learning opportunities created in the classroom context and outside it. For instance: in Communicative tasks. 11 -Confidence and initiative to express oneself both in public and in a writing way, such as participation in class. (Communicative tasks) Module 4. Socio-cultural aspects and intercultural awareness: The contents of this module will help the students to learn the customs, forms of social relations and specific features of Anglophone countries. This knowledge will promote tolerance and acceptance, increase interest in knowledge of different social, cultural realities and facilitate intercultural communication. MAIN CONTENTS: -Appropriated use of linguistic forms associated to concrete situations of communication: courtesy, agreement and discrepancy, among others. For instance: the interview in lesson one and the descriptions of some images in lesson five. 5. METHODOLOGY Before starting the unit of work, defining the methodological approach that we are going to follow is absolutely necessary. We will describe in the following paragraphs the approach that we have decided to choose and we will pay attention into its main underlying principles. We have decided to use the Communicative Language Teaching approach, which consists of focusing on the development of communicative skills and procedures also known as communicative competence for teaching students a second language. Our unit will be based on a specific topic related to the use of learning a language through its main five skills. We hope that our future students will be motivated by means of working on familiar contents to them and of their interest. Previous approaches were mainly based on the use of grammar and structures in order to acquire a second language, but this approach that we have chosen is focused on the communicative skills. Real life contexts and situations are provided in order to make students participate in the classroom. Teachers will act like guides and advisers and the activities will be studentcentred. National curriculum, Aragonese Curriculum and CEFR are deeply concerned with this kind of procedures for acquiring a second language, therefore, communicative competence is one of the most important objectives. Every lesson will be dealt with working on a general topic of their general likes. The main objectives of these lessons will be to make students 12 achieve objectives without even noticing it. Therefore, one of our main goals is to motivate students in the topic that they are working on and develop their communicative competence in English. Students will be dealing with basic elements such as grammar and vocabulary but without focusing on these elements. They will be using communicative activities to use their acquired knowledge of grammar and vocabulary. An important part of their learning procedure will be to develop their chance to learn from their classmates, not only from the teacher’s help and guidance. Besides, learning a second language should not be a tedious process since we must guide students into interaction, cooperation and the use of their intuition and imagination. Choosing real texts, materials and creating daily situations will motivate students. Anyway, not all the activities will be group-based since it is necessary to develop activities with an individual purpose so the student will develop as well autonomy and independence. Although most of the activities will take place in the classroom, we should pay attention into space and timing, and possibly variations in order to improve students’ motivation. To sum up, all this actions mentioned above, will make students develop their communicative competence while learning not only a second language but learning how to learn, which is the most important goals and objectives throughout the whole teaching process in general and one of the most challenging aspect for teachers in particular. Before finishing this methodology section, we have to mention that nowadays English has become a lingua franca language, used by means of communication all around the world. There is no doubt about it on account of this globalized world in which we live and the development of modern societies, technologies and the way we interact with each others. According to Kumaravadivelu (2003) and his article A Postmethod Perspective on English Language Teaching: ‘Equally well-documented is the globality of the English language. ``A language achieves a genuinely global status,'' observes Crystal (1997: 2), ``when it develops a special role that is recognized in every country.'' Clearly, English has achieved such a role. In that global role, English has spawned a large number of local varieties, aptly called world Englishes. An interesting aspect of the emergence of world Englishes is that it is not confined to former British colonies alone. In addition to Inglish in India, Singlish in Singapore, etc., one now hears about Franglais in France, Denglish in Germany, and so on. The emergence of world Englishes with their amazing form, function and spread has been the result of what Kachru has called nativization (see, for instance, Kachru, 1982, 1983). Varieties such as Indian English, Nigerian English and Singaporean English represent the extent to which a foreign language can be profitably reconstructed into a vehicle for expressing sociocultural norms and 13 networks that are typically local. Creative writers such as Salman Rushdie, Chinua Achebe and others have shown how the Western language can be used for communicating sociocultural nuances that are completely alien to the Western culture. Common people who speak English as an additional language see it more as a language of communicational necessity than as a symbol of cultural identity. They use English according to their individual and institutional needs, and keep it separate from their local cultural beliefs and practices.’ 6. EVALUATION CRITERIA INSTRUMENTS OF EVALUATION At the end of the implementation of this Unit of work, there will be an exam in which each student will have to show the acquisition of the whole skills (speaking, listening, writing, reading and spoken interaction) and the contents seen in class. Moreover, students will do a portfolio in which they will include the different activities of each lesson plan established by the teacher at the end of each one. Students’ attitude and participation in class, their homework and their notebooks will be evaluated for the final marks too. These aspects will provide them their own training and these will be helpful for them to improve their learning. The kind of evaluation will be a summative assessment, taking into account the whole process of learning of each student during each lesson and each mark. The final evaluation in each period will be carried out by our mentors at the end of each one bearing in mind our evaluation criteria and basing on self-assessment. GRADING CRITERIA Communicative competences determined by the Aragonese Curriculum are prioritised in the whole lessons with the purpose of integrating all the skills: listening, reading, spoken interaction, spoken production and writing. The final mark of each student will be the result of the addition of these parts: -Exam (including the whole skills): 70% (see lesson plan eight) -Portfolio (including homework): 20% -Attitude, participation and notebook: 10% 14 The exam does not include the grammatical points and the whole vocabulary seen in class but these are evaluated as part of students’ homework and along the implementation of this unit of work giving students extra points if they use them well and include them in the portfolio showing they have acquired them. In this way, teacher can check if students have acquired the contents and objectives of this unit providing them at the same time feedback and new input. Teacher is a guide for students and he/she can check students’ new knowledge through observation because students have to discover their own knowledge (Learning by doing). EVALUATION OF THE TEACHING-LEARNING PROCESS The teacher must be reflective before, during and after the lesson, this means that he will have to think about his lessons taking into account what happens in the classroom and also thinking about alternative means of achieving the goals (Barlett, 1990:202). In order to do that, the teacher evaluates all the process through a personal diary where he writes down all the marks and observations of the students. In order to evaluate this whole process, teachers provide students a questionnaire or checklist in which they have to answer different types of questions about teachers’ implication in the teaching process and about what they have learnt during this period. (See annex 2) EVALUATION CRITERIA For the fourth grade of Compulsory Secondary Education, the evaluation criteria are a set of abilities mentioned in the objectives and they are included in the Aragonese Curriculum (223-225). 7. LESSON PLANS (Students’ handout in annex 1) LESSON 1 Time & date: Grade: 4thA/B ESO Unit of work: Decorate It! 4thB: 18/03, 8:30h-9:20h Number of Title of lesson: 4thA: 18/03, 9:25h-10:15h students: 21(4thA)/29(4thB) Creativity Learning objectives -To identify relative pronouns through questions about a famous singer. -To use relative pronouns through an interview to a famous. -To report an interview. -To use relative pronouns through a game among partners. Expected learning outcomes To identify relative pronouns through questions about a famous singer. -To use relative pronouns through an interview to a famous. -To report an interview. -To use relative pronouns through a game among partners. 15 Activities 1.Pre-task: - T will ask students some introductory questions such as:  Do you know the woman who is shown in the image?  Do you know the place where she was born?  Do you know the year when she started to sing?  Do you know the song which made her famous?  Do you know if the name that is shown is her real name? -T has to give students some examples in Spanish in order that they translate them into English using the relative pronouns seen in class with the purpose of T checks if they have understood this grammatical point, (speaking) 2. Task: -SS have to create an interview in which one student is the interviewer and the other student is a famous person taking as a reference the questions mentioned before to create others in the style of these. The interviewer has to use relative pronouns in questions to the famous person and then they have to switch the roles. In this way, T can check this point is clear for students. (speaking) 3. Post-task:-Each student should take three sheets of paper and they should write in each sheet a place, an object and a famous person. Then they should introduce the sheets of paper within a box provided by the teacher. The class is divided into two big groups and a student of each group has to take a sheet and describe or define the written word in order to his/her partners guess it. Then the rest of SS will do the same and so on. (speaking) Time 15’ 15’ 20’ Procedure Students’ interaction with the teacher Sentences: Individually And then the whole class In pairs (with teacher’s supervision) In groups (with teacher’s supervision) Materials Projector Computer Blackboard/chalk Power point Projector Computer Blackboard/chalk Sheets of paper Pen Box NOTE: The images shown in class are taken from the Internet 22 Evaluation of the learning and teaching process -Have my students engaged in whole group conversation? Did they show interest with the topic? -In Pedro Cerrada: They paid attention to the topic but I think what motivated students were the video shown about tattoo sleeves in a chapter of The big bang theory. They gave different opinions about the topic. -In Hijas de San Jose: Students liked very much the video and they were very engaged with the role-playing. -Have the students understood the activities? And me? -In Pedro Cerrada: Yes, they participated actively and especially with the video because it was funny for them. I had to repeat my instructions in many occasions because they had some doubts with the activities. - In Hijas de San Jose: I had not to repeat my instructions because they did not show problems with activities. -Have the students liked the lesson? -In Pedro Cerrada and in Hijas de San Jose: I think so. This lesson was one of the most entertaining because watching a video in class was innovative for them. Normally the lessons are masterly and more monotonous. -Is the handout helpful for students in this lesson? -In Pedro Cerrada and in Hijas de San Jose: Yes, because they were shown an image to infer the meaning and in their handouts could find all the materials for the lesson development. Assessment and feedback -In Pedro Cerrada and in Hijas de San Jose: Teacher gathered information by means of the classroom observation, and especially with teacher-students interaction to resolve some doubts related to the vocabulary of the video. Moreover, teacher gave them feedback when they made mistakes giving opinions or expressing their feelings. Students had to correct their mistakes repeating what they had said in a correct way. Action point -In Pedro Cerrada and in Hijas de San Jose: Maybe they needed more vocabulary related to the video because this contained some difficult words for them in spite it had English subtitles. Homework - They reviewed the lesson with the handouts and class notes. -They wrote a paragraph about what they wanted related to the video shown in class. 23 LESSON 5 Time & date: Grade: 4thA/B ESO Unit of work: Decorate It! 4thB: 25/03, 8:30h-9:20h Number of Title of lesson: 4thA: 25/03, 9:25h-10:15h students: 21(4thA)/29(4thB) Decoration Learning objectives -To infer grammar through different examples. -To learn new vocabulary. -To be able to describe pictures. -To practice new grammar structures. Expected learning outcomes -To infer grammar through different examples. -To learn new vocabulary. -To be able to describe pictures. -To practice new grammar structures Activities 1. - SS are shown a picture of a normal class; T asks SS some questions about the class decoration including question tags. -This class is very similar to your class, isn’t it? -You don’t like the decoration, do you? -You want to change the decoration, don’t you? -The decoration can influence your motivation to learn, can’t it? SS have to identify this grammatical point and answer the questions. (speaking) 2.-T explains question tags to SS through different examples. 3.-SS are going to be divided into groups; each group is going to be given a photo of different celebrations. Each group has to describe the photo to the other groups and the others have to guess the celebration. (Speaking) T helps SS with the new vocabulary providing them a list of words. 4.-SS are going to prepare a roleplaying. One of the students is going to celebrate a party and has to invite his friends; They have to help him to prepare it. They have to talk about the outfit they are going to wear, the decoration of the party, place and time. SS will expose their partners their roleplay. Time 5’ 10’ 15’ 20’ Procedure The whole class with teacher interaction Teacher’s explanations Students’ interaction In groups (with teacher’s supervision) Materials Projector Computer Blackboard/chalk Projector Computer Blackboard/chalk Projector Computer Blackboard/chalk Projector Computer Blackboard/chalk 24 NOTE: The images and the video are taken from the Internet. Evaluation of the learning and teaching process -Have my students engaged in whole group conversation? Did they show interest with the topic? -In Pedro Cerrada: Yes, they participated actively and activity number 2 was congenial for them because they enjoyed very much. I think it was an enthusiastic topic because students were very active and all of them wanted to go up to the board. -In Hijas de San Jose: They showed interest in learning the grammatical point as it was new for them. However, the activity they enjoyed most was the description of different celebrations. -Have the students understood question tags through the examples? -In Pedro Cerrada: At the beginning they showed some problems but through many examples provided by the teacher, they understood well this grammatical point. -In Hijas de San Jose: Most of the students understood the grammar quite well. Besides, most of them found it easy and they had almost any mistake. The students found the rest of the activities interesting and they participate actively in them. -Have the students liked the lesson? -In Pedro Cerrada: Yes, they have paid much attention to teacher’s explanations and they have worked very well in group. -In Hijas de San Jose: I think so. They were participating all the time and they did not show any sign of boredom. - Is the handout a help for students in this lesson? -In Pedro Cerrada: for some students the handout was a very important help but for others not and they scarcely considered it. -In Hijas de San Jose: Not very. They had the questions they were going to be asked written in their handouts but as I projected a power point with the same questions, they prefer to read them from the screen. Assessment and feedback -In Pedro Cerrada and in Hijas de San Jose: Teacher gave students many examples in Spanish and they translated into English to check they had understood the grammatical point. Teacher provided them feedback and help when they made mistakes. In the rest of the exercises teacher also provided feedback them facilitating them new vocabulary and expressions. Action point -In Pedro Cerrada and in Hijas de San Jose: The whole lesson was clear for all students. Homework -They reviewed the lesson with the handouts and class notes paying attention to the new vocabulary and expressions. -They wrote some sentences using different question tags to check their knowledge. 25 LESSON 6 Time & date: Grade: 4thA/B ESO Unit of work: Decorate It! 4thA: 26/03, 8:30h-9:20h Number of Title of lesson: 4thB: 26/03, 13:35h-14:25h students: 21(4thA)/29(4thB) Make-up Learning objectives -To use language to talk about differences between images. -To infer new vocabulary from a text. -To express an opinion after reading a text. -To review vocabulary. Expected learning outcomes -To use language to talk about differences between images. -To infer new vocabulary from a text. -To express an opinion after reading a text. -To review vocabulary. Activities 1.-Students are shown different images of famous people with and without make-up. In groups, SS have to discuss the following questions: -Do you think there are many differences between the images? What are these differences? -Are these famous people attractive without make-up? -Do you think make-up works wonders? -Do you know other famous women with a great change in their appearance without make-up? (speaking) A volunteer of each group will give feedback of the main ideas to the rest of the class. 2.-Students have to read a piece of text about Venice carnival mask. Then, they have to summarize the main ideas and answer some questions. -Do you like Venice carnival mask? -What mask would you prefer? -Have you ever been in this carnival? Or Would you like to go here? Now in pairs students have to design a mask.(It is acceptable to draw one) (reading and writing) T will ask SS’ answers randomly. 3. - Game: hangman. The class will be divided into two groups. In turns, one of the student will come to the board and has to think about a word previously seen in one of the lessons and put the lines respective to number of letters. The SS of the other group have to give letters one by one until they know the word. After that, a Time 10’ 20’ 20’ Procedure In groups (with teacher’s interaction) Reading: individually Questions: Individually The whole class (with teacher’s interaction) Materials Projector Computer Blackboard/chalk Projector Computer Blackboard/chalk A fragment of text Projector Computer Blackboard/chalk 26 student of the other group will do the same. (speaking) NOTE: The whole images and the fragment of text are taken from the Internet. Evaluation of the learning and teaching process -Have my students engaged in whole group conversation? Did they show interest with the topic? -In Pedro Cerrada: Yes, all the students gave new ideas related to the topic to the rest of the class. Boys and girls participated at the same level in the two groups. -In Hijas de San Jose: They paid attention to the topic and found it interesting, especially when they had to comment the differences between the photos. -Have the students understood the lesson? -In Pedro Cerrada: I hope so. They did not show any problem except for some vocabulary words. -In Hijas de San Jose: I think so. They did not ask anything and they participate actively. Specially 4th A. -Have the students liked the lesson? -In Pedro Cerrada: Yes, because they designed in pairs new masks for Venice Carnival. It was a funny activity for them. -In Hijas de San Jose: Yes, because the photos and the reading were included in their handouts as well as the questions they had to discuss. -Is the handout a help for students in this lesson? -In Pedro Cerrada: Yes, because they had to read a text about Venice Carnival in their handouts. -In Hijas de San Jose: Yes, because the photos and the reading were included in their handouts as well as the questions they had to discuss. Assessment and feedback -In Pedro Cerrada and in Hijas de San Jose: Students read aloud to the order of teacher a text related to Venice Carnival and teacher provided them feedback and help with the new words and pronunciation of some difficult words for them. They repeated these words in a correct way. When they designed the new masks and explained their designs to the rest of the class, teacher corrected their mistakes taking into account the vocabulary, some expressions, and the use of some verbs, among others. Action point -In Pedro Cerrada and in Hijas de San Jose: The encouragement of some new vocabulary words for students. Homework -They reviewed the lesson with the handouts and the class notes checking the new vocabulary. 27 LESSON 7 Time & date: Grade: 4thA/B ESO Unit of work: Decorate It! 4thB: 28/03, 8:30h-9:20h Number of Title of lesson: 4thA: 28/03, 10:35h-11:25h students: 21(4thA)/29(4thB) Fashionista Learning objectives -To learn new vocabulary related to the context of the song. -To be able to create a quick and narrative writing using the vocabulary related to the song. -To promote students’ creativity and fluency in English. -To make students aware of the real informal use of English in songs. Expected learning outcomes -To learn new vocabulary related to the context of the song. -To be able to create a quick and narrative writing using the vocabulary related to the song. -To promote students’ creativity and fluency in English. -To make students aware of the real informal use of English in songs. Activities 1.-Once we know the context for something, we are able to predict possible content. Try giving students a choice of things that they may or may not expect to hear. We are going to give students this sentence from the song ‘You have to show a look, have a look or give a look, Faces, beautiful, No one ugly allowed, hahahah’. (speaking) 2.-When we listen in our first language we can usually concentrate on the overall meaning because we know the meaning of the vocabulary. For students large numbers of unknown words will often hinder listening, and certainly lower confidence. For this activity, we have selected some words and students have to match the word with the correct definition. (Pre-learning vocabulary) 3.-Students listen to a song, draw a picture to represent what they hear and then explain their pictures in small groups. -Fill the gaps with the correct word. (while-listening) 4.-Students listen to a song and take note of 6 or 8 words that they hear. Then they use these words as the basic vocabulary for composing a Time 10’ 10’ 15’ 15’ Procedure In pairs In pairs Drawing: Individually Explanations: In pairs In small groups Materials Projector Computer Blackboard/chalk Projector Computer Blackboard/chalk Projector Computer Blackboard/chalk Projector Computer Blackboard/chalk 28 narrative writing in small groups. (Post-listening) NOTE: The song or other materials are taken from the Internet. Evaluation of the learning and teaching process -Have my students engaged in whole group conversation? Did they show interest with the topic? -In Pedro Cerrada and in Hijas de San Jose: Yes, they worked the song in small groups to give their opinions and they showed quiet interest with this lesson because was very different from the rest of the lessons. -Have the students understood the lesson? -In Pedro Cerrada and in Hijas de San Jose: They had some difficulties to understand some words of the song because of pronunciation but little by little they understood well the song. -Have the students liked the lesson? -In Pedro Cerrada: I think so because they seemed to entertain a lot with the song. -In Hijas de San Jose: Yes, this lesson was very amusing for students because the lesson was not so masterly. -Is the handout a help for students in this lesson? -In Pedro Cerrada: oh yes, absolutely! They needed the handout for each activity, for instance to fill in the gaps of the song. -In Hijas de San Jose: The handout was necessary in this lesson because students could find all the materials to work on it. Assessment and feedback -In Pedro Cerrada and in Hijas de San Jose: T usually helped students with some difficult words and to facilitate students’ understanding T repeated these words after listening to the song and gave them some examples using them in context. In this way, T also provided students feedback for their narrative writing. Action point -In Pedro Cerrada and in Hijas de San Jose: The encouragement of some words pronunciation to help students to understand better Spoken English. Homework -They revised the lesson with the handout and the class notes and did a oneminute paper about pronunciation. 29 LESSON 8: EXAM CHECK YOUR IMPROVEMENT! WRITING: 1. Write a composition discussing the advantages and disadvantages of decorating your body (piercings, tattoos). (80100 words) (2.5 points) LISTENING: (see annex 3) 2. Listen and correct the sentences according to the listening. (2.5 points) a. The art exhibition is this afternoon. - b. Vanessa is crazy about modern art. - c. Lots of people don’t understand the artist’s name. - d. The artist was in Vanessa’s brother’s class. - e. The artist hasn’t sold a lot of paintings. - f. The artist uses strong colours like green and blues. - g. The exhibition is in the old hotel in the city centre. - h. Emma’s brother has six free tickets. - SPEAKING: 3. Prepare a role-playing about a son/daughter trying to convince his/her parents to get a tattoo. Parents will be against and the son or daughter has to give different reasons to persuade their parents. (In groups of three or four people) (2.5 points) 30 READING: 4. Answer the following questions about the text. (2.5 points) Saint Patrick's Day St. Patrick's Day is celebrated in the United States on March 17. It's neither a public holiday (we still have work and school) nor a serious holiday. It's just a fun holiday. Many Irish people have emigrated from Ireland to the United States over the last few centuries. They brought St. Patrick's Day with them. St. Patrick's Day is a serious religious holiday in Ireland, but it has been changed quite a bit in America. Today in America people enjoy St. Patrick's Day by wearing green. In fact, if you don't wear at least one small green item, school children may pinch you. Probably the most common symbol for this holiday is the shamrock. Since the shamrock has three leaves, thousands of years ago St. Patrick (a religious leader) used it to teach the Irish people about the three parts of God. Today many people wear a shamrock design on St. Patrick's Day because it is supposed to bring good luck. On this day many people also enjoy going to a pub and drinking beer. They tell jokes and have a good time. People who don't come from Ireland like to pretend they are Irish, too. Some cities hold parades or marathons. It's not a very big holiday, but it can be a fun one for the people who want to enjoy it. It is very different kind of celebration from St. Patrick's Day in Ireland. 1. St. Patrick Day is celebrated on-------------------------. 2. Do people go to work and school on St. Patrick Day? 3. St. Patrick Day comes from-----------------------------. 4. What colour do people wear on this day? 5. If you do not wear this colour, what will school children do to you? 6. What is what this day represents? 7. Wearing a shamrock is a symbol of ----------------------------. 8. Where do people go to drink? 9. St. Patrick Day is celebrated in some cities with--------------------------------. 10. What is the meaning of shamrock in Spanish? ---------------------------. 31 8. CONCLUSIONS The realization of this unit of work has helped us to be aware of all the contents we have studied in the Master. At the beginning, we were lost and confused because it was the first time we were planning a learning unit. Nonetheless, after discussing the topic with our tutor we started to organise our minds and ideas and we soon felt more confident. We have to say that we did not chose the topic, one of our tutors told us to create a unit about decoration explaining different grammatical points so, as we thought that the topic was interesting and motivating for our students we adapted our ideas to his instructions. We tried to introduce different types of activities taking into account the different intelligences our students have and, above all, we tried to create a unit focused on communication. So, as it can be seen through the different lessons, oral activities prevail over the others. Also, we tried to do a different learning unit where creativity and participation are more important than accuracy. Students learn at different rhythms and they will be accurate when they integrate all the contents. When we were designing the activities we were not sure if they were going to work, but when we implemented the learning unit at the High Schools, we realised we did a great job because our students not only liked the activities but also learnt from them; and this is the main purpose of our unit. The best part of this work is that we could see things in a real context, we could check if our activities were appropriate or not, and when they were confusing we had time to change them and improve our lessons. In our case, in both High Schools, almost all our activities worked in a very good way. The students got involved and motivated at all times. We think that our students enjoyed the lessons because they were different from the ones they are used to study. They normally follow the book, and from time to time they go to the computer room to practise some grammar exercises. In contrast, we make use of ICTs in all our lessons, even to explain the different grammatical points and the homework, and this was something students appreciated because all III http://www.sodahead.com/l iving/is-graffiti-art/question3977825/ 3.- Before reading the text, SS are given the following sentence: ‘Even if it’s Picasso you are not allowed to paint on other people’s walls’ SS have to comment it in small groups and think about the topic of the text they are going to read after that. (pre-reading) -SS read the text. SS have to infer the meaning of new words from context. T will help SS. (reading) - Do you consider graffiti as vandalism or as art? Discuss in small groups. (postreading) Graffiti: is it art or vandalism? Toronto sets up official panel and the wrangling starts over what to preserve By Larry Humber. Web only Published online: 07 November 2012 IV Toronto is taking a hard look at street art, going so far as to create an official five-member Graffiti Panel, made up of city staffers with backgrounds in “the arts, urban design, architecture and other relevant disciplines”, which met for the first time on 2 November. The first session was contentious but civil, with panel members facing off against property owners who were appealing notices of violation for “markings” on their buildings. “Even if it’s Picasso, you’re not allowed to paint on other people’s walls,” says Elyse Parker, a city official who is leading Toronto’s crackdown on graffiti. At the same time, the city has begun to open its eyes to street art, realising that there is something of merit in the best of it. Toronto’s council has already given its blessing to what is known as Graffiti Alley, a series of colourful backstreets only a few blocks from City Hall. David Liss, the director of Toronto’s Museum of Contemporary Canadian Art, who also has some background in street art, applauds the move. “Certainly the Queen West Alley has some great work, so I’m in favour of preservation,” he says. “Maybe they could start marketing it as a tourist attraction.” The Graffiti Panel considered nine controversial sites at its first meeting. It was careful to avoid the word “art”, almost as if were an obscenity. “Questioning what is art is what we wanted to get away from,” says Parker. However, the term would regularly creep into the discussions. At one point, the head of the panel Glen Sharp referred to a work under scrutiny as “art”, then corrected himself, saying, “Excuse me, I mean graffiti.” He also made reference to “the artist” more than once. A panel member subsequently referred to “the art pieces”. Reaching a consensus will be difficult. One building owner appeared with his lawyer to defend his graffiti covered walls, more than happy to let them stay. The panel wasn’t so sure, first opting to defer judgement, then reopening the matter before deferring it yet again. The owner was asked to reappear at the next session on 30 November. “You can’t win,” he said. The panel had only photographs of the works to look at, and judging the subject matter could be difficult. “I’m concerned about what the character is holding in his hand,” said one member about a lion figure waving an unidentifiable object. Additional photographs were requested for the next session, to be provided 18 days before the panel sits again. But who is to say graffiti artists won’t revisit the site in the intervening time? “If anyone thinks that an official programme will reduce graffiti, they’re sadly mistaken,” says Liss. “Many graffiti artists will intentionally not participate and continue working unsanctioned. There is a strain of thought among certain graffiti artists and taggers to ‘destroy’ and vandalise, while others see their markings as a way to claim space from ever-increasing corporate control.” http://www.theartnewspaper.com/articles/Graffiti-is-it-art-or-vandalism/28040 V LESSON 3: PIERCINGS 1. - T will show SS some introductory sentences. -SS have to give some examples using so, such, so…that and such….that taking into account teacher’s explanations and their own opinion. (speaking) 2.-SS are shown a video about body piercings. In pairs, they have to discuss the advantages and disadvantages of piercings and then they will their reasons to the rest of the class. (speaking) video: http://www.youtube.com/watch?v=Z1xJK6imxxk 3.-Students are shown two images and they have to answer what the images suggest to them with a word expressing feelings and then justifying their answers. (speaking) Use SO + adjective * Piercings are so cool. * A nose piercing is so popular for teenagers that parents allow their daughters to get one. Use SUCH (a/an) + adjective + noun * A piercing is such a disgusting thing for my mother. * A bridge piercing is such a showy thing for adults that it is banned in High Schools. VI http://t1.gstatic.com/images?q=tbn:ANd9GcTTGbUPl7pqfzbcrCjg5hiXf3vqdfDC _b-PB-mIspjh2PZZXpWYFg http://t0.gstatic.com/images?q=tbn:ANd9GcS4EshhfrowpV2abYZE4sv97qC8YBlKoiXWSdJQxtQe6YmqMSP 4.-Students have to write a letter to a friend to suggest it is a crazy act to get a corset piercing. (writing) 5.-One-minute-paper about Today’s lesson. (writing) LESSON 4: TATTOOS 1.-A tattoo of Christ is shown to students and they have to say what this image suggests them. -This tattoo belongs to a famous person. Who is the famous? -The tattoo has a symbolic meaning. Think about it in no more than five minutes. What is the meaning of this? -Do you think the meaning of the tattoo is related to the image? Why? (At the end of the activity the teacher will give students the solution in case they do not know the meaning) (speaking) https://encryptedtbn0.gstatic.com/images?q=tbn:ANd9Gc RylPBEppGf0KxZU8LeE1pAOkx1QjXJ0ZgavHRDX 4I4d6RMu8q 2.-SS are shown a chapter of the TV series The big bang theory. In this chapter, two of the protagonists are wearing a t-shirt with sleeves simulating a fake tattoo in order to flirt with girls. After the video, SS have to comment their opinion about this flirting technique. (listening and speaking) (VIDEO) VII https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcQpnxq_gtUPvfxJBLCdyAc98z2OSXpqI3aL_PF8-HzrsxARD6r 3.- SS have to prepare a role-playing about a son/daughter trying to convince his/her parents to get a tattoo. Parents will be against and the son or daughter has to give different reasons to persuade their parents. (speaking) LESSON 5: DECORATION 1.- SS are shown a picture of a normal class, T asks SS some questions about the class decoration including question tags. -This class is very similar to your class, isn’t it? -You don’t like the decoration, do you? -You want to change the decoration, don’t you? -The decoration can influence your motivation to learn, can’t it? SS have to identify this grammatical point and answer the questions. (speaking) http://upload.wikimedia.org/wikipedia/commons/2/2c/Inside_a_classroom_of_a_ school_in_Kabul.jpg 2.-T explains question tags to SS through different examples. 3.-SS are going to be divided into groups, each group is going to be given a photo of different celebrations. Each group has to describe the photo to the VIII other groups and the others have to guess the celebration.(Speaking) T helps SS with the new vocabulary providing them a list of words. (At the end of the handout) 4.-SS are going to prepare a role-playing. One of the students is going to celebrate a party and has to invite his friends, They have to help him to prepare it. They have to talk about the outfit they are going to wear, the decoration of the party, place and time. SS will expose their partners their role-play. LESSON 6: MAKE UP 1.-Students are shown different images of famous people with and without make-up. In groups, SS have to discuss the following questions: -Do you think there are many differences between the images? What are these differences? -Are these famous people attractive without make-up? -Do you think make-up works wonders? -Do you know other famous women with a great change in their appearance without make-up? (speaking) A volunteer of each group will give feedback of the main ideas to the rest of the class. http://1.bp.blogspot.com/- PpW9pcqXUwg/TixryV1ZL6I/AAAAAAAAmiQ/qbQ4sBlGYFU/s1600/JenniferLopez.jpg http://www.fotos-top.com/items/jennifer-lopez-sin-maquillaje-17071.jpg IX https://encryptedtbn1.gstatic.com/images?q=tbn:ANd9GcTlOEazBXMMJlmcNi5MctC2SZzZkldADjFZG1ncGe5q457njDm4w https://encryptedtbn0.gstatic.com/images?q=tbn:ANd9GcTy2PW9Gtu_qc1hgjC0dtVz7eqr1ML5G vWhiLiCC5RrsUxfsq4_8w https://encryptedtbn1.gstatic.com/images?q=tbn:ANd9GcSr2C1gz14VChmBW7Ql4f7rqYFO0Sk QwY6gYBu1cnkfx7s3sD3YtA X 2.-Students have to read a piece of text about Venice carnival mask. Then, they have to summarize the main ideas and answer some questions. -Do you like Venice carnival mask? -What mask would you prefer? -Have you ever been in this carnival? Or Would you like to go here? Now in pairs students have to design a mask.(It is acceptable to draw one) (reading and writing) T will ask SS’ answers randomly. History of the Venice Carnival Mask Venice Carnival is a centuries old tradition and one of the world’s most famous carnivals. Venice Carnival is also becoming our own tradition; we just attended for the fourth year running. I’ve written previously about the history of Carnevale di Venezia, Carnevale events affordable for everyone like a Giro d’ombra pub crawl, and what it’s like to masquerade. But it’s the masks, the quintessential feature, that makes the Venice Carnival unique from Italy’s other famous carnivals. The tradition of the mask started in the 13th century when Venetians would hold celebrations and parties from December 26th until the start of Lent and wear XI elaborate masks to conceal their identity. These parties were the only time when the lower and upper classes mingled together. Aristocrats and peasants, disguised by their masks, played out their fantasies together. They indulged in illicit activities like gambling, clandestine affairs, political assassination, and dancing and partying the night away. Early Venetian masks were quite simple, and after Venice Carnival was abolished for nearly two centuries, served a very practical purpose. Women were not allowed to go to the theater without wearing a bauta to cover theirfaces. Nowadays, Venetian masks are a much more elaborate affair. They are made with the application of gesso, a white paint mixture, and gold leaf and are all hand-painted using natural feathers and gems to decorate. There are a few typically Venetian masks: Bauta Considered to be the traditional Venetian mask, bauta comes from the German “behüten“, meaning to protect. It is always white and used to mostly cover the facial features. It is always worn with the black hat with three tips (tricorno). XII Moretta Invented in France, the moretta mask was quickly adopted by Venetian women because of the way it accentuated their feminine features. The moretta mask was actually first worn by women visiting convents and secured by clenching a button between their teeth. This ensured their vow of silence in the convent. Modern moretta masks are much more comfortable and simply tie on. Volto The volto mask is also called the larva mask, meaning ghost-like appearance. It was quite comfortable to wear and allowed the wearer to eat and drink easily. It was worn by men with a black cloak and the black tricorno hat. Columbina One of the first actresses in the Commedia dell’arte felt her face was much to beautiful to cover completely, and so instead wore a half-mask especially designed for her. The mask type quickly became popular and nowadays is highly decorated with gold, silver, crystal, and feathers. XIX https://encryptedtbn2.gstatic.com/images?q=tbn:ANd9GcQyFsZxTo9_3xo4jr3TkoWfgwXgee9IRs e_NdDKL_Ds-kmZ0oqn https://encryptedtbn1.gstatic.com/images?q=tbn:ANd9GcRDdiDL4C8Ufg3sLTkvGF54NuT2S9D2 gjl5FZVWknk4g9v7IdCc XX https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcTQAnepvoFp_cs6Su58lRJ6mb3vLSuG9eM3PJVfnG_uYWGQqP5XA XXI ANNEX 2 CHECKLIST TO ASSESS TEACHER’S WORK Please indicate with a cross taking into account the degree in which you are agree or disagree with the following statements being the number one ‘totally disagree’, number two ‘sometimes’ and number three ‘totally agree’. Statements: Degrees: 1 2 3 1.Teacher tries to give clear instructions to students to facilitate the learning and she usually repeats these instructions. 2.Teacher uses English all the time. 3. Teacher uses the mother tongue to explain some concepts that students do not understand well. (But in exceptional cases). 4. Teacher has used in any occasion some digital resources such as the projector, the computer or others fostering the use of ICTs. 5. Teacher fosters the work in group to improve students’ learning. 6. Teacher shows some examples to do the tasks or to explain the grammatical points with the purpose to improve students’ learning. 7. Teacher fosters the whole students participate in class and develop their own autonomy to give opinions. 8. Teachers tries all students speak in English and try to communicate with the rest of the class. 9. Teacher uses questions to stimulate discussion. 10. Teacher is correct and respectful with students. 11. Teacher provides students homework to check they have understood the contents of the lessons. 12. Calls on non-volunteers as well as volunteers. 13. Maintains eye contact and moves about room. 14. Assists in mastering new vocabulary (explaining the meaning). 15. Allows time for evaluation of the discussion itself. XXII ANNEX 3 LISTENING Vanessa (V), Emma (E) E: Hi Vanessa! Do you want to V: That doesn´t mean that I´ll Come to an art exhibition like him. with me tomorrow? E: But he´s great! He´s worried V: Well Emma, that depends. about our planet. He tries to What kind of art is it? make people see what we´re doing to our world and that E: Modern… we need to stop it. V: No thanks, I can´t stand V: How does he show that in modern art. his paintings? E: You can´t stand it or you E: Well, he uses lots of strong don´t understand it? colours, like red and black to show the pollution and V: What do you mean? he uses softer colours, like greens and blues to show E: Lots of people say they don´t how beautiful our planet is. like modern art. But really they just don´t understand V: Where´s the exhibition? the artist´s message. E: It´s in the big new hotel in V: Well, who´s the artist? the town centre. E: He´s a local; in fact he went to V: But I haven´t got any money! our school! But he left about 10 years before us. He was in E: That doesn´t matter. It´s free. my brother´s class. He´s very good. V: Why is it free? V: How do you know he´s very E: Because the artist sent my good? brother 7 free tickets. All my family´s going and there´s E: Because he´s sold lots one extra ticket. I thought of paintings and had an you might want it. exhibition in London and Paris. V: Why would I want it? V: Because it would be an XXIII interesting experience. It´s always good to see new things. And you might even learn something! Sánchez, Mª José., Bueno, J.M., with Cathy Myers. (2006). What’s up?. Madrid: Pearson Educación