Teaching unit 2


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Teaching unit 2

  1. 1. Teaching Unit 2 Do you like my Levi’s? Ruth Sánchez Roldán
  2. 2. Objectives <ul><li>General objectives: </li></ul><ul><li>talk about the past , comparing it to the present. </li></ul><ul><li>Specific objectives: </li></ul><ul><li>To talk about past actions and past habits . </li></ul><ul><li>To narrate actions in the past in the order in which they occurred using the appropriate forms of the past </li></ul><ul><li>To use vocabulary related to fashion, habits and transport </li></ul><ul><li>To express preferences </li></ul>
  3. 3. Timing <ul><li>2 weeks </li></ul><ul><ul><li>6 sessions of 50 minutes </li></ul></ul>1 st Term: Sept-Dec Term Unit 6: Sports all over the World + Review Unit 5: Gadgets and Inventions Unit 4: Are clouds black, mum? Unit 3: Celebrities’ eccentricities Unit 2: Do yoo like my Levi’s? Unit 1: Back to School Teaching Units
  4. 4. Contents Sociolinguistics + ICC Block 4: Socio-cultural aspects + Intercultural awareness Linguistics Block 3: Knowledge of the language Block 2: Reading and Writing Pragmatics Block 1: Listening, speaking and talking COMMUNICATIVE COMPETENCE (CEF) D 42/2008 on June 5 th
  5. 5. Block 1 + Block 2: Pragmatics <ul><li>Speaking </li></ul><ul><ul><li>Brainstorming the main topic of texts </li></ul></ul><ul><ul><li>Talking about likes and dislikes in fashion. </li></ul></ul><ul><ul><li>Predictions about designers’ lives and fashion trends. </li></ul></ul><ul><ul><li>Opinions about controversial issues </li></ul></ul><ul><li>Reading </li></ul><ul><ul><li>About fashion, clothes, designers, habits and transport. </li></ul></ul><ul><ul><li>Extracting overall and specific information. </li></ul></ul><ul><li>Listening </li></ul><ul><ul><li>To utterances with different accents </li></ul></ul><ul><ul><li>Extracting overall and specific information </li></ul></ul><ul><li>Writing </li></ul><ul><ul><li>Description </li></ul></ul><ul><ul><li>Comparison </li></ul></ul><ul><ul><li>Interview </li></ul></ul><ul><ul><li>Opinion essay </li></ul></ul>
  6. 6. Block 3: Linguistics <ul><li>Functions </li></ul><ul><ul><li>Describing habits and interests in the past. Comparing past and present. </li></ul></ul><ul><li>Structures </li></ul><ul><ul><li>past simple, continuous and perfect. </li></ul></ul><ul><ul><li>Would/used to+inf, Be/get used to+ing </li></ul></ul><ul><ul><li>When/as soon as/before/after+ Present simple/past perfect . </li></ul></ul><ul><li>Vocabulary </li></ul><ul><ul><li>Related to hobbies, clothes, transport. </li></ul></ul><ul><ul><li>Formulas to express preference. </li></ul></ul><ul><ul><li>Phrasal verbs: put on, take off. </li></ul></ul><ul><ul><li>Prepositions for transport: by car/train/plane, on foot. </li></ul></ul><ul><li>Phonetics </li></ul><ul><ul><li>- ed endings and irregular past forms. </li></ul></ul>
  7. 7. Block 4: Sociolinguistics + ICC <ul><li>Positive attitude towards the use of English as a means of successful communication among people with different nationalities. </li></ul><ul><li>Adaptation of messages according to context </li></ul><ul><li>Identification of habits and customs in teenager’s everyday lives, contrast with others’ and respect for them. </li></ul><ul><li>Identification of habits of everyday life in countries where the foreign language is spoken comparing their own: dress habits and dress codes, sizes, customs, etc. </li></ul><ul><li>Appropriate use of linguistic formulas suitable to communicative situations both formal and informal. </li></ul>
  8. 8. CLIL: Philosophy and Citizenship <ul><li>Size 36 issue. </li></ul><ul><li>Problems that may arise: anorexia </li></ul>
  9. 9. Link with previous and subsequent units (constructivist learning) <ul><li>Previous: unit 1: students talked about their everyday lives, their habits and the frequency of their present actions, their hobbies and interests. </li></ul><ul><li>Unit 2: students will be able to contrast these everyday habits to their habits,hobbies and interests in the past. </li></ul><ul><li>Next: unit 3: they will be able to differentiate actions in the past from actions in the recent past. In the next unit they will also learn to express the frequency of their past actions. </li></ul>
  10. 10. Methodology: CLT Principles (I) <ul><li>Make real communication the focus of FLL </li></ul><ul><li>Provide opportunities for Ss to experiment and try out what they know and to use language creatively. </li></ul><ul><li>Be tolerant of learner’s errors as they indicate that the student is building up his/her own communicative competence </li></ul><ul><li>Provide opportunities to develop fluency and accuracy </li></ul>
  11. 11. Methodology: CLT Principles (II) <ul><li>Present the different skills interwoven as they occur in real life. </li></ul><ul><li>Let students induce or discover rules </li></ul><ul><li>Foster collaboration and sharing by means of pairwork and groupwork tasks and activities </li></ul><ul><li>Propose tasks that involve opportunities for Ss to negotiate meaning and expand their language resources by using strategies of communication </li></ul>
  12. 12. Methodology: CLT Principles (III) <ul><li>Be aware of Ss’ progress rates and of their different needs and motivations for FLL so as to propose engaging tasks </li></ul><ul><li>Use interesting authentic resources along the use of ICTs to make them more appealing and increase Ss’ attention. </li></ul><ul><li>Understand the role of the teacher as that of facilitator , who creates a classroom climate conductive to language learning. </li></ul>
  13. 13. 5’ What have we learnt today? + Sentence Conclusion 15’ Indiv <ul><li>Writing </li></ul><ul><li>Ss think about some sentences and write their conclusions about the tenses. </li></ul><ul><li>Ss do some written practice of the tenses introduced </li></ul>Output Jeans are never out of fashion. Do you usually wear jeans? Do you wear them to go out? Let’s see what you did last Saturday before you went out. Transition 25’ Indiv + pairs <ul><li>Pre-Reading </li></ul><ul><li>Ss read a short text about the adverts and identify past forms whether regular or irregular. Then, they choose a verb and write three sentences. </li></ul><ul><li>Some questions are asked before they read an interview with a fashion designer. </li></ul><ul><li>While- Reading </li></ul><ul><li>Ss read the text and pay attention to underlined words </li></ul><ul><li>Post- Reading (follow-ups) </li></ul><ul><li>Ss answer some questions about the text </li></ul>Input Are Jeans adverts similar to these ones now? What are the differences? Transition 5’ <ul><li>Students look at some adverts of jeans </li></ul><ul><li>Questions to think about </li></ul>Warm-up + Presentation Min Ss The History of Jeans T UNIT 2 (Session 1)
  14. 14. Warm Up + Presentation Who wore jeans in the past? Why did they wear them? Who wears jeans now? Why do they wear them? Do you prefer brand name jeans? Why?
  15. 15. Transition <ul><li>Are Jeans adverts similar to these ones now? </li></ul><ul><li>What are the differences? </li></ul>
  16. 16. Input: Levi’s adverts These are some pictures of Levi’s adverts from 1869 up to the present. Levi’s ads a century ago were mainly pictures of men wearing Levi’s jeans in a particular situation. They showed that Levi’s were comfortable for everyday use and that people from the city as well as people from the country wore them. At the beginning, men didn’t buy them because they were fashionable, they bought them because they were very resistant for work and never tore . Did your grandfather wear them? Decades later, most people liked them and began to wear them. They soon became fashionable everywhere. Nowadays, presidents of the United States, business pioneers, idols, rock stars and of course ordinary people all over the world wear them. <ul><li>Now choose one of those verbs above and write a positive, negative and an interrogative sentence: </li></ul>Pre-Reading (I) : <ul><li>Find the verbs in the past and state whether they are regular or irregular forms. Write their infinitives and past participles in the table below. (review the list of irregular verbs if necessary. Handout: irregular verbs ) </li></ul>Past Participle Past Infinitive Past Participle Past Infinitive Irregular verb Regular verb
  17. 17. Input: An interview with a fashion designer: Gary Harvey <ul><li>Who is Gary Harvey? What do you think he has to do with Levi’s? </li></ul>Pre-Reading (II) : While-Reading : Levi’s Fashion Designer – Gary Harvey “ The goal is to inspire youth to re-appropriate denim in new ways” Handout : Text in full Vocabulary: pioneering, comfy, consumer, denim, ultimate, success
  18. 18. Follow-up <ul><li>Why does Gary like Spain? </li></ul><ul><li>Does Gary think about the past when designing jeans? Why? </li></ul><ul><li>Were people in the past fashionable when they wore Levi’s? </li></ul><ul><li>Explain the meaning of the underlined words. </li></ul>Post-Reading :
  19. 19. Transition <ul><li>Jeans are never out of fashion. </li></ul><ul><li>Do you usually wear jeans? </li></ul><ul><li>Do you wear them to go out? </li></ul><ul><li>Let’s see what you did last Saturday before you went out. </li></ul>
  20. 20. Output <ul><li>You were calling your friends when someone knocked on the door </li></ul><ul><li>While you were having a shower, your mobile phone rang . </li></ul><ul><li>You were going towards the door when it suddenly started to rain. </li></ul><ul><li>These actions happened simultaneously: one interrupted the other. In each case, which of the actions is longer: the first or the second? </li></ul><ul><li>When I heard the phone, I ran to pick it up. </li></ul><ul><li>When one action occurs after another, which tense do we use? </li></ul><ul><li>Tense Practice </li></ul>
  21. 21. The teacher gives away... <ul><li>Take-home exam </li></ul>
  22. 22. Conclusion <ul><li>What have we learnt today? </li></ul><ul><li>+ Sentence </li></ul>
  23. 23. 5’ What have we learnt today? + Sentence Conclusion 20’ Grou +ind <ul><li>Writing + Speaking </li></ul><ul><li>Ss write sentences comparing two pictures of how a woman used to look like and how she is now. </li></ul><ul><li>Ss discuss the differences between the habits of some people in the past and now. </li></ul>Output There are many things we used to do in the past that we don’t do now. For example we don’t wear the same clothes as we used to wear when we were children, do we? Transition 20’ Indiv + pairs + class <ul><li>Pre-Listening </li></ul><ul><li>Ss read the instruction from the handout and a list of the uses of used to , would , be used to and get used to . </li></ul><ul><li>While-Listening </li></ul><ul><li>Ss write down the sentences they hear and identify construction. </li></ul><ul><li>Post-Listening (follow-ups) </li></ul><ul><li>Ss identify use of each sentence </li></ul><ul><li>Teacher monitors and corrects and there is a shared reflection on the forms and uses of the constructions </li></ul><ul><li>Ss are given some written practice on constructions studied </li></ul>Input Now imagine you visit your granny and you bring her a fashion mag. These are the pictures you see in an article about fashion in the past and now. Transition 5’ <ul><li>Students look at some photos on past and present fashion </li></ul><ul><li>Questions to think about </li></ul>Warm-up + Presentation Min Ss Fashion changes T UNIT 2 (Session 2)
  24. 24. Warm Up + Presentation <ul><li>What’s the difference between fashion in the past and now? </li></ul><ul><li>Why do you think fashion changes? </li></ul>FASHION IN THE PAST FASHION NOW
  25. 25. Transition <ul><li>Now imagine you visit your granny and you bring her a fashion mag. These are the pictures you see in an article about fashion in the past and now. </li></ul><ul><li>Your granny said: ‘In my wedding I wore a black dress. People used to get married wearing black garments’ ‘When we went to the beach, I didn’t use to wear bikini because it was forbidden’. ‘Women used to wear skirts instead of trousers’.’ On Sundays we would go to the church in our best clothes’. </li></ul><ul><li>Look at the pictures in again. In pairs, talk about what people used to wear in the past and what we wear now. </li></ul><ul><li>Example: In the past, men used to wear top hats and now people don’t usually wear hats, they wear cups. </li></ul><ul><li>SPORTSWEAR SWIMWEAR WEDDING CLOTHES CASUAL WEAR </li></ul><ul><li>Wear/wore/worn*clothes* old-fashioned*fashionable* jeans* wedding gown*hand warmer*tracksuit*veil*top hat*suit </li></ul>
  26. 26. Input <ul><li>Handout </li></ul><ul><li>Read these uses before you hear the sentences. </li></ul><ul><li>USES </li></ul><ul><li>USED TO SENTENCE </li></ul><ul><li>Past habits / states or situations ________ </li></ul><ul><li>Repeated past actions ________ </li></ul><ul><li>WOULD </li></ul><ul><li>Repeated past actions ________ </li></ul><ul><li>BE USED TO </li></ul><ul><li>Something you are familiar with ________ </li></ul><ul><li>GET USED TO </li></ul><ul><li>The process of becoming familiar with something ________ </li></ul><ul><li> </li></ul>Pre-Listening:
  27. 27. Input <ul><li>Dictation. </li></ul><ul><li>1 (You will get used to using a computer) </li></ul><ul><li>2 (As a child, I would play in the park until late) </li></ul><ul><li>3 (I used to smoke cigarrettes but Paul never used to smoke.) </li></ul><ul><li>4 (I’m not used to drinking alcohol) </li></ul><ul><li>5 (We used to go to discotheques at weekends) </li></ul><ul><li>6 (We weren’t used to driving fast) </li></ul><ul><li>7 (Alan used to own a sports car. Did you use to own a car?) </li></ul>While-Listening:
  28. 28. Follow-up (I) <ul><li>Rewrite the following sentences using used to (or would) were possible: </li></ul><ul><li>When I was a teenager, I went to discotheques regularly. </li></ul><ul><li>Alan worked in advertising before he became a photographer. </li></ul><ul><li>Was Peter a heavy drinker once? </li></ul><ul><li>As a child, I didn’t go to the beach at all. </li></ul><ul><li>We owned expensive cars years ago. </li></ul><ul><li>When I was younger, we went shopping every weekend </li></ul>Post-Listening:
  29. 29. Follow-up (II) <ul><ul><li>Fill in the blanks with used to or forms of be/get used to (positive or negative) </li></ul></ul><ul><li>Before we moved to Madrid, we_________________live in a small mountain village. At weekends, I ________________go out because there weren’t any discotheques or bars there. In fact, I _________________to living a quiet life in the country. Three months ago, we moved to Madrid. Now, I am trying ________________________life in a big city. I________________so much noise and traffic, but slowly I __________________the bus system and the metro. One good thing is shopping. There are shops of many kinds everywhere. I _________________go shopping in the village and I couldn’t think that it was so easy to __________it. I couldn’t live anywhere else now! </li></ul>
  30. 30. Transition There are many things we used to do in the past that we don’t do now. For example, we don’t wear the same clothes as we used to wear when we were children, do we? What did you use to wear as a child? In the next example, we will see how Marcella used to look as a teenager and how she looks now.
  31. 31. Output: How she used to look
  32. 32. Output: Comparing people’s lives 1900 2000 Talk about your own life in the same way. Remember when you were seven. Was life the same as now?
  33. 33. Conclusion <ul><li>What have we learnt today? </li></ul><ul><li>+ Sentence </li></ul>
  34. 34. 5’ What have we learnt today? + Sentence Conclusion 25’ Grou <ul><li>Speaking </li></ul><ul><li>JIGSAW: Ss discuss about their preferences of transport. At the end they should reach an agreement. </li></ul><ul><li>Ss practise pronunciation of (ir)regular past forms </li></ul>Output Now that we have learnt not to forget our wallet when we leave home, we are ready to travel ! What about Paris? What would be your preferred destination? Transition 15’ Grou + Indiv <ul><li>Pre-reading </li></ul><ul><li>Ss answer some questions related to the topic of the text </li></ul><ul><li>While-reading </li></ul><ul><li>Ss identify tenses. </li></ul><ul><li>Post-Reading (follow-ups) </li></ul><ul><li>Ss reflect on tenses </li></ul><ul><li>Ss do some practice on past simple and past perfect </li></ul>Input Once you have put on your clothes and shoes, don’t forget to take your keys and wallet before leaving home, as our friend Mark did. Transition 5’ <ul><li>Ss look at some examples of vocabulary related to clothes and correct the mistakes. </li></ul>Warm-up + Presentation Min Ss Don’t forget to take your wallet T UNIT 2 (Session 3)
  35. 35. Warm Up + presentation × This glasses doesn’t match me. × I’m so fat that these skirt don’t suit me. × I like your cloth, that dress really suits you! × When it’s hot I put off my coat. Take off: to remove clothing. He took off his shirt because it was dirty. Put on: to put clothes on one’s body. He put on his best suit for the wedding.
  36. 36. Transition <ul><li>Once you have put on your clothes and shoes, don’t forget to take your keys and wallet before leaving home, as our friend Mark did. </li></ul>
  37. 37. Input <ul><li>Pre-Reading: </li></ul><ul><li>Have you ever forgotten something that was very important? </li></ul><ul><li>When did you realise it? </li></ul><ul><li>Let’s see what happened to Mark... </li></ul>
  38. 38. Input <ul><li>While-Reading: Identify tenses </li></ul><ul><li>When your friend Mark left for school that morning, he wasn’t feeling very awake. He had been tired the evening before, and he hadn’t slept very well. He had only travelled about a mile when he realised he had forgotten his wallet. Had he left it in the classroom the day before, or had he left it at home? </li></ul><ul><li>Identify the form of the verbs in bold. Can you translate them? </li></ul><ul><li>(The words in bold show the form of the past perfect. Past perfect is had+pastparticiple.) </li></ul><ul><li>He had been tired the evening before. OR he’d been tired. </li></ul><ul><li>He hadn’t slept very well. </li></ul><ul><li>Had he left it at home? </li></ul><ul><li>What’s the use of these verb forms? </li></ul><ul><li>What’s the difference between this and the past simple? </li></ul><ul><li>(To talk about an action in the past, we use the past simple. </li></ul><ul><li>Mark left for school that morning.) </li></ul><ul><li>(The past perfect is used to talk about a past action or event which took place before another past action or event.) </li></ul>
  39. 39. Follow-up Post-Reading:
  40. 40. Transition <ul><li>Now that we have learnt not to forget our wallet when we leave home, we are ready to travel ! </li></ul><ul><li>What about Paris? </li></ul><ul><li>What would be your preferred destination? </li></ul>
  41. 41. Output: Let’s go to Paris <ul><li>JIGSAW: You are planning to travel to Paris with your friends. In groups of four, choose a picture each and explain the reasons why you prefer that particular means of transport. By the end, you should make an agreement. </li></ul>Discuss using: I (totally)agree with you ) / yes, you’re right / I disagree / I don’t agree with you Vocabulary help: Faster, cheaper, healthier more comfy, safer, more exciting
  42. 42. Output: pronunciation(I) /d/ /t/ /  d/
  43. 43. Output: pronunciation(II) <ul><ul><li>http://eleaston.com/pr/verbs-irreg.html </li></ul></ul>Listen and repeat    found found find    broken broke break    thought thought think    drunk drank drink    eaten ate eat    run ran run    read read read    come came come
  44. 44. Conclusion <ul><li>What have we learnt today? </li></ul><ul><li>+ Sentence </li></ul>
  45. 45. 5’ What have we learnt today? + Sentence Conclusion 15’ Pairs or Grou <ul><li>Speaking: </li></ul><ul><li>Students brainstorm brands and they match them with a series of comments provided on the blackboard. They give reasons for their choices. </li></ul>Output Now that you have listened to a person from Japan, Think about the differences between his school and yours. Discuss with a partner. Transition 25’ Indiv + pairs <ul><li>Pre-listening: </li></ul><ul><li>Ss look at the flags under the faces in the pictures. They guess the character’s nationalities and say the language they speak. </li></ul><ul><li>While- listening : </li></ul><ul><li>Ss listen to the recording at http://www.elllo.org/yeartwo/mixer/fashion/fashion.htm and do a quiz. </li></ul><ul><li>Post- listening (follow-ups) </li></ul><ul><li>Ss choose the person who shares their opinion about fashion. </li></ul>Input Let’s see what people from other countries think about this. Transition 5’ <ul><li>Ss are asked a question to think about the topic. </li></ul>Warm-up + Presentation Min Ss Is fashion important to you? T UNIT 2 (Session 4)
  46. 46. Warm Up + presentation Is fashion important to you?
  47. 47. Transition <ul><li>Let’s see what people from other countries think about this. </li></ul>
  48. 48. Input <ul><li>http://www.esl-lab.com/elem/elemrd1.htm#pre </li></ul><ul><li>http://www.elllo.org/yeartwo/mixer/fashion/fashion.htm </li></ul><ul><li>Pre-listening: Look at the flags. Where are these people from? </li></ul>
  49. 49. Input <ul><li>While-listening: quiz </li></ul>
  50. 50. Follow-up <ul><li>Post-listening: discussion: </li></ul><ul><li>Which person shares your opinion about fashion? Why? </li></ul><ul><li>Discuss with your partner. </li></ul>
  51. 51. Transition <ul><li>Now that you have listened to some people talking about fashion, let’s think about brands. Eucharia said brands were not important for her, she preferred to look nice. Do you agree with her? </li></ul><ul><li>Are brands important to you? </li></ul>
  52. 52. Output: Opinion sharing Match each brand with a sentence from the blackboard and give reasons for your choices. That’s the brand I’d never buy. Last year’s fashion. Ok for old people. Totally ridiculous. I’d rather have a nice meal at a restaurant. My friends would laugh at me if I bought it. When I’m really rich. No worth the money
  53. 53. Conclusion <ul><li>What have we learnt today? </li></ul><ul><li>+ Sentence </li></ul>
  54. 54. 5’ Questions about the exam What have we learnt today? + Sentence Teacher’s course feedback (appendix 12) Conclusion 15’ Pairs + class <ul><li>Writing </li></ul><ul><li>Ss write an opinion essay about one of the questions posed above. OR </li></ul><ul><li>Ss write an interview to a top model asking him/her about his/her life and work. </li></ul>Output Do you think anorexia could be avoided? How? Do you think famous people can help? How? Can you, as a student, brother/sister, classmate, friend, etc do something to help?What do you think the first symptoms of anorexia are?Are you in favour or against small sizes (32,34,36) in shops? Transition 25’ Grou + Indiv <ul><li>Pre- Reading </li></ul><ul><li>Ss read the title and lead of the article and guess its topic. </li></ul><ul><li>While-Reading </li></ul><ul><li>Ss think about the meaning of unknown words and expressions </li></ul><ul><li>Post- Reading (follow-ups) </li></ul><ul><li>Ss do some comprehension check exercises </li></ul>Input Now we have thought about the pictures, tell me: do you think fashion and top models have some influence on people’s decisions? What type of people / decisions? Do you think the consequences of these decisions are good or bad? Transition 5’ <ul><li>Ss look at a set of pictures and think about words related to them. </li></ul>Warm-up + Presentation Min Ss The influence of fashion T UNIT 2 (Session 5)
  55. 55. Warm Up + presentation Say the words that come up to your mind. Size 36 Fashion
  56. 56. Transition <ul><li>Now we have thought about the pictures, tell me: </li></ul><ul><li>Do you think fashion and top models have some influence on people’s decisions? </li></ul><ul><li>What type of people / decisions? </li></ul><ul><li>Do you think the consequences of these decisions are good or bad? </li></ul>
  57. 57. C ontent and L anguage I ntegrated L earning: Philosophy & Citizenship: Size 36 <ul><li>Pre-Reading: Look at the headline and lead of this article . </li></ul><ul><li>FASHION IS FORCED TO ACT ON ANOREXIA </li></ul><ul><li>BY GRAHAM KEELEY </li></ul><ul><li>Models and shop manequins will get bigger as a responsible new wave sweeps the skinny look aside </li></ul><ul><li>What do you think the article is about? </li></ul><ul><li>Does anybody want to share his or her opinion on this topic with us? </li></ul>
  58. 58. Input <ul><li>THE sight of wafer-thin models such as Esther Cañadas on Spanish catwalks could soon be a thing of the past. </li></ul><ul><li> Amid increasing concern about the rise in cases of anorexia and bulimia, the so-called slimming diseases, the bosses of Spain’s biggest fashion companies are to put an end to the ultra-skinny look. </li></ul><ul><li>They are to move away from what they call the “dictatorship of size 36” (about an 8 in British measurements) by exploring ways to avoid promoting the image of emaciated women, including the withdrawal of smaller-sized clothes from shop window displays. </li></ul><ul><li>With the backing of the Spanish fashion industry and designers, the Spanish Government has begun an investigation into the problem. A report is expected in three months. </li></ul><ul><li>After years of calls for action, Elena Salgado, the Spanish Health Minister, has raised the issue at meetings with Pablo Isla, the chief executive of Inditex, which owns, among other companies, Zara and Massimo Dutti; Ignacio Sierra, the chief executive of the department store chain El Corte Inglés; Juan Hermoso, the corporate director of the fashion chain Cortefiel; and Judith Ventura, the design co-ordinator for Mango. </li></ul><ul><li>They are likely to suggest self-regulatory measures for the fashion industry such as raising the sizes of clothes that are displayed in shop windows and ending the careers of the super-thin models. </li></ul><ul><li> In some parts of Spain they have not waited for Madrid to take action. </li></ul><ul><li>... </li></ul>While -Reading: pay attention to the underlined words and try to guess what they mean Esther Cañadas: too thin?
  59. 59. Follow-up <ul><li>Post-Reading: </li></ul><ul><li>Look for the meaning of the following words. Write a short definition of them. </li></ul><ul><li>Achieve  to gain with effort Emaciated  avoid  aside  average  </li></ul><ul><li>Match each word with its synonym </li></ul><ul><li>a) damage 1) ascent </li></ul><ul><li>b) figures 2) supporting </li></ul><ul><li>c) Rise 3) harm </li></ul><ul><li>d) Encourage 4) delayed </li></ul><ul><li>e) Increasing 5) cause /stimulate </li></ul><ul><li>f) Backing 6) numbers </li></ul><ul><li>overdue 7) rising </li></ul><ul><li>Look for an expression in the text that means the same as: </li></ul><ul><li>are forbidden, put on weight, are probable, extremely thin, remove, as thin as a wafer, retirement </li></ul><ul><li>Are the following statements true or false? </li></ul><ul><ul><li>The ultra-skinny look will be forbidden in order to prevent slimming diseases. </li></ul></ul><ul><ul><li>The “dictatorship of size 36” aims at promoting the image of healthy women. </li></ul></ul><ul><ul><li>Spanish fashion industry is against the prohibition of size 36 in catwalks. </li></ul></ul><ul><ul><li>Raising the size of clothes in shop windows will be a possible solution. </li></ul></ul><ul><ul><li>According to the text, in Spain, most women wear British sizes 10-12. </li></ul></ul>
  60. 60. Transition <ul><ul><li>- Do you think anorexia could be avoided? How? </li></ul></ul><ul><ul><li>- Do you think famous people can help? How? </li></ul></ul><ul><ul><li>- Can you, as a student, brother/sister, classmate, friend, etc do something to help? </li></ul></ul><ul><ul><li>- What do you think the first symptoms of anorexia are? </li></ul></ul><ul><ul><li>- Are you in favour or against small sizes (32,34,36) in shops? </li></ul></ul>
  61. 61. Output <ul><li>WRITE: </li></ul><ul><li>An opinion essay about one of the topics </li></ul><ul><li>posed before. </li></ul><ul><li>Handout: opinion essay writing (provided in unit 1) </li></ul><ul><li>OR </li></ul><ul><li>An interview to a model asking him/her about his/her life, work and opinions. </li></ul><ul><li>The previous interview with Gary may help you </li></ul>
  62. 62. Conclusion <ul><li>Questions about the exam </li></ul><ul><li>What have we learnt today? + Sentence </li></ul><ul><li>Teacher’s course feedback (appendix 12) </li></ul><ul><li>► Teaching Unit:______ ►Group: ______ ►Date: _________ </li></ul><ul><li>I met my objectives for this lesson. YES / NO  which ones? </li></ul><ul><li>I covered the four skills. YES / NO  which ones? </li></ul><ul><li>The expected material was taught. YES / NO  which ones? </li></ul><ul><li>All activities worked. YES / NO  which ones? </li></ul><ul><li>Adaptations were made. YES / NO  which ones? </li></ul><ul><li>Any misbehaviour problems? YES / NO  which ones? </li></ul><ul><li>Things I felt especially good at. YES / NO  which ones? </li></ul><ul><li>I would change some aspects </li></ul><ul><li>for the improvement of the lesson YES / NO  which ones? </li></ul><ul><li>► Conclusion: Satisfactory / Unsatisfactory </li></ul>
  63. 63. Students fill in their Portfolio builder for this unit 5 minutes Ss peer correct take-home exams. Student’s names won’t be shown on the exams. 45 minutes Individual TAKE HOME EXAM TU 2 (Session 6) Express preferences Use vocabulary related to fashion, habits and transport Narrate past events in order of occurrence Talk about past actions and habits Very good at this Good at this Need to improve I can… 2
  64. 64. Assessment criteria <ul><li>Progressive assessment of performance, behaviour and attention </li></ul><ul><li>Positive feedback for those willing to participate </li></ul><ul><li>Session 6 will be decisive in detecting students’ achievements and failures and identifying needs. </li></ul>
  65. 65. Attention to diversity <ul><li>Set of activities designed for both fast and slow learners </li></ul><ul><li>‘ grammar revision’ for slow learners and ‘grammar extension’ for fast learners activities proposed by e.g. Bonus 1 Ready-to-use resources, Top Marks, etc. </li></ul><ul><li>Some other proposals, depending to each student: </li></ul><ul><ul><ul><li>Slow learners </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Translation exercises </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Paragraph writing </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Vocabulary lists </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Error correction </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>CD- ROM practice </li></ul></ul></ul></ul></ul><ul><ul><ul><li>Fast learners </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Essays </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Summaries </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Interviews </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>CD- ROM practice </li></ul></ul></ul></ul></ul>
  66. 66. Bibliography (I) <ul><li>Back, Sharon. Solutions for Bachillerato. Workbook 1.London: Richmond Publishing. 1998. </li></ul><ul><li>Beaumont, Digby and Granger, Colin. The Heinemann English Grammar. An Intermediate Reference and Practice Book. Oxford: Heinemann, 1989. </li></ul><ul><li>Bolton, David and Wildman, Jayne. Bonus 1º Bachillerato Student’s Book. Oxford: OUP, 2002.---. Workbook 1. Oxford: OUP, 2002.---. Bonus Ready-to-use-resources 1 (+ CD). Oxford: OUP, 2002. </li></ul><ul><li>Coste, D., North, B, Sheils, J, Trim, J.L.M. Modern languages: Learning, teaching, assessment. A common European framework of reference Strasbourg: Council of Europe , 1998. </li></ul><ul><li>Day, Sheila and Garzón Calles, Mª Teresa. The Burlington Course for 3º B.U.P . Cyprus: Burlington Books. 1996. </li></ul><ul><li>Denton, Jane and Fidalgo Benayas, Adela. Top Marks in C.O.U. and Selectividad. Cyprus: Burlington Books.1995. </li></ul><ul><li>González, González, Paloma. Inglés Programación didáctica . Sevilla: MAD, 2005. </li></ul>
  67. 67. Bibliography (II) <ul><li>Jones, Ferry and Mair, Avril (eds.). Fashion Now . Cologne: Taschen. 2003. </li></ul><ul><li>McLaren, Neil and Madrid, Daniel. A Handbook for TEFL . Madrid: Marfil, 1996. </li></ul><ul><li>Morín Ramos, Angel M. Organización de la atención a la diversidad en el ámbito educativo . Salamanca: Jetprint, S.L., 2005. </li></ul><ul><li>Penguin Quick Guides. Common Errors in English . Harlow: Pearson Education Ltd., 2001. </li></ul><ul><li>Rodríguez de La Peña, Mª Esther, Barroso Moreno, Jose Luis and Morín Ramos, Angel M. Didáctica de la Programación: de la teoría a la práctica. Desarrollo de la unidad didáctica . Diversidad y modelos de calidad en la educación. Salamanca: Jetprint, S.L., 2005. </li></ul><ul><li>Socrates Comenius. Inter Project: A Practical Guide to Implement intercultural education. Needs Assessment Report , July 2003. </li></ul><ul><li>Vince, Michael. Highlight Upper Intermediate . Student’s book. Oxford: Heinemann, 1992. </li></ul><ul><li>Eastwood, John. Oxford Pactice Grammar . Oxford: OUP, 1992 </li></ul>
  68. 68. Online Resources <ul><li>Listening </li></ul><ul><li>http://www.elllo.org/yeartwo/mixer/fashion/fashion.htm </li></ul><ul><li>http://eleaston.com/pr/verbs-irreg.html </li></ul><ul><li>Images </li></ul><ul><li>http://creative.gettyimages.com/source/home/home.aspx </li></ul><ul><li>http://google.com </li></ul><ul><li>Word Images </li></ul><ul><li>Microsoft Office </li></ul><ul><li>Brainstorming Brands </li></ul><ul><li>Banville, Sean. 1,00 Ideas & Activities for Language Teachers. www.BreakingNewsEnglish.com. </li></ul><ul><li>News </li></ul><ul><li>http://www.timesonline.co.uk/article/0,,13509-2143169_2,00.html </li></ul>