Unit 2, the melting pot

742 views
676 views

Published on

2 Comments
1 Like
Statistics
Notes
  • blessing_11111@yahoo.com

    My name is Blessing
    i am a young lady with a kind and open heart,
    I enjoy my life,but life can't be complete if you don't have a person to share it
    with. blessing_11111@yahoo.com

    Hoping To Hear From You
    Yours Blessing
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • blessing_11111@yahoo.com

    My name is Blessing
    i am a young lady with a kind and open heart,
    I enjoy my life,but life can't be complete if you don't have a person to share it
    with. blessing_11111@yahoo.com

    Hoping To Hear From You
    Yours Blessing
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Views
Total views
742
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
0
Comments
2
Likes
1
Embeds 0
No embeds

No notes for slide

Unit 2, the melting pot

  1. 1. Unit 2 The Melting Pot
  2. 2. Activity Outline <ul><li>Timing : - Addressee : Skills : </li></ul><ul><li>Contents : </li></ul><ul><li>Values Education: </li></ul><ul><li>ID links: </li></ul><ul><li>Contribution to key competencies : </li></ul><ul><li>Aims : </li></ul><ul><li>Procedure : </li></ul><ul><li>Material : </li></ul><ul><li>Attention to SSN students: </li></ul><ul><li>Evaluation Oriented Activity </li></ul><ul><li>To Be Included in the Dossier </li></ul>
  3. 3. Unit 2 <ul><li>Session 1: </li></ul><ul><li>The New World </li></ul>
  4. 4. Session 1: Activity:2 The Melting Pot <ul><li>A – Let’s find out what we are going to study in this unit. </li></ul><ul><li>- Do you dare to tell me what </li></ul><ul><li>the title of this unit means? </li></ul><ul><li>- What do you think this unit is </li></ul><ul><li>about? </li></ul><ul><li>B – Answer these multiple choice questions: </li></ul><ul><li>White Americans represent the: </li></ul><ul><li>A - 95% ; B – 75%; C – 65% of the population of the USA </li></ul><ul><li>African Americans represent the: </li></ul><ul><li>A - 25%; B – 15%; C – 7% of the population of the USA </li></ul><ul><li>Native Americans (Indians) represent </li></ul><ul><li>the: </li></ul><ul><li>A – 5%; B – 1’5%; C – 6’5% of the population of the USA </li></ul><ul><li>Asians Americans represent the: </li></ul><ul><li>A – 4’5%; B – 8%; C – 2% of the population of the USA </li></ul><ul><li>Hispanics represent the: </li></ul><ul><li>A – 13%; B – 20%; C – 10% of the population of the USA </li></ul>C – Match the picture with an ethnical race of the previous exercise <ul><li>Timing : 15 mns - Addressee : CW-PW </li></ul><ul><li>Skills : OI </li></ul><ul><li>Contents : Anticipating the contents of the unit. </li></ul><ul><li>Values Education : Moral and Civic Education </li></ul><ul><li>Contribution to key competencies : Interpersonal, intercultural and social competence – Communicative Competence </li></ul><ul><li>Aims : To be aware of the social diversity in the USA, and to recognise different human races. </li></ul><ul><li>Procedure : Students test their previous knowledge on the diversity of the USA answering multiple choice questions </li></ul>
  5. 5. Session 1: Activity 2: The Discovery of America <ul><li>A - Discuss with your partner the following topics, and we’ll see later how much you knew about the first Americans </li></ul><ul><li>Was Christopher Columbus the first explorer who </li></ul><ul><li>discovered America? </li></ul><ul><li>Do you Think all the Indian tribes were violent? </li></ul><ul><li>Is the story of captain John Smith and Pocahontas true or is it just another Disney's tale? </li></ul><ul><li>Did English settlers go to the New World only to get rich or were there any other reason? </li></ul><ul><li>Timing :10 mns - Addressee : CW Skills : OI </li></ul><ul><li>Contents : Testing the knowledge of my students on the discovery of America </li></ul><ul><li>ID links : History </li></ul><ul><li>Contribution to key competencies : Interpersonal, Intercultural and Social Competence – Communicative competence- </li></ul><ul><li>Aims : To interact in a discussion to pool their knowledge on the discovery of America and the first settlers </li></ul><ul><li>Procedure : Students discuss the questions </li></ul>
  6. 6. Session 1: Activity 3: The Mayflower <ul><li>Timing : 35 mns - Addressee : IW Skills : L </li></ul><ul><li>Contents : Watching a video for gist </li></ul><ul><li>ID links : History </li></ul><ul><li>Contribution to key competencies : Learning to Learn – Interpersonal, Intercultural and social competence </li></ul><ul><li>Aims : To understand the main information of a video </li></ul><ul><li>Procedure : Students watch a video about the journey of the Mayflower and answer to multiple choice questions </li></ul><ul><li>Material : DVD </li></ul><ul><li>Attention to SSN students : These students will be provided with a true or false questions </li></ul>
  7. 7. Session 1: Activity 3: The Mayflower <ul><li>A - Some English settlers fled from England searching for religious freedom, and arrived at the New World. This story is very well explained by the Simpsons in the following video. </li></ul><ul><li>B – Once you have seen the video answer these multiple choice questionnaire </li></ul><ul><li>The pilgrims sailed from: Liverpool – Plymouth – Portsmouth </li></ul><ul><li>The Mayflower left England in : 1427 – 1592 – 1620 </li></ul><ul><li>Puritans left England because they thought it was: Too small – Too decadent – Too violent </li></ul><ul><li>Puritans were very concerned about: God – the World – the Sea </li></ul><ul><li>They were not allowed to: Pray – Work – Drink </li></ul><ul><li>Pilgrims didn’t like: Poetry – Religion – Gambling </li></ul><ul><li>They thought that the bad weather was caused by: God - Unlucky Weather – The Atlantic rough waters. </li></ul><ul><li>The Journey to America could have been considered: Very pleasant – Very hard – Very funny </li></ul>
  8. 8. Unit 2 <ul><li>Session 2 </li></ul><ul><li>The Independence of the USA </li></ul>
  9. 9. Session 2: Activity 1: England used to rule the colonies before the year 1776 <ul><li>A – Grammar Reference: </li></ul><ul><li>&quot;Used to&quot; expresses the idea that something was an old habit that stopped in the past. It indicates that something was often repeated in the past, but it is not usually done now”. </li></ul><ul><li>B – Rewrite the sentences about the problems that England had with the colonies using used to. </li></ul><ul><li>- Around the year 1759 England had an Empire. </li></ul><ul><li>- Colonist had to pay new taxes on imports of sugar, coffee and textiles. </li></ul><ul><li>- British government told the colonist that they must feed and shelter </li></ul><ul><li>British soldiers. </li></ul><ul><li>- American merchants believed that the new import taxes were unfair. </li></ul><ul><li>Timing : 5 mns - Addressee : IW Skills : W </li></ul><ul><li>Contents : Rewriting sentences using Used to. </li></ul><ul><li>Aims : To learn and use the use of Used to </li></ul><ul><li>Procedure : Students have to rewrite the sentences using used to </li></ul>
  10. 10. Session 2: Activity 2: The Boston Massacre <ul><li>On March 5, 1770, a Boston mob began to </li></ul><ul><li>shout insults at a group of British soldiers. </li></ul><ul><li>Angry words were said. One of the </li></ul><ul><li>crowd tried to take a soldier’s gun and the </li></ul><ul><li>soldier shot him. Without any order of the </li></ul><ul><li>officer in charge, more shots were fired and </li></ul><ul><li>three more members of the crowd fell dead. </li></ul><ul><li>Several others were wounded </li></ul>Running Dictation: One of the first steps towards the war of independence was the Boston Massacre. Now, cooperate with your partner and try to be the first one to complete the text. Samuel Adams used this “Boston Massacre” to change American opinion against the British. He wrote a letter which described the happening as a crazy attack on a peaceful group of citizens. He sent copies of the letter to all the colonies. He asked a silversmith to make a dramatic picture of the “Massacre”. <ul><li>Timing : 20 mns - </li></ul><ul><li>Addressee : PW Skills : OP - W </li></ul><ul><li>Contents : Writing a “running dictation” </li></ul><ul><li>ID links : History </li></ul><ul><li>Contribution to key competencies : Learning to Learn – Communicative competence </li></ul><ul><li>Aims : To involve students in an oral production activity, working on their oral skills and grammatical structures. </li></ul><ul><li>Procedure : A text will be located in different parts of the classroom, therefore, one member of the couple will have to go to the text, memorize as much as he can and say to his/her partner. The other one will have to write it down </li></ul><ul><li>Material : Hand outs </li></ul><ul><li>Attention to SSN students: This exercise is very suitable for kinaesthetic students, since they are most of the time running around the classroom </li></ul>
  11. 11. Session 2: Activity 3: Thomas Jefferson <ul><li>A – Read Thomas Jefferson and answer the following questions: </li></ul><ul><li>Where was Thomas Jefferson </li></ul><ul><li>born? </li></ul><ul><li>- When was he born? </li></ul><ul><li>- Why has he become famous? </li></ul><ul><li>- When was the Declaration of </li></ul><ul><li>Independence written? </li></ul><ul><li>Why is the Declaration of </li></ul><ul><li>Independence important? </li></ul><ul><li>B – Use the biography of Thomas Jefferson and write a biography of someone you know </li></ul>Thomas Jefferson was born in 1743 in Virginia. He was the third President of the United States (1801–1809), the principal author of the Declaration of Independence, which was written on July 4 (1776), and one of the most influential Founding Fathers of the nation for his promotion of the ideals of Republicanism in the United States. Major events during his presidency include the Louisiana Purchase (1803) and the Lewis and Clark Expedition (1804–1806). <ul><li>Timing : 35 ms - Addressee : IW - Skills : R- W </li></ul><ul><li>Contents : Reading and Writing a biography following a model </li></ul><ul><li>ID links : History </li></ul><ul><li>Contribution to key competencies : Learning to Learn </li></ul><ul><li>Aims : To write a biography </li></ul><ul><li>Procedure : The first step will be to read a biography and answering the questions proposed. Then, students will write a biography about someone they know. </li></ul><ul><li>Evaluation Oriented Activity </li></ul>
  12. 12. Unit 2 <ul><li>Session 3: </li></ul><ul><li>North and South </li></ul>
  13. 13. Session 3: Activity 1: A day in a plantation A - Look at the timetable of this slave and make sentences telling what he did on the plantations B – Now make the questions to the sentences of the previous exercise . 5:30 am: Get up 5:45 am: Eat some wheat 6:00 am: Go to the plantation 6:15 am: Seed the tobacco for next season 13:00 pm: Have lunch 13:15 pm: Collect the cotton 19:00: pm: Go back to the cabin 20:00 pm: Eat cereals 21: 00 pm: Sing and dance songs of freedom Solomon Northrop, a former enslaved African, described life on the cotton fields in Louisiana: ‘there is no such thing as rest, the hands are required to be in the cotton fields as soon as it is light in the morning, and with the exception of ten or fifteen minutes, which is given for break, they are not permitted to be a moment idle until it is dark to see’ . Timing : 15 mns - Addressee : IW Skills : W Contents : Making questions and affirmative sentences in the Simple Past Values Education : Moral and Civic Education ID links : History Contribution to key competencies: Interpersonal, Intercultural and Social Competence Aims : To revise the use of the Simple Past Procedure : Students read the chart with the timetable and have to make questions and answers Material : Handouts
  14. 14. Session 3: Activity 2: The Underground Railroad and Harriet Tubman <ul><li>Complete the text with the correct form of the verb: </li></ul><ul><li>Timing : 10 - Addressee : IW Skills : R - W </li></ul><ul><li>Contents : Filling the gaps with Simple Past and Past Continuous </li></ul><ul><li>Values Education : Education for Gender Equality and Moral and Civic Education </li></ul><ul><li>ID links : History </li></ul><ul><li>Contribution to key competencies : Learning to Learn </li></ul><ul><li>Aims : To revise the use of Simple Past and Past Continuous </li></ul><ul><li>Procedure : Students will have to fill the gaps using the correct form of the verbs </li></ul>Harriet Tubman __(be born) in 1n1849 and __ (grow up) in Maryland Where she__ (work) as a slave before she__ (can) escape to Philadelphia. She__ (be) an Abolitionist and during the years of the Civil War, she __(work) as a spy for the Union army. She __(make) thirteen missions to rescue over three hundred slaves using the network of antislavery activists and safe houses known as the Underground Railroad. She also __(fight) for women’s suffrage.
  15. 15. Session 3: Activity 3: The Civil War <ul><li>In the year 1810 there were 7.2 </li></ul><ul><li>million people in the USA. 1.2 </li></ul><ul><li>millions were black and they </li></ul><ul><li>were slaves. In 1861, Abraham </li></ul><ul><li>Lincoln took the oath of office as </li></ul><ul><li>President of the United States. He </li></ul><ul><li>wanted the abolition of slavery. But the </li></ul><ul><li>Southern States didn’t like Lincoln's </li></ul><ul><li>ideas. On April 12, Confederate guns </li></ul><ul><li>opened fire on Fort Sumter. These shots </li></ul><ul><li>marked the beginning of the American </li></ul><ul><li>civil war </li></ul>A - Reorder the paragraph about the American Civil War On March 22 the Northern army conquered the city of Savannah and from there they marched through the Carolinas and reached Richmond, the capital of the Confederation. Captain Grant conquered the city and the war was put to an end. The war put an end to slavery, and it decided that the United States was one nation, whose parts could no be divided. In both, men and material resources the North was stronger than the South. However, the early North’s defeats in Virginia discouraged its supporters. But in June 1863, the Union defeated the Southern forces in the Gettysburg battle, which was the biggest ever fought in the United States <ul><li>Timing : 15 mns </li></ul><ul><li>Addressee : IW – Skills : R </li></ul><ul><li>Contents : Reordering paragraphs </li></ul><ul><li>ID links : History </li></ul><ul><li>Aims : To rearrange a text In a coherent way </li></ul><ul><li>Procedure : Students have to reorder the sentences chronologically </li></ul><ul><li>Material : Handouts </li></ul>
  16. 16. Session 3: Activity 4: The Civil War <ul><li>B – Look for these words in your dictionary: </li></ul><ul><li>Reach; Supporter; Defeat; </li></ul><ul><li>Discourage; Army </li></ul><ul><li>C – Do you think these statements are true or false: </li></ul><ul><li>- The Southern Army was </li></ul><ul><li>better prepared for war </li></ul><ul><li>- The Southern states won the </li></ul><ul><li>first battles. </li></ul><ul><li>- There were 7’5 millions of </li></ul><ul><li>black people in 1810 in the </li></ul><ul><li>United States. </li></ul><ul><li>- The war put an end to Slavery. </li></ul><ul><li>- Richmond was the capital of the </li></ul><ul><li>Southern states. </li></ul><ul><li>- Gettysburg was an important battle. </li></ul><ul><li>- The Southern States won the war. </li></ul><ul><li>Timing : 15 mns - Addressee : IW Skills : R </li></ul><ul><li>Contents : Answering true or false questions </li></ul><ul><li>Values Education : Education for peace and non-violence </li></ul><ul><li>ID links : History </li></ul><ul><li>Contribution to key competencies : Learning to Learn and Interpersonal, Intercultural and Social Competences </li></ul><ul><li>Aims : To understand a text and be able to get the basic information </li></ul><ul><li>Procedure : After reading the text, students will have to answer the true or false questions </li></ul>
  17. 17. Unit 2 <ul><li>Session 4: </li></ul><ul><li>Lincoln’s Assassination </li></ul>
  18. 18. Session 4: Activity 1: What were they doing? <ul><li>Try to express what they were doing? </li></ul>They/hunt/a buffalo Grand Chief/tell/ a story The Sioux warrior/ride/his horse The Iroquois/dance/the ghost dance <ul><li>Timing : 10 mns - Addressee : IW Skills : W </li></ul><ul><li>Contents : Completing sentences with the Past Continuous </li></ul><ul><li>ID links: History </li></ul><ul><li>Aims : Revise the use of the Past Continuous </li></ul><ul><li>Procedure : Students complete the sentences with the words given </li></ul>
  19. 19. Session 4: Activity 2: Who was the Murderer? <ul><li>Only one of you was present when Lincoln was assassinated, </li></ul><ul><li>he/she knows who killed Abraham Lincoln, let’s interrogate </li></ul><ul><li>him/her to discover the murderer. </li></ul><ul><li>Timing : 20 mns - Addressee : CW Skills : OI </li></ul><ul><li>Contents : Asking questions about a past event </li></ul><ul><li>ID links : History </li></ul><ul><li>Contribution to key competencies : Learning to Learn – Communicative competence </li></ul><ul><li>Aims : To revise the past tenses participating in an oral production activity </li></ul><ul><li>Procedure : One of the students will be the only one who knows who killed Lincoln (who must be one of his/her partners). He/she will answer questions about the description of the murderer and the class has to guess who is the mysterious murderer. </li></ul>
  20. 20. Session 4: Activity 3: Sheriff and Murderer <ul><li>Let’s run! The class will be divided into two groups, sheriffs and </li></ul><ul><li>murderers. Every Student should be given a number. When I say </li></ul><ul><li>your number, come as fast as you can to the board and try to </li></ul><ul><li>make a sentence with the verb and the verb tense I will give you. </li></ul><ul><li>Timing : 25 mns - Addressee : CW Skills : W </li></ul><ul><li>Contents : Completing sentences in the past tense </li></ul><ul><li>Contribution to key competencies : Learning to Learn – Communicative competence </li></ul><ul><li>Aims : To revise the use of the past tenses </li></ul><ul><li>Procedure : Students are divided into two teams. Each member of each team is assigned a number (just like the Spanish game “Pañuelito”). Once everyone has been assigned a number, I write on the board a verb and the Verb Tense they have to use to form the sentence, and the number belonging to one student in each team. The student who writes on the board a correct sentence first, gets one point. The team who has obtain more points at the end of the exercise is the winner. </li></ul><ul><li>Material : Blackboard </li></ul>
  21. 21. Unit 2 <ul><li>Session 5 </li></ul><ul><li>(Online Session) </li></ul><ul><li>Treasure Hunt: </li></ul><ul><li>The Nation of All Nations </li></ul>
  22. 22. Session 5: Treasure Hunt: The Nation of All Nations <ul><li>Timing : 55 mns - Addressee : GW Skills : W-OP-OI </li></ul><ul><li>Contents : Completing a Treasure Hunt about the Immigration to the USA </li></ul><ul><li>Values Education : Moral and Civic Education </li></ul><ul><li>ID links : History and Social Science - ICT </li></ul><ul><li>Contribution to key competencies : Digital competence-Learning to Learn-Interpersonal, Intercultural and Social competence </li></ul><ul><li>Aims : To read about the immigration phenomenon throughout the History of the USA </li></ul><ul><li>Procedure : Students are required to answer the questions for information in the links proposed </li></ul><ul><li>Material : Multimedia room and the Internet . </li></ul><ul><li>Evaluation Oriented Activity </li></ul><ul><li>To Be Included in the Dossier </li></ul>
  23. 23. Session 5: Treasure Hunt: The Nation of All Nations <ul><li>- Why is Ellis Island Important for </li></ul><ul><li>the History of The USA? </li></ul><ul><li>- How did many immigrants enter </li></ul><ul><li>the United States from 1892 to </li></ul><ul><li>1954? </li></ul><ul><li>- Look for an important reason why </li></ul><ul><li>Irish people left Ireland and went </li></ul><ul><li>to the USA. </li></ul><ul><li>- Can you find the main reason </li></ul><ul><li>why the European Jews had to </li></ul><ul><li>move to the USA during the </li></ul><ul><li>1940s? </li></ul><ul><li>- Name at least 5 nationalities </li></ul><ul><li>which are present nowadays in the </li></ul><ul><li>USA </li></ul><ul><li>- Try to find a letter of an immigrant </li></ul><ul><li>explaining his/her journey to America, </li></ul><ul><li>was that journey easy? </li></ul><ul><li>Final question : </li></ul><ul><li>Go to the Family search </li></ul><ul><li>website and discover if you </li></ul><ul><li>have an ancestor living in </li></ul><ul><li>the USA </li></ul>Immigration to the USA Links: - Internet Modern History Sourcebook: US Immigration - Family Search - Ancestry. com -Genealogy and Family History Records - Ellis Island - The National Park Service - Living Conditions for Immigrants - The American Immigration Homepage
  24. 24. Unit 2 <ul><li>Session 6: </li></ul><ul><li>The United States and the World Wars </li></ul>
  25. 25. Session 6: Activity 1: The Great War <ul><li>A – Copy and complete the table. </li></ul>B – Rewrite the sentences. Use the comparative and superlative form of the adjectives. 1 – Both American and German armies were big, but the American army was (busy). 2 – The Italian were such a disorganized army! They were (disorganized) army during the war. 3 – Allies and German had good submarines, but the allies submarines were (good) 4 – All wars are horrible, but this one was (horrible) <ul><li>Timing : 10 mns - Addressee : IW Skills : W </li></ul><ul><li>Contents : Completing the chart and rewriting the sentences using comparative and superlative adjectives. </li></ul><ul><li>ID links : History </li></ul><ul><li>Aims : Revise the use of comparative and superlative adjectives </li></ul><ul><li>Procedure : Students have to complete the chart using the correct form of the adjectives. Then they will have to rewrite the sentences using comparative and superlative adjectives. </li></ul>Big funny Good Bad Irregular adjectives beautiful Long Adjectives nice Older than old Short Adjectives Comparative Base Form Big funny Good Bad Irregular adjectives beautiful Long Adjectives nice The Oldest old Short Adjectives Superlative Base Form
  26. 26. Session 6: Activity 2: World War II <ul><li>A – Complete the sentences Use the Past Simple or Past Continuous. </li></ul><ul><li>B - Correct the Errors </li></ul><ul><li>The German army obtain important victories at the beginning of the </li></ul><ul><li>war. </li></ul><ul><li>Hitler next step was Greece, however, the Greek campaign was a failure </li></ul><ul><li>and he has to find assistance in Italy. </li></ul><ul><li>When Hitler was marched to Russia, the Allies prepared the defense of </li></ul><ul><li>St. Petersburg </li></ul>In 1939/ Hitler/ Invade/ Poland France and Great Britain/ declare war/on Germany During the war/ the German/ take/ Jews/ to concentration camps/ like Auswitch In 1941/ Japanese warplanes/ launch/ an attack/ on US Navy on Pearl Harbor <ul><li>Timing : 15 mns - Addressee : IW Skills : W </li></ul><ul><li>Contents : Completing sentences and correcting errors using the Past Simple and Past Continuous </li></ul><ul><li>ID links : History </li></ul><ul><li>Contribution to key competencies : Learning to Learn </li></ul><ul><li>Aims : Revise the Past Simple and Past Continuous </li></ul><ul><li>Procedure : Students complete the sentences in exercise A and then correct the errors in exercise B </li></ul>
  27. 27. Session 6: Activity 3: Hiroshima and Nagasaki <ul><li>A - Did you Know? </li></ul><ul><li>- Can you guess where these cities are? </li></ul><ul><li>- Do you know why these two Japanese cities are famous </li></ul><ul><li>for? </li></ul><ul><li>Do you know what happened there? </li></ul><ul><li>Timing : 35 mns - Addressee : CW – IW Skills : OP-R-OI </li></ul><ul><li>Contents : Reading and talking about a human catastrophe </li></ul><ul><li>Values Education : Education of Peace and Non-Violence </li></ul><ul><li>ID links : History </li></ul><ul><li>Contribution to key competencies : Learning to Learn – Interpersonal, Intercultural and Social competence – Communicative competence </li></ul><ul><li>Aims : To read, understand and talk about past catastrophes </li></ul><ul><li>Procedure : Students check their previous knowledge on the events of Nagasaki and Hiroshima, after that they will have to read the text and complete the text and the questions in exercise A and B. Then, the class will be involved in a debate about what they have learned. </li></ul><ul><li>Material : Handouts </li></ul><ul><li>Attention to SSN students: These students will be provided with a glossary with the most difficult words </li></ul>
  28. 28. Session 6: Activity 4: The Atomic Bombings of Hiroshima and Nagasaki <ul><li>The atomic bombings of Hiroshima and Nagasaki </li></ul><ul><li>were nuclear attacks during World War II against the </li></ul><ul><li>Empire of Japan by the United States at the order of </li></ul><ul><li>U.S. President Harry S. Truman. the nuclear weapon </li></ul><ul><li>&quot;Little Boy&quot; was dropped on the city of Hiroshima on </li></ul><ul><li>August 6, 1945, followed on August 9 by the detonation </li></ul><ul><li>of the &quot;Fat Man&quot; nuclear bomb over Nagasaki. </li></ul>The bombs killed as many as 140,000 people in Hiroshima and 80,000 in Nagasaki by the end of 1945,roughly half on the days of the bombings. Since then, thousands more have died from injuries or illness attributed to exposure to radiation released by the bombs. In both cities, the overwhelming majority of the dead were civilians.
  29. 29. Session 6: Activity 4 : The Atomic Bombings of Hiroshima and Nagasaki <ul><li>A – Read the text and complete the sentences </li></ul><ul><li>Hiroshima and Nagasaki are two cities in J____, they are </li></ul><ul><li>famous because of the a____ b____ in 1945. The bombs killed </li></ul><ul><li>_______ people. In the bombings most of the dead were c_____. </li></ul><ul><li>B – Answer the following questions: </li></ul><ul><li>- Who ordered the bombings? </li></ul><ul><li>- How were the bombs called? </li></ul><ul><li>- How many people died in Hiroshima? </li></ul><ul><li>C – Discuss with the class </li></ul><ul><li>- Do you think the bombings were justified? </li></ul><ul><li>- Why do you think President Truman ordered such an attack? </li></ul><ul><li>- Do you think countries should have the right to have nuclear weapons? </li></ul>
  30. 30. Unit 2 <ul><li>Session 7: Rosa Parks </li></ul>
  31. 31. Session 7: Activity 1: Pronunciation of regular verbs ending <ul><li>A – Listen to the words and then, choose the correct ending. </li></ul><ul><li>Liked Wanted </li></ul><ul><li>Stopped Started </li></ul><ul><li>Lived finished </li></ul><ul><li>Opened Worked </li></ul><ul><li>Timing : 10 mns - Addressee :IW Skills : L </li></ul><ul><li>Contents : Listening to regular verb ending sounds </li></ul><ul><li>Contribution to key competencies : Learning to Learn </li></ul><ul><li>Aims : To discriminate regular verb endings sounds </li></ul><ul><li>Procedure : Students listen and complete the chart with the correct regular verb </li></ul><ul><li>Material : CD Player </li></ul>/id/ /d/
  32. 32. Session 7: Activity 2: African Americans <ul><li>A – Match the pictures with the paragraph </li></ul>African Americans were allowed to vote in 1867. Some whites organized terrorist groups to make black people slaves again. During the first half of the twentieth century black people had to be separated from whites in schools, theaters, restaurants, public buses, etc. Martin Luther King supported the Black movement in search of social equality. <ul><li>Timing : 10 mns - Addressee : IW Skills : R </li></ul><ul><li>Contents : Reading and Matching with the pictures </li></ul><ul><li>Values Education : Moral and Civic Education and Education for Peace and Non-Violence </li></ul><ul><li>ID links : History </li></ul><ul><li>Aims : To read and learn events in the past </li></ul><ul><li>Procedure : Students read the paragraphs and match them with the pictures </li></ul>
  33. 33. Session 7: Activity 2: Rosa Parks <ul><li>A - Watch the first park of the video and complete the text </li></ul><ul><li>The challenge started with a woman </li></ul><ul><li>Named ________ in Montgomery. </li></ul><ul><li>Montgomery like all of the South had </li></ul><ul><li>segregated ________.In the buses ______ </li></ul><ul><li>sat in the front and the _____ at the </li></ul><ul><li>back. If more whites got on, the blacks </li></ul><ul><li>had to give them the middle and the </li></ul><ul><li>backs seats too. On December 1, 1955, </li></ul><ul><li>Rosa Parks refused to ____her middle </li></ul><ul><li>seat to a white ____ </li></ul><ul><li>B – Answer these true or false questions about Rosa Parks </li></ul><ul><li>Rosa Parks went to prison because she </li></ul><ul><li>refused to give the white passenger her </li></ul><ul><li>middle seat. </li></ul><ul><li>It was the first time that an African </li></ul><ul><li>American had to fight black segregation </li></ul><ul><li>In Montgomery. </li></ul><ul><li>After the incident black people </li></ul><ul><li>continued to use buses as usually. </li></ul><ul><li>Rosa Parks is one of the first african </li></ul><ul><li>Americans who started the movement </li></ul><ul><li>for equality in the USA </li></ul><ul><li>Timing : 25 mns - Addressee : IW Skills : L </li></ul><ul><li>Contents : Watching a video for gist </li></ul><ul><li>Values Education : Gender Education and Moral and Civic Education </li></ul><ul><li>ID links : History </li></ul><ul><li>Contribution to key competencies : Learning to Learn – Communication in a foreign language </li></ul><ul><li>Aims : To grasp the basic information from a video about the social segregation in the USA </li></ul><ul><li>Procedure : Students watch the video and fill the gaps in exercise A. Afterwards, they have to answer the true or false questions of exercise B </li></ul><ul><li>Material : DVD player </li></ul><ul><li>Attention to SSN students : These students will be provided with the missing words in exercise A, so that they will just have to choose their correct order. </li></ul>
  34. 34. Session 7: Activity 3: Racial Equality <ul><li>Now that you have seen the video, discuss with </li></ul><ul><li>your partner if you know of any situation like the </li></ul><ul><li>one Rosa Parks had to go through. Then write </li></ul><ul><li>them down on your notebook. </li></ul><ul><li>Timing : 10 mns - Addressee : GW Skills : OI </li></ul><ul><li>Contents : Interacting in oral situations </li></ul><ul><li>Values Education : Moral and Civic Education </li></ul><ul><li>Contribution to key competencies : Communicative competence </li></ul><ul><li>Aims : To talk about social problems </li></ul><ul><li>Procedure : Students discuss about what they have seen in the video and discuss if they know any similar situation nowadays </li></ul>
  35. 35. Unit 2 <ul><li>Session 8: </li></ul><ul><li>Blowing in The Wind </li></ul>
  36. 36. Session 8: Activity 1: Protest Songs <ul><li>A – Read this biographies and underlined all the Simple past verbs </li></ul><ul><li>He was born on May 24, 1941. He is an American singer-songwriter, author, musician, poet, who has been a major figure in popular music for five decades. Much of his most celebrated work dates from the 1960s, when he became an informal chronicler and a reluctant figurehead of American unrest. A number of his songs, such as &quot;Blowin' in the Wind&quot; and &quot;The Times They Are a-Changing'&quot;, became anthems of the anti-war and civil rights movements., He was awarded the Prince of Asturias Award in Arts. He has been nominated several times for the Nobel Prize in Literature. </li></ul><ul><li>He was born on June 21, 1961 in Paris, France, he is a French-born singer of Spanish origin. He sings mainly in French, Spanish and English and occasionally in a number of other languages. His mother was from Bilbao, in the Basque region of Biscay; his father, writer and journalist, was from Galicia, from Vilalba. They moved to Paris to escape Francisco Franco's dictatorship, which lasted until the dictator's death in 1975 He grew up with thoughts of social equality and a thirst for diversity which largely shows in the mixture of distinct exotic sound without boundaries in his music </li></ul><ul><li>B – Match the biographies to the singer </li></ul><ul><li>Timing : 10 mns - Addressee : PW Skills : R </li></ul><ul><li>Contents : Reading a biography and matching the pictures </li></ul><ul><li>Aims : To read and understand a biography </li></ul><ul><li>Procedure : After reading both biographies, students have to match them with the correct artist </li></ul>
  37. 37. Session 8: Activity 2: Blowing in the Wind <ul><li>Bob Dylan: Blowing in the </li></ul><ul><li>Wind </li></ul><ul><li>How many roads must a man walk down </li></ul><ul><li>Before you call him a man? </li></ul><ul><li>Yes, 'n' how many seas must a white dove </li></ul><ul><li>Sail Before she sleeps in the sand? </li></ul><ul><li>Yes, 'n' how many times must the cannon </li></ul><ul><li>Balls Fly Before they're forever banned? </li></ul><ul><li>The answer, my friend, is blowin' in the </li></ul><ul><li>wind, The answer is blowin' in the wind. </li></ul><ul><li>How many years can a mountain exist </li></ul><ul><li>Before it's washed to the sea? </li></ul><ul><li>Yes, 'n' how many years can some </li></ul><ul><li>people exist Before they're allowed to </li></ul><ul><li>be free? Yes, 'n' how many times can a </li></ul><ul><li>man turn his head, Pretending he just </li></ul><ul><li>doesn't see? The answer, my friend, is </li></ul><ul><li>blowin' in the wind, The answer is </li></ul><ul><li>blowin' in the wind. </li></ul><ul><li>How many times must a man look up </li></ul><ul><li>Before he can see the sky? </li></ul><ul><li>Yes, 'n' how many ears must one man have </li></ul><ul><li>Before he can hear people cry? </li></ul><ul><li>Yes, 'n' how many deaths will it take till he knows </li></ul><ul><li>That too many people have died? </li></ul><ul><li>The answer, my friend, is blowin' in the wind, </li></ul><ul><li>The answer is blowin' in the wind . </li></ul>Manu Chao: Clandestino Me dicen el clandestino Por no llevar papel Pa' una ciudad del norte Yo me fui a trabajar Mi vida la dejé Entre Ceuta y Gibraltar Soy una raya en el mar Fantasma en la ciudad Mi vida va prohibida Dice la autoridad Solo voy con mi pena Sola va mi condena Correr es mi destino Por no llevar papel Perdido en el corazón De la grande Babylon Me dicen el clandestino Yo soy el quiebra ley Mano Negra clandestina Peruano clandestino Africano clandestino
  38. 38. Session 8: Activity 2: Blowing in the Wind <ul><li>A – Read the song by Bob Dylan. You can find many references in the song against violence and equality among races. Make a list with the lines in which these references are present. </li></ul>B – Now, Read the song by Manu Chao. What do you think is the problem he is talking about? C – Both songs have many things in common even though one of them was written in the 60s and the other in the 90s. Find the lines in both songs in which we can find those similarities <ul><li>Timing : 20 mns - Addressee : PW Skills : R </li></ul><ul><li>Contents : Listening and reading a song for detail </li></ul><ul><li>Values Education : Education for Peace and Non-Violence - Moral and Civic Education </li></ul><ul><li>Contribution to key competencies : Learning to Learn- Interpersonal, Intercultural and Social competence </li></ul><ul><li>Aims : To read and search for specific information in the text. To be aware of social conflicts in the past and in the present time. </li></ul><ul><li>Procedure : Students listen and read both songs and search for information required </li></ul><ul><li>Material : CD player/ Mp3 players </li></ul><ul><li>Attention to SSN students : These students will work in cooperation with the stronger students </li></ul>Equality Violence
  39. 39. Session 8: Activity 3: Speak Up <ul><li>A – Role Play: </li></ul><ul><li>Imagine that you are a writer, singer, actor/actress, etc. And you </li></ul><ul><li>are involved in activities to protest against some unfair </li></ul><ul><li>situation. One of you will be assigned the role of the journalist </li></ul><ul><li>and you will have to perform an interview explaining the unfair </li></ul><ul><li>situation and the kind of activities you are carrying out. </li></ul><ul><li>Timing : 25 mns - Addressee : PW Skills : OI </li></ul><ul><li>Contents : Performing a Role-Play </li></ul><ul><li>Values Education : Moral and Civic Education </li></ul><ul><li>Contribution to key competencies : Learning to Learn – Communicative competence </li></ul><ul><li>Aims : To perform a role-play </li></ul><ul><li>Procedure : Students prepare and perform a role play talking about protest campaigns. </li></ul><ul><li>Evaluation Oriented Activity </li></ul>

×