cohesion textual del ingles

7172019 Cohesion Textual Del Ingles

httpslidepdfcomreaderfullcohesion-textual-del-ingles 162

SOCRATES ProgramGrundtvig 2 Action

TEAMTraining of Educators of Adults in an intercultural Modulerdquo

Coordinating Institution

Partners

Escuela Oficial de Idiomas de Murcia

Etension Molina de Segura

FENICE ndash Federazione Nazionale Insegnanti Centro di iniziativa per lrsquoEuropa pag 1



TABLE OF CONTENTS

A oreord

A little advice on learning grammar $$$$$$$$$$

2 istening

2amp istening Comre(ension $$$$$$$$$$$$$$$

2amp2 istening Comre(ension) Samle activities $$$$$$

2amp +sing Audio and ideo -ocuments) a little advice for teac(ers

2amp Audio document $$$$$$$$$$$$$$$$$$$

2amp ideo document $$$$$$$$$$$$$$$$$$

26 istening Activities helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip

2amp0 istening comre(ension) a little advice for learners helliphelliphellip

Reading

amp A little advice on reading comre(ension $$$$$$$$$

amp2 Reading Activities $$$$$$$$$$$$$ampamp$$$$

Sea1ing

amp A little advice on Sea1ing $$$$$$$$$$$$$$$

amp2 Sea1ing Activities $$$$$$$$$$$$$$$$$

riting

51 A little advice on ritten eression helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip

amp2 riting Activities $$$$$$$$$$$$$$$$$$$$amp

3

4

6

8

11

13

14

17

21

23

25

31

32

49

51




A FOREWORD

This booklet is the outcome of the efforts of several teachers belonging to different nationalities

different eeriences and orking environments$ The ampoined T() Training of ducators of

(dults in an +ntercultural )odule and hen the roampect as acceted b the uroean ommunit

the met in -ales +tal and lanned the ork for their first ear of collaboration$

The activities gathered in the folloing ages are based on techniues constantl used b the

various grous and hich have roved effective$ )an of the activities suggested some of hich

ere discussed in a second meeting in Turke have been alread tested on students$

(ll the teams involved in T()0 hoe that their collaboration ill go on in the incoming ear as

fruitful as it has been so far$




A little advice on learning grammar

1 Why learn grammar

diams rammar is not an end in itself its a means of communicating$ hats imortant is to get themessage across in seaking or riting learning all the grammar rules b heart does notmean ou ill kno ho to use the language correctl$

diams T that doesnt mean ou can forget about learning grammar because ithout it hat ou sa

and rite ouldnt make an sense at all

2 How

diams evie the ork done in class ith our teacher and tr to go further do eercises on thesame grammar oint but ith other activities$

diams or seaking ractice its more efficient to do guided seaking eercises than siml do ritteneercises$ assettes and lts often have relace the ord0 eercises during hich ou canrecord ourself and listen to our roduction to correct an mistakes$

diams or riting ractice dont ampust do reetitive relacement eercises for grammar oints oualread kno$ Tr to var the eercises and to attemt less=guided activities$

3 What should you do when you have rolems

diams Tr to analgte hat the roblem is$ +s it because ou have not full understood the rule or forgotten to al it +n the first case re=read our class notes look the rule u in a grammar book or ask our teacher for further elanations$ +n the second case ractice using that ruledo more guided eercises and then more oen activities$

diams +f ou get stuck on a articular eercise re=read the instructions to be sure ou kno hatis eected of ou$

diams ou can look at the correction sheet that has robabl been rovided ith the eercise$

diams (sk the teacher to hel ou$

diams ltont hesitate to look in a grammar book to find more information on ho a language isstructured$

diams Talk ith the other students about our difficulties the ma have suggestions that can helou$

3 How should you evaluate your rogress

diams (nalgte our mistakes b categor conampugation ord order comle sentences etc$A

diams +f ou are correcting ourself after ou make a mistake then that means ou have alreadmade a lot of rogress because ou are aare of the roblem and ho to correct it$

diams (sk other students to correct ou and BgentlC do the same for them$




ome mista$es to avoidhellip

diams efraining from seaking ith the ecuse that ou make mistakes if small children ere afraidto seak ed all be mute +t is b seaking that one learns to seak$

diams Daing +m ver bad at grammar ou should sa ++ have some roblems ithBconampugation relative clausesEC This ill hel ou concentrate on solving those roblems$

diams Tring to correct all our difficulties at the same time$ ou should concentrate on one or at mostto roblems and hen ou have imroved move on to another one$




Listening Comprehension

1 Definition

Listening comprehension is a communicative activity

The listenerrsquosobjective is to understand it is represented by the task to be done

during or after listening (for example reply carry out instructions decide etc)

This objective will determine what the listener will listen for

2 Why practice listening comprehension

Such practice is more than just developing the capacity to understand a lot of

phonetically and grammatically correct sentences It is above all the development of a skill

Therefore beyond simply concentrating on the linguistic elements of a message

(recognition of morpho-syntaxic lexical and phonetic phenomena) it is necessary toreactivate

listening strategies which come naturally in the native language (observation use of personalknowledge drawing conclusions and so on) and to developappropriate learning techniques

pporting docments

If the students are to become familiar with a broad range of real-life expressions used

in varying communicative contexts they must be asked to work with a large variety of supporting

documents particularly authentic documents which means documents that have not been

produced specifically to teach a foreign language

It is also necessary to have numerous criteria for choosing these documents (duration

communicative context type and number of speakers accents faster or slower speech etc)

$ ethods

The different learning laquo sub-objectives raquo mentioned in point 2 imply different types of

training and thus different types of activities Below are some examples

A Detailed comprehension activities




a Concerning linguistic aspects in the document (grammar vocabulary phonetics)

bull Recognition of specific linguistic items (eg verb forms connecting words etc)

bull Partial transcription (recognition of familiar items acquisition of new items

familiarization with certain characteristics of the codes of spoken language)

bull

Grammarvocabulary anticipationbull laquo Correcting raquo the transcription (mistakes omissions additions with respect to the

audio document)

bull Phonetics

b Concerning the subject of the document

bull Full or partial transcription of the text

bull Listening for specific information

bull laquo Truefalse raquo questions

bull Semantic anticipation

amp eneral comprehension activities

bull Anticipating the general subject after hearing the title or beginning of the document

bull Anticipating the theme after being shown different visual clues

bull Preparing a list of questions before listening

bull Summary in the studentrsquos native language

bull Filling in a listening chart

bull Pre-listening questionsbull Post-listening questions

C (as) listening

bull Any activity that simulates a laquo natural raquo listening context in the native language in which one

listens laquo in order to do raquo (eg carry out instructions make decisions etc)




Listening Comprehension ample activities

1 Activities for detailed listening comprehension

11 Word lists

$ Frovide a list of reviousl=studied ords found in the document in the order the aear$ Thestudents underline them as the listen Bone or to assages ith no auses$C

$ Frovide a list of reviousl=studied ords found in the document but not in the order the aear$The students underline them as the listen Bto assages ith no auses$C

$ Frovide a list of ne ords found in the document but not in the order the aear$ The studentsunderline them as the listen Bto assages ith no auses$C

$ Frovide a series of ords of hich not all can be found in the document and not in the order theaear$ The students underline them as the listen Bto assages or more but ith no auses$C

12 Recognition of the varios items

$ Gist but not in the order of aearance all the sentences that make u the document$ hilelistening the students must number the sentences in the correct order of aearance Btoassages ith no auses$C

$ Dame as above but this activit concerns ord grous$

$ Dame as above but this activit concerns individual ords Bto be used ith ver short recordingsonl$C

1 +artial transcriptions

$ ive the transcrition of the document relacing some ords or grous of ords b multilechoices$ The students ill check off the correct choice as the listen Bseveral assages ith

auses$C

$ ive the transcrition of the document relacing some ords or grous of ords b dotted lines$The students should fill in these blanks as the listen Bseveral assages ith auses$C

$ ive a artial transcrition of the document and rovide the students ith a fe minutes to allothem to tr to guess hat should be in the blank saces$ Then discuss all the suggestions together as a grou before listening to the document Bto or more assages ith auses$C

$ Frovide onl the transcrition of the start of each sentence$ The students should comlete thesentences either first b guessing before listening Bcf$ revious activitC or directl hile listeningBseveral assages ith auses$C

$ ive the transcrition of the first sentence of the document H-G$ The students should ritedon the rest of the document as the listen Bseveral assages ith auses$C This activit shouldonl be done ith ver short recordings or etracts$

FENICE ndash Federazione Nazionale Insegnanti Centro di iniziativa per lrsquoEuropa pag



1$ ista)es in transcriptions $ ive a transcrition containing etra ords or hrases ith resect to hat is recorded$ Thestudents should underline these intrusions0 as the listen Bone or to assages ith no auses$C

-$$ The etra ords should not render the scrit illogical or ungrammatical$

$ Frovide a transcrition in hich some ords from the recording have been omitted$ (s the listenthe students should mark the laces here there are missing ords in the scrit$ Then the shouldlisten again to fill in the missing ords$-$$ The ords omitted should not render the scrit illogical or ungrammatical$

$ Frovide a scrit ith mistaken information ith resect to the recording$ The students shouldunderline andIor correct these mistakes as the listen$-$$ The mistakes should not render the scrit illogical or ungrammatical$

2 -FORA(O- RECO-(O- AC((E

21 (reFalse

$ Frovide in G1 Bmother tongueC as series of statements about secific elements in the recording$ (fter listening the students mark T of (GD for each of these statements$

$ Frovide in G2 Btarget languageC a series of reorded statements about secific elements in therecording$ (fter listening the students mark T or (GD for each statement$

22 mmari0ing

$ Frovide in G1 a summar containing some erroneous information ith resect to the recording$The students underline and orIcorrect these mistakes as the listen$

$ Frovide in G1 a summar containing etra information ith resect to the recording$ The studentslisten to the recording several times ith auses and then underline the etra information0 in thesummar$

$ Frovide in G1 a summar in hich some information from the recording has been omitted$ Thestudents listen to the document several times ith auses and comlete the summar$

$ Frovide the same tes of summar as in the revious eercises but in G2$

2 Factal estions

$ efore listening to the recording rovide in G1 a series of uestions about facts that ill be givenin the recording$ The students anser the uestions after listening$

$ Dame as above but the uestions and ansers are in G2 Bthis activit is more secificall for advanced levels$C

$ ltivide the grou into to subgrous$ ive each subgrou a different recording hich ma beaccomanied b the scrit$ ach subgrou reares a series of factual uestions on their




document and submits them to the other subgrou$ (llo the grous to listen to the unknondocument then ork together to discuss the ansers$

$ Dame as above but this time each subgrou receives a different art of a single recordeddocument$

2$ Listening tales$ efore listening rovide a table or chart about factual elements in the document$ The studentsshould fill in the table as the listen$

$ ltivide the grou into to subgrous$ efore listening rovide each subgrou ith differentlistening tables or charts Bi$e$ concerning different arts of the document$C omare the filled=intables after listening$

$ ltivide the grou into to subgrous$ ive each subgrou a different document Bor a different artof the same documentC and ask them to reare a listening table for the other subgrou$

LOampAL CO+RE3E-O- AC((E

1 essing games

$ Frovide a atchork of different beginnings from various radio or TJ rograms B1K secondseachC and ask the students to guess hat sort of rogram it might be$

$ rite the title of the document on the board and ask the students to guess hat the toic or theme might be or the ords I eressions the eect to hear$ Gist these suggestions on the

board and then have the students listen to the documents to see ho close their guesses came$

$ Dame as the revious activit but have the students listen to the beginning of the recording$

$ ith a video or ltJlt do the same activit but sho onl the first fe seconds of the sceneithout sound$

$ Lave the students listen to a recording Bfor eamle a songC and ask them to suggest severalossible titles$

$ Lave the students listen to or atch a document and ask them to make u a title$

2 Listening tales

$ Frovide a ver general table ho hat hen here h ho

$ ased on the credits of a video document Be$g$ a TJ film or seriesC ask each student to follo one of the characters in articular and to note don as much information as the can about thecharacter hile the are atching$

+00les

$ ltivide the grou into to subgrous$ Dubgrou ( listens to the beginning of a document andsubgrou listens to the end of the same document$ ach grou then relates hat the heardand all the students tr to imagine hat could be in the art of the document that as not heard$




$ Lave the students listen to a document that is recorded in a different order from the chronologicalone$ The grou should then agree uon a ossible chronological order$ BThis activit is articularlinteresting ith video documents but reuires re=recording rearation beforehand$C

$ ltivide the grou into to subgrous$ Hne subgrou atches a video document ithout the soundand the other listens to the soundtrack ithout the images$ Then the grous ork together to

suggest ho each art goes together$

$ Dho onl the end of a video$ The grou should guess the beginning and then see the entiredocument to verif their guesses$

4sing Adio and ideo Docments a little advice for teachers

1 ampefore sing in class

11 Recording an athentic docment

bull heck that the electrical connections are in good orking order that the euiment is H- and that ou have the right station channel ebsiteE

bull Det the counter on KKKK

bull se good ualit cassettes or ltsIltJlts hen making the original recordings

bull lto a test recording first Beseciall for video or ltJltCE and dont ait until the last five minutes

before the rogram is to be aired to do this test$$$bull +f at all ossible do not record more than one document er cassette or videocassette Bor at

least er side if to=sided$C The roblem does not arise ith lt and ltJlt as the sectors canbe set u for eas changeover$

12 Laelingfiling the docment 5 so yo can find it more easily 6hen yo need it

bull reate a summar sheet for each document including sources and dates

bull nter the same reference number or title on this sheet as has been ritten on the cassettelt ltJltE and make sure the reference aears directl on the document suort media asell as on its rotective bo or sheath$

bull sing a numbered filing sstem hels make inventories easierE

1 +reparing the docment for classroom se

bull henever ossible make a searate co to avoid overuse of the original recording$

bull Gisten to or atch the document in full and as often as necessar in order to investigateseveral different teaching ossibilities

bull )ake a comlete transcrit of the dialogues Bunless the document is ver longC hich oushould kee ith the document file$

bull Det u several activities from this document referabl ord=rocessed$




2 While sing the docment in class5

bull Must before the start for the class if necessar advance the tae or disc to the document or lace in the document that ou ish to ork ith

bull lain the lessons obampectives and the instructions using an eamle if needed$ rieflsummarigte the document unless this itself is the activit$ ive these elanations in the

students native language if ou feel this ill hel them to understand$bull nless the document is ver long have the students listen to or atch it comletel at least

once before starting the task in order to temoraril recreate a real=life listeningIvieingcontet and to allo them to be aare of the difficulties the must overcome and the ork to bedone$

bull ltont forget that listening comrehension in a foreign language reuires a huge amount of concentration so the task must not last longer than 3K minutes for detailed listening and atmost one hour for etensive listening for eamle atching a film$ )ore often is better than toolong$

After in7class se

bull eind the audioIvideo cassette either to the start of the tae or to the beginning of thedocument used for the activit$

bull -ote don in the training log hich activit as done ith the reference to the document andan useful observations about ho the activit as carried out or an other notes that ma beuseful to another teacher$

bull Jerif an corrections made to the transcrit or to the suorting document so that theresource librar ill alas have clean and useable documents on hand for the staff andstudents

bull ile the audioIvideo document its transcrit and the secific documents for the activit in their lace in the librar$




Adio Docment

3ame)irst name)

-ate)

Title of document used)

irst listening ) glo4al comre(ension

hat is the subampect of this document

Second listening ) ord recognition

Froer nouns

ords reeated several times

Getters and numbers

ords and eressions related to the subampect

-etailed listening)

rite don the first sentence in full

rite don the second sentence in full

rite three other sentences of our on choice

=

=

=




Self5test

1$ hat + understood ell from this document

2$ Froblems + had hile orking ith this document

3$ hat + can do to imrove m listening comrehension$

ideo Docment

ameamp

irst nameamp

(ateamp

)itle o do+ument usedamp

6efore atc(ing t(is document

Gook at the title$ hat sort of document do ou think this is Ba documentar rogram a film a T$J$nes rogram a serial etc$C hat do ou think the subampect ill be

T(e resentation or credits

hat do ou think is going to haen net




Part

atch this art ithout taking notes$

-o anser the folloing uestions Bou ma atch Fart 1 several times if necessar to anser allthe uestions$C

aC hat sort of document is this

bC ho are the characters

cC here does the stor or event take lace

dC hen does this take lace

eC hat do ou think ill haen net

Part 2 7and 8 and 8 etcamp9

(t the end of each art rite a short summar of hat haens and tr to imagine hat illhaen net$




At t(e end of t(e document

hat did ou think of this document ltid ou enampo it h

-ote don 1K ke ords that ou heard in the document$ h are the imortant to understandingthe subampect

Self5test







Listening Activities

-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

O4ective ))ake learners think more about ho a same general theme is resented in man different asand man different aroaches b different songriters$ eing confronted ith those variousaroaches the can become aare of the fact that even ithin the same countr nation andculture0 there are man different as to see things and to analgte them$amles of themes freedom love nation nature a olitical event etc$

Hutside its obvious interest in listening ractice Bdetailed comrehension0C this te of activit helslearners kno more about different songriters and singers of a same countr and culture andhels them enrich their vocabular$

Material needed )3 songs on the same theme b 3 different singers Bchoose ell distinguishable singers differentgenerations or oinions men and omen different musical stlesC

-uration 7aroamp9 )1 hour maimum$

3um4er of articiants )

Dub=grous of 3 to 5 learners in semi=autonom for the listening art and then hole grou$

-escrition of t(e activitlt )

1$ lain the obampective of the activit and the different hases$ ive the titles of the differentsongs the names of the songriters and singers as ell as the general theme of the songs$ (sk the grou to think of ossible ords or hrases related to that theme and to elain thereasons for their choice$ rite don the ords on the board$

2 Fhase 1 detailed comrehension$ ach sub=grou chooses one song and tries to rite donthe lrics full detailed comrehension techniue or ith the hel of arts of the transcritdeending on the learners levelC$ The teacher asses from one grou to another in order tohel them hen necessar$

3$ Fhase 2 ach sub=grou chooses the ords or sentences the think eress the singersoinion on the theme and agrees on the best a to resent their choice orall$

4 Fhase 3 ach grou resents its analsis of the songBsC the had to listen to and has theother articiants listen to the arts of the songs illustrating the analsis$ The differentresentations can lead to grou discussion about the different aroaches of the same themeand ossibl to a debate about the learners oinions on the theme$

5$ Teacher gives the hole transcrit of all the songs$ Gearners can then listen to the songs ith or

ithout the transcrit$




-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards

O4ective )ight from the beginning of the learning rocess the aim of this activit is to develolearners aareness of the criss=crossings of ords beteen different languages$This activit can be done during the ver first class sessions since it is not as difficult as itseems to be$ Gearners usuall see it as a game it is funn for them to discover ho ordsfrom their on language can be misronounced b foreigners$ The also discover thatthe same is true for their mother tongue and that all languages are made of cross=culturalmitures $

Material needed )

(n oral document in the target language in hich various ords from the learners mother tongueaear$

-uration 7aroamp9 )15 mn maimum Blearners are beginners and listening comrehension is a ver tiring anddemanding activitC$

3um4er of articiants )hole grou$


amp The teacher elains the aim of the activit detailed comrehension in hich learners hilelistening to a document ill have to tr and recognigte various Bteacher sas ho manC ordsfrom their on language$

2amp Gearners listen to the first sentence$ The teacher asks if the recognigted a ord of their onlanguage$ +f there is none teacher asses on to the net sentence$ +f there is one andsomeone finds it the teacher asks the erson to tr and ronounce it in the foreign a ampust as it is ronounced in the document$ +f there is one and nobod found it have them listento the sentence again$ +f nobod finds it give a clue until someone comes u ith the rightord$ rite the ord on the board$

amp ver time there is a mother tongue ord in a sentence teacher does the same thing as in 2$

amp (t the end of the activit ask the learners to tr and ronounce the ords ritten on the board asthe are ronounced on the tae$

amp rite on the board other mother tongue ords adoted b the target language and askstudents to ronounce them as the think a native seaker of the target language ould ronouncethem$




-CI 3

)I) 0 )H C)II) ampldquoWHAT DO THEY THINK OF US rdquo ST+-E3TS EE

6 uards

O4ective )ltevelo learners aareness about national stereotes$ hat the might think about targetculture and about eole talking the target language is thus ut into uestion$

Material needed )adio or video intervies of various eole from the target culture eressing their oinion about thelearners mother culture The rench I ermans I +talians I EI are E0

-uration 7aroamp9 )lteending on the duration of the intervies B45 mn maimumC$

3um4er of articiants )hole grou or if there are man intervies various sub=grous of 4 to 5 learners$ ach sub=grouill listen to 2 to 3 intervies$


1$ efore listening to the intervie ask the learners to eress their oinion about the target culture ive 3 adampectives defining the (mericans I +talians I Maanese I E0 rite all the adampectives onthe board ithout discussing the learners oinions$

2amp Gistening comrehension activit ask the grou or the sub=grous to listen to the variousintervies and to rite don the different oinions eressed about the learners culture$

amp Gearners comare all the oinions eressed b the different eole intervieed and sa if theagree or not ith those oinions$ Lave them ampustif their oints of vie + agree e reall arelike that becauseE0 or no + dont agree ere not like that becauseE0

amp (t the end of the debate get back to the ords ritten on the board and ask the learners if thestill think the same about the target culture$ Gead them to discuss the notion of nationalstereotes and if ossible of stereotes in general$




-CI

)I) 0 )H C)II) ampldquoWHAT A STRANGE COUNTRY rdquo ST+-E3TS EE

6 uards

O4ective )ltevelo learners aareness about cultural differences$ hat the might think about targetculture and about eole talking the target language is thus ut into uestion$

Material needed )adio or video intervies of various eole from the target culture ansering various uestions onthe theme hen ou first visited rance I +tal I Dain I E0 Blearners home countrC hatsurrised I schocked I interested ou most 0

-uration 7aroamp9 )

lteending on the duration of the intervies B45 mn maimumC$



amp Gistening comrehension activit ask the grou or the sub=grous to listen to the variousintervies and to rite don the different oinions eressed b the eole intervieed$

2amp Gearners comare all the oinions eressed b the different eole intervieed and sa if theagree or not ith those oinions$ Lave them ampustif their oints of vie$




Listening comprehension a little advice for learners

1 Why ra+ti+e your listening +omrehension

diams To identif information ou need and learn to listen for it$

diams To get used to different accents dee or high voices seech atterns and seed

diams To memorigte the ronunciation and meaning of unfamiliar vocabular and their intonation$

diams To recognigte ne eressions$

2 How

diams hoose a variet of documents Bdialogues nes rograms stories etc$ accents fromdifferent regions audio and video documents$C

diams ltefine our learning goals if ou think ou have trouble understanding the general subampect of a conversation or a document ou should concentrate on listening for gist ith longer documents referabl videos or ltJlts$ +f on the other hand ou have secial roblemsunderstanding secific ord or eressions ork more on detailed comrehension$ +n bothcases ou should use the task files e have rovided ou to select our listeningcomrehension documents$

diams Gisten to or atch the document through once to tr to gras the subampect and tr to guess hatsort of document it is Bdocumentar film -es Telehone messageC ho is seaking tohom about hat$

diams Gisten or atch again little b little noting don an information ou need or tring tounderstand more in detail$

diams Take note of indications sulied b the seakers tone of voice Bsad ha hesitantaggressiveEC or ith visual documents from the images and tets that accoman thesoken information$

diams Tr to anticiate hat ill be said$

diams Tr to guess the meaning of ords and eressions that ou do not kno from the contet andith the hel of hat ou do understand$ =ust 4ecause ltou cant understand everltt(ing8does not mean t(at ltou (ave understood not(inggt

diams Det ourself realistic goals and do not tr to send to consecutive hours on a singledocument Bunless it is a film that ou have taken a fanc toC or a single eercise$


diams laquo I donrsquot understand W

L(T do ou not understand ( ord ( sentence The hole thing (sk ourself these

uestions before ou give u +f ou get stuck on certain ords or assages tr guessing them from the contet$ ou can

also look ords u in a dictionar$ +f after listening several times ou still feel ou have not understood listen again ith the hel

of the transcrit Bif rovidedC then tr to analgte h ou did not understand$




diams laquoTe sea$ too fast

+f ou are orking ith a dialogue look for differences beteen ritten and soken language

Bfor eamle in nglish + dont kno often becomes (h dunno$ C Tr to locate the linking ords and the searations beteen ords$

ork ith short documents read the scrits rovided then listen to the document and al

hat ou have understood ith the hel of the scrit$

diams laquo Te ae a ampeird accent Ndt ( I loe tis co)laint Wen tis turns into ampining+ I

so)eti)es sa( So do ou We are not going to let a little ting li$e tat -oter us+ areampe0

Gisten to the document and read the transcrit at the same time$ Tr to hear the differences in

the seakers ronunciation and the one ou are familiar ith$ Take note of these and tr to imitatethem so that ou ill hear them more easil net time$

diams laquoTere are too )an neamp ampords

+f ou cant manage to recognigte the ke ords then the roblem is related to our listening

skills but to a lack of vocabular$ Take advantage of the document to learn those ne ords Bseealso the document ( little advice on learning vocabular C$

How should you evaluate your rogress

diams Tr to measure ho uickl ou understand documents of eual difficult$

diams )ake sure ou have correctl analgted our roblems talk ith our teacher$

diams o back after a fe eeks and listen again to or atch a document that seemed difficult for ou$

5 ome mista$es to avoidhellip

diams Tring to understand at all costs even in their native language eole do not understandeverthing the hear but e can usuall reconstruct the meaning due to the contet or toelements that e do understand$

diams Nnocking ourself out0 tring to understand a document that is ampust too difficult for ou$ etter to ut it aside for the moment and to choose another document fore eamle one on a subampectou like better and are erhas more familiar ith$ ou can alas come back later to thatdocument that gave ou roblems$

diams sing the crutch0 of subtitles in our native language hen atching TJ ltJlts or videos$ iththese ou concentrate so much on reading the subtitles that ou cannot listen correctl miss

most of the stor and in the end have not done much to imrove ou listening skillsdiams iving u Nee in mind that learning a language is not done in a short time and that acuiring

a good level of listening comrehension reuires determination and regular ractice etter toractice a little ever da B15 to 2K minutesC and be able to concentrate correctl than one 2=hour lesson ever month




A little advice on reading comprehension

1 Why ra+ti+e your reading +omrehension

diams To identif the information ou need and learn to look for it$

diams To imrove our vocabular Bords and eressions$C

diams To learn to guess the meaning of unfamiliar ords and eressions ith the hel of the contet$

diams To memorigte the selling of ne ords$

2 How

diams hoose a variet of documents BnesaerImagagtine articles etracts from novelsinstructions advertisements etc$C and identif the te of document chosen$

diams ltefine our learning goals if ou think ou have trouble understanding the general subampect of ritten tets ou should concentrate on reading for gist ith longer documents$ +f on the other hand ou have secial roblems understanding secific ord or eressions ork more ondetailed comrehension$ +n both cases ou should use the task files e have rovided ou toselect our documents for reading$

diams Det ourself realistic goals and do not tr to send to consecutive hours on a singledocument Bunless it is a book that ou have taken a fanc toC or a single eercise$

diams ead the document through once to tr to gras the subampect$

diams -ote an titles or subtitles the aragrah structure illustrations etc$ (ll these items ill helou to understand the document$

diams Tr to guess the meaning of ords and eressions that ou do not kno from the contet$

=ust 4ecause ltou cant understand everltt(ing8 does not mean t(at ltou (ave understoodnot(inggt

diams Gook u ke ords in a dictionar if ou do not kno them$ areful do not ampust take the firstdefinition of the ord for granted make sure ou have the right definition or translationDometimes our dictionar can be our orst enem

diams Tr to anticiate hat ill be mentioned in the folloing aragrahs$ se an connecting ordsto hel ou$



L(T do ou not understand ( ord ( sentence The hole tet (sk ourself these

uestions before ou give u +f ou get stuck on certain assages in the tet tr to look for the roblem$

+f it is a ord ou do not kno make sure ou have found the right translation in the dictionar

+f ou have a roblem due to the structure of a sentence dissect our sentence look for the

main verb then the subampect and the comlement$ ord order varies from one language to anothermake sure that ou are familiar ith the rules for this$







diams o back after a fe eeks and reread a document that seemed difficult for ou$


diams Tring to understand at all costs even in their native language eole do not understandeverthing the read and some ords Barticularl scientific and technical ordsC can beunfamiliar but e can usuall reconstruct the meaning due to the contet or to elementsthat e do understand$ or eamle if ou read a sentence like These hotos are 4oner beautiful0 ou can easil guess hat the ord 4oner robabl means via the contet$

diams Dstematicall translating ord for ord$ etter to tr to understand the general sense of thesentence or tet$

diams Gooking u ever ord in the dictionar$ This is tedious and time consuming and ou generalllose the general idea in the sentence or the tet$

diams iving u Nee in mind that learning a language is not done in a short time and reuiresdetermination




Reading Activities

-CI 0

Fresentation of theactivit

+ntroduction of the tet toic b the teacher

Te of activit eading

lturation 2 Lours

+nstruments Landouts the hiteboard

-umber ofstudents

2K

Dtudents skills eginner

Ganguage used nglish

Dtudentsoutcomes

bull Ds learn ne vocabular$

bull Ds learn ne structures$

bull Ds learn about ne toics BThe Titanic air ollution etc$C

bull hile the T is reading the DD imrove their ronunciation$

aBsC used tomotivate thestudents

bull efore delivering the handouts the T asks some uestions about thetoic to arouse the DD interests$

bull The T gives some background information on the toic$

bull The T re=teaches the ke ords that ill aear in the tet

aBsC used tohel the studentsto learn to learn

bull The T gives an assignment and makes the DD rerite the hole stor intheir on ords$

bull The T gives an assignment and makes the DD make u ne sentencesabout their dail lives using the ne vocabular that aears in the tet$

valuation of theactivit

bull The DD imroved their ronunciation$

bull The DD learned ne vocabular O structures$

bull The learned about me toics and their general knoledge imroved$

bull The ansers ere rong ith a ercentage of 1K P$

bull The DD ere successful in reriting the stor in their on ords$

bull The DD ere able to understand the tet after the T gave the ke ords$

(dditionalcomments

The DD had difficult in riting for a limited toic like in item iv$ so ourroosal is like that The T gives an assignment and makes the DD rite afree=toic comosition using the ne vocabular that aears in the tet$

0rgani4ation o the lesson

1 Preeading a+tivitiesamp

i s loo$ at the i+tures7 and guess what8s haening

ii s tell their guessing to the )

iii )he tea+her tea+hes the $ey words that will aear in the te9t Pretea+hing

vo+aulary7

2 Whileeading a+tivities

i )ea+her reads the story slowly to emhasi4e the ronun+iation




ii s read the story silently

iii s write the $ey words whi+h they rememer rom the te9t a $ind o summary7

3 Posteading a+tivities

i )he answer the uestions aout the te9t

ii )he ) e9lains translates when ne+essary7 the un+lear arts o the te9t

iii )he ) gives an assignment and ma$es the rewrite the story in their own wordsiv )he ) gives an assignment and ma$es the ma$e u new senten+es aout their

daily lives using the new vo+aulary that aears in the te9t

I PC)IC

Preeading a+tivitiesamp


FI1ST STO12 A Special Christmas Present

ltavid ants to bu a hristmas resent for a ver secial erson his mother$ltavidQs father gives him R5$KK a eek ocket mone and ltavid utsR2$KK a eek into his bank account$ (fter three months ltavid takesR2K$KK out of his bank account and goes to the shoing mall$ Le looksand looks for a erfect gift$

Duddenl he sees a beautiful brooch in the shae of his favouriteet$ Le sas to himself S)other loves ampeelr and the brooch costs onlRl7$KK$S Le bus the brooch and takes it home$ Le ras the resent inhristmas aer and laces it under the tree$ Le is ver ecitedand he is looking forard to hristmas morning to see the ampo on his motherQs face$

ut hen his mother oens the resent she screams ith fright becauseshe sees a sider$

ii s tell their guessing to the )amp

)here is a Christmas tree and +hameleonlt=

)he sider is loo$ing at uslt=

)he sider is wal$inglt= et+


vo+aulary7 u$ as ampspe$ial person Crist(as po$)et (one +an) a$$ount ta)e outo (all git +roo$ -eelr and -o



helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip


helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipii s reads the story silently





helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip



u$ as0 Crist(as present po$)et (one +an) a$$ount sopping (all git +roo$ +u rap -o s$rea( rigt and spider



ead the te9t and answer the uestions

1 What does (avid want to uy his gtother

a7 a se+ial irthday resent

7 a Christmas resent

+7 a sider ring

2 Who does (avid get his money rom

a7 his et

7 his mother

+7 his ather

3 How mu+h money does (avid have in the an$

a7 27 5

+7 lA

What does (avid uy his mother

a7 a ring

7 a roo+h

+7 a sider

5 What does (avid do with the resent when he ta$es it home

a7 he gives it to his mother

7 he wras it in Christmas aer

+7 he is very e9+ited

6 Why does (avidBs mother s+ream

a7 e+ause the resent is eautiul

7 e+ause she doesnBt li$e Christmas resents

+7 e+ause she thin$s she sees a real sider

A Why does (avid uy a sider roo+h




a7 siders are his avourite et

7 he loves Christmas

+7 to s+are his mother

Where does (avid ut the resent on Christmas ve

a7 under his illow

7 under a sider

+7 under the Christmas tree

Write the +orre+t answers in the gas Choose your answers rom the o9

an$ roo+h mall money oens aer resent sider tree

avid saves up is po$)et to +u a Crist(as or is (oter ter

tree (onts e ta)es 2 out o is a$$ount and goes to te e

+us a +eautiul or is (oter e raps it in Crist(as and pla$es it

under te Crist(as ut en is (oter te git se s$rea(s

+e$ause se sees a


Dn+lear artsampbull Le is ver ecited and he is looking forard to hristmas morning to see the ampo on his

motherQs face$bull ut hen his mother oens the resent she screams ith fright because she sees a

sider$

These sentences are elained and translated into mother tongue$

iii )he ) gives an assignment and ma$es the rewrite the story in their own words

Lere are some eamles of reriting the stor$bull

ltavid goes to mall$ Le takes resent $ Ler mother oens resent $ Dhe screams $ Dhe seesa sider$bull ltavid ants to bu a hristmas resent for a ver secial erson his mother$ ltavid takes

R 2K out of his bank account $ (fter he goes to shoing$ Le takes brooch $ Le is verecited$ hristmas morning to see the ampo on his mother s face $ ut his mother looksresent she screams because she sees a sider$

bull ltavid goes to the mall$ Le takes hristmas resent his mother$ Le gives resent hismother $ Lis mother be ha$

iv )he ) gives an assignment and ma$es the ma$e u new senten+es aout their


bull + go to the mall$ + bu to the Diderman tos in the mall$ + tear aer$ + see brooch in themall$ + sa +t is a nice brooch$




bull + go to school$ + come to house$ ) father gives ocket mone$ + atch Diderman$ + lanttree in the garden$ + bu aer to m lesson$ + oen the door m room$ Dometimes + see asider in m room and + scream$

SECOND STORY Two sisters and the cat

)rs ilson and )rs Dmith are sisters$ )rs ilson lives in a house in ltuncan and)rs Dmith lives in a condominium in Jictoria$ Hne da )rs ilson visited her sister$ hen her sister ansered the door )rs ilson sa tears in her ees$ShatQs the matterS she asked$ )rs Dmith said S) cat Damm died last night and +

have no lace to bur himS$

Dhe began to cr again$ )rs ilson as ver sad because shekne her sister loved the cat ver much$ Duddenl )rs$ ilson said S+can bur our cat in m garden in ltuncan and ou can come andvisit him sometimes$ )rs$ Dmith stoed cring and the to sisters

had tea together and a nice visit$

+t as no five oQclock and )rs ilson said it as time for her to go home$ Dhe uton her hat coat and gloves and )rs Dmith ut the dead Damm into a shoingbag$ )rs ilson took the shoing bag and alked to the bus sto$ Dhe aited along time for the bus so she bought a nesaer$ hen the bus arrived she got onthe bus sat don and ut the shoing bag on the floor beside her feet$ Dhe thenbegan to read the nesaer$ hen the bus arrived at her bus sto she got off thebus and alked for about to minutes$ Duddenl she remembered she left the shoing bag onthe bus$UDtor b Gaurie uchananV

17 ead the te9t and answer the uestions

1 Where does gtrs mith live

in a $ondo(iniu( in un$an

in a $ondo(iniu( in i$toria

in a ouse in un$an

2 Why is gtrs mith uset

+e$ause er sister $a(e to see er $at

+e$ause er $at died

+e$ause rs 8ilson as sad

3 What did gtrs Wilson do

ta)e te $at it er on te +us

put er gloves in te sopping +ag

prepare dinner or er sister

Who did ammy the +at live with

rs 8ilson

rs (it




rs 8ilson and rs (it

5 What time did gtrs Wilson go home

en te +us arrived

at 5 p(

ater se al)ed or to (inutes

6 How did gtrs Wilson go home

al)ed or to (inutes +eore se $augt te +us

read a nespaper on te +us

too) a +us

7 What did gtrs Wilson orget

te nespaper

er and+ag te sopping +ag

Where did ammy die

in rs (it9s ouse in un$an

in rs 8ilson9s garden

in i$toria

27 )ye the +orre+t answers in the gas Choose your answers rom the o9

answered arrived as$ed +ome died got $new lives loved ut

rememered said saw stoed too$ visited waited wal$ed

)rs ilson and )rs Dmith are sisters$ )rs ilson in a house in ltuncan and )rs Dmith

lives in a condominium in Jictoria$ Hne da )rs ilson her sister$ hen her sister

the door )rs ilson tears in her ees$ ShatQs the matterS she $

)rs Dmith said S) cat Damm last night and + have no lace to bur himS$

Dhe began to cr again$ )rs ilson as ver sad because she her sister thecat ver much$ Duddenl )rs$ ilson said S+ can bur our cat in m garden in ltuncan and ou

can and visit him sometimes$ )rs$ Dmith cring and the to sisters had teatogether and a nice visit$

+t as no five oQclock and )rs ilson it as time for her to go home$ Dheon her hat coat and gloves and )rs Dmith ut the dead Damm into a shoing bag$ )rs ilson

the shoing bag and to the bus sto$ Dhe a long time for the bus

so she bought a nesaer$ hen the bus she got on the bus sat don and ut the

shoing bag on the floor beside her feet$ Dhe then began to read the nesaer$ hen the bus

arrived at her bus sto she off the bus and alked for about to minutes$ Duddenl she




she left the shoing bag on the bus$




A little advice on spea)ing

1 Why practice spea)ing

Ganguage is communication and though communication ma take lace in several asseaking is certainl one of these as mabe the most imortant one no matter if ou needthe language to ask for a cu of tea or to reort our ideas at a conference$

2 3o6

+t ould be nice if e could ampoin some mother tongue seakers and talk to them but as this isnot likel to haen e must eloit the oortunities offered b our school environment or rel on our determination to learn and roceed through trial and error$

What shold 6e do

irst of all e should not be sh or nervous$ Hften even eole ho are good at listeningreading or riting do not trust their oral cometence and are mediocre seakers$ e shouldkee in mind that seaking is like ampogging$ The first fe times e do ampogging e must sto or rest and e feel out of breath$ ut da after da e find that e can cover a longer distanceand e feel less ehausted at the end$ )istakes must not discourage us$ e must go on tring$+n a conversation ith a native seaker he ill take for granted that his artner is not erfect$-o one ever is even in ones on language$ +f ou are talking to a school friend he ill notcare about our mistakes if our teacher is listening to ou heIshe ill areciate our determination to get better To get as much ractice as ossible get into the habit of talking toourself$ +t ma be difficult or it ma sound strange but it ill give ou the oortunit to reeatthings over and over again till ou are satisfied ith our erformance$

Tr to record ourself listening to ourself later on ill hel ou discover our eak oints andalso check our rogress$

$ What )ind of practice

Gook for grammar eercises dealing ith our eak oints$ The are not usuallcommunicative at all but the ill get ou into the habit of using some structures ithouthaving to think of their formation for too long$ou can also tr to make short summaries relate simle events describe ictures$hatever ou do remember to seak in a loud voice as if ou ere reall seaking to aerson$

8 What mista)es not to ma)e

ltont be sh or tense

ltont desair if ou cant remember the right ord$ Lo often does it haen in our onlanguage and nothing terrible haens

ltont sto talking ampust because ou cant remember a ord$ Tr to use another one or usegestures

ltont forget that listening to our artner is imortant$ Le ma suggest the correct form or

the ord ou need as in most cases a conversation imlies cooeration$ ltont orr if hile seaking ou feel that our seech is not highl organised or linear$

Deaking is not like riting$ Gisten to conversations in our on language ou ill notice

that the often aear confused but communication does not fail$




pea)ing Activities

-CI 1


The teacher tells the students that the ill do a grou ork for the activit andto form grous of three$

Te of activit Deaking

lturation 2 Lours

+nstruments Landouts=ictures

-umber of students 24




bull The DD imroved their feeling of self=confidence b learning to describethe things the see$


bull The learned about ne toics and their general knoledge imroved$


bull efore delivering the ictures the T asks some uestions about the DDinterest of clothes fashion etc$


bull The T re=teaches the ke ords that ill ossibl be needed$

aBsC used tohel the students tolearn to learn

The T gives a short in=class assignment and makes the DD describe theirfavourite te of clothes$

(dditional comment ou can make it into a cometition hen the inner is the grou to finishfirst mistakes can be enaligted b adding half a minute to their time$Loever if ou have a ver cometitive grou the activit might turn intochaos ith students hurring and interruting one another$

+tQs best done ith ictures of eole of the same se and referabl sameageIheightIbuild so that students should reall concentrate on the clothes$

Dtudents outcomes bull Ds learn ne vocabular$

bull Ds learn ne descrition stles for clothes$

bull Ds feel free to use the language due to the grou ork feeling$

I PC)IC

Preea$ing notesamp

1 )ell the students to orm grous o three

2 Eive ea+h grou memer a dierent +oy o the i+tures and tell them that they

mustnBt show their i+tures to ea+h other

3 )ell them that some eole aear in all versions= some in only one or two )heir tas$ is

to des+rie the +lothes the eole in their i+tures are wearing and ind who else in thegrou has got the same i+ture




)o ma$e +he+$ing answers easier= tell them to write the name o the student in the

grou aove the i+ture whoBs got it too




Gook at the ictures of eole here$ our artners have got some of them but everbod has got adifferent set$ ltescribe the ictures to our artners and tr to find ho has got hich icture$ Thenrite the name of our artner ho has got the same icture at the to$












-CI 2


+ntroduction of the toic b the teacher$ (fter arm=u discussion The teachertells the students to form grous of 5=7 and gives each student a role cardand elain that the are a famil lanning a holida$


lturation 2 Lours

+nstruments hiteboard role cards


Dtudents skills alse beginners



bull arm=u uestions Bthe T asks some uestions about the toic to arousethe DD interests= for eamle going on holida and here to goC


bull The T re=teaches the ke ords that are ossible needed fort hediscussion in the grou$


The T gives an assignment and makes the DD make u ne sentences abouttheir holida dreams using the ne vocabular aeared during discussions$


bull Ds learn about giving ideas$

bull (areness of suggestion structures$


bull The DD imroved their ronunciation$bull The DD learned ne vocabular O structures$


bull +t heled their seaking skills ithin a grou$

(dditional comment +f ou think itQs necessar ou might ant to revise hrases and structuresused in arguments$bull The argument is livelier if there are more Bat least 6C students in a grou$

bull +f ou canQt form grous of 7 Bhich ould be idealC start leaving out rolesfrom the end starting ith the neighbor Bthe least necessarC$

bull This activit usuall generates heated arguments in some cases + evenhad to intervene hen students started getting too rough on one

another $$$

I PC)IC

1 Eive ea+h student a role +ard= and e9lain that they are a amily lanning a holiday

2 s$ them to study their +ards or a minute or two and reare themselves or the

argument

3 s$ the amily memers to introdu+e themselves= without revealing their tas$s

s$ the ather to oen the amily dis+ussion

5 )he a+tivity ends when theyBve +ome to a +on+lusion where to go

6 ou +an as$ the students to read out their +ards at the end and +omare how mu+h o

their goals they were ale to rea+h





The mother ou ant to go to some eotic lace

like hina or Feru for at least threeeeks$ nfortunatel ou cant standour brother=in=la = he should sta at home

The father our idea of a holida is something relaing

short and chea$ oing abroad is sotiring$ ou like our brother ver much =h not take him and his ife too

The 1earo$ oamp

ou dont ant to go ith our boringfamil anhere = but if ou have toit should be as short and as close

as ossible$

The 1earo$ $a()hter

ou ant to go to the sea for at leastto eeks b lane of course =and bring our bofriend too = this

is the most imortant$

The 1earo$ oampouve never flon in our life = ouver much ant to tr it$ ou like big

cities here there are a lot of interestingthings to do$

The father+ rother ou ant to go ith our brothers famil

herever the go = and take our ife as ell$

The ampe-)ho(r ou dont ant them to go aabecause the alas ask ou to

look after their house and ou hate it






-CI 3




lturation 2 Lours

+nstruments 1 set of ampob cards BotionalC


Dtudents skills lementar


aBsC used to

motivate thestudents

Teacher rites the ord MHD on the board and tells the students that sIhe is

going to leave the room for 5 minutes$ hile the teacher is gone the have tofill u the hole board ith ords connected to this theme$ The can use theirdictionaries if the like$ The teacher nominates a student as the secretargives them the board marker or chalk and leaves$ omes back after 5 minutesBor before if ou think its too longC and goes over hat the have ritten$

Dtudents outcomes Dtudents revie ampobs and ampob related vocabular and ractice oral fluenctalking about different ampobs for their artner$


bull aising students aareness of ampobs b heling them discover orkconditions of different ampobs is something difficult but ver useful$ +t alsogives the students some ideas for their future interest$

bull The DD learned ne ampob=related vocabular O structures BcomarativesC$

bull Fhsical actions make the activit livel and the atmoshere energetic$ (dditional comment )aterials=free version

This activit can be done ithout the cards in to as$1$ rite the names of the ampobs on the hite board and tell students to

co them don for their grous and add three more$2$ Lave students decide on ten or telve ampobs on their on in grous$

The advantage of doing this ranking eercise ith cards means that hilestudents are seaking the can hsicall move the order about$

I PC)ICPreea$ing tas$ 1 F Warmu as e9lained aove7

Pre-speaking task 2 ndash Group formation)ell the students that they are going to do a listening a+tivity related to Gos )hey must

+hange la+es with another student i the senten+e you read out to them is true or them

ead out the ollowing senten+es and sto when you thin$ eole have moved around enough

)hey then orm grous o three with the new eole they are sitting ne9t to






J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit

Training seaking skills and raising students aareness on a social roblem


lturation 9K minutes

+nstruments orksheets


Dtudents skills +ntermediate


Dtudents outcomes +mrove their abilit to echange oinions+mrove their conversational abilit and knoledge of vocabular


The activit can imrove the seaking abilit of the students ho are free toseak ithout too much direct control of the teacher ho does not takeart in the discussion but acts as an organigter$ (t the same time theactivit ma hel the students to become more aare of a serious socialroblem

(dditional comment (s the activit deals ith man different oints it ma be interruted at an ofthese oints if the teacher notices that attention is flagging

0EIL)I0

Warm Up)he tea+her will as$ the whole +lass aout the everyday lives o old eole

a+tivities= amily lie= so+ial lie= et+7 hehe will as$ the students to thin$ o their oldest

living male and emale relatives using two adGe+tives to des+rie ea+h one o them

In airs s +an dis+uss their relationshis and eelings toward these eole

)ime neededamp 15 minutes

hae oampe

elp for old people)he tea+her will sea$ riely aout what hel is rovided or old eole y the government

in Kritain and what eneits they have )he tea+her will try to introdu+e vo+aulary the

students may need hehe will then as$ the students to +omare nglish eneits to those in

ain

)hen shehe will invite the students to thin$ o attitudes to old eole In small grous the

students will tal$ aout this arti+ular ase+t o the toi+

)ime neededamp3 minutes

hae T0o

Pros and cons

)he students will then sea$ aout the ros and +ons o old age homes)he +lass +an e divided into grous o where two eole will e in avour and the other two

against= or with the whole +lass





hae Three

(is+ussing vo+aulary


E ( EIE )D()8 W0MH)

The following worksheet may be used to help focus the studentsrsquo attention on some particular points and prevent them from being too vague and from getting lost in their discussion Theguidelines on the worksheet will be particularly useful for Phase One and Two

i$ hat can ou sa about the everda lives these old eole lead

ii$ +n airs think of our oldest living male and female relatives and use to adampectives to describeeach one of them$ )ention our relationshi ith these eole and hat our feelings aretoards them$

hae Oampe

+n ritain anone over the age of sit can have a Denior itigtens ailcard hich allos them tobu train tickets at reduced rices$

($ ltescribe an secial hel that eole over 65 get in our countr Bas regards travel oranthing elseC$

$ hat in general are the attitudes toards old eole in our countr hoose the bestanserbull The are resected and heled$

bull The are neglected b a societ that refers the oung the beautiful and the modern

$ hat haens to old eole in our countr hen the cant look after themselves an morebull The are looked after b their families$

bull The send their old age in secial homes for old eole$

hae T0o

Pros and +ons

lt$ +n grous of 4=5 discuss the ros and cons of living in old age homes$ Deak about this from our on famil eerience if alicable$ Take the folloing oints into

consideration$bull +s it becoming more acceted for old eole to be ut in these homes noadas

bull hen ou reach this age ould ou refer to live ith our children be taken care of inour on home or be laced in an old age home

bull ltiscuss hat ou lan to do hen ou retire$

$ hich three things do ou most look forard to about old agehich three things do ou least look forard to about old age




$ Jocabular hat do ou think some of the folloing eressions about age mean

1$ Les getting on a bit$2$ Dhes ushing 4K$3$ LeWs no sring chicken$4$ Dhes in her rime$5$ Les ell ast his sell=b0 date$6$ Dhes got one foot in the grave$7$ Dhes ampust a babe in arms$8$ Les rather oung for his age$9$ Les over the hill$

$ hile the students discuss the various oints the teacher moves from grou to grou aingattention to rong forms the students ma be using$ LerIhis observations ma suggest someremedial ork in a folloing lesson$




-CI 5

TBPICA A3GO5AMERICA3 ESTIITIES

Fresentation of the

activit

Deaking and learning about festivities in the foreign countr

Te of activit Deaking listening and reading activit

lturation 5KI6K minutes

+nstruments Tae recorder or HLF orksheets

-umber of students 2K 25

Dtudents skills rom loer intermediate to uer intermediate


Dtudents outcomes Ds revise vocabular Ds train their abilit to relate facts and organigte a littleseech in a linear a Ds train their abilit to eloit the contet hen dealingith ords$


This te of activit is fairl relaing as the content is not too academic0 orcommitted$ The fact that the teacher has aarentl no strict and direct controlon the students also hels the learners to get involved ithout being too tense$

(dditional comment The activit has different stes and some are easier than others$ This mahel involvement as even the eaker students ma feel the can take art inthe conversation$

0EIL)I0

Warm upThe teacher asks the students a fe uestions in order to focus their attention on the toic and tocheck hat the kno about the toic$ LeIshe uses this hase also to introduce vocabular thestudents ma need later on$Tes of likel uestions to ask

lto ou kno hen Lalloeen is lto ou kno here the ord comes from lto ou kno hen it is celebrated here h

Time needed for the arm u no more then five minutes

Fo(-amp) oamp Hao0eeamp (C The teacher rites on the blackboard some of the ords from the Lalloeen vocabular list

and asks the students hether the kno the ords$ Then the teacher gives the students theorksheet ith the Lalloeen vocabular and invites them to go through it to check hether their elanations ere right and elains meanings hen it is necessar$

C The teacher gives the students the orksheet ith the missing ords and tells them that themust fill in the gas$ The teacher oints out that rhme or their on knoledge ma helthem to fill in the gas if meaning fails$ This can be done in airs$

C The teacher gives them 15 minutes to comlete the sentences$ltC (fter the students have comleted their task the teacher asks for a fe ansers at random

and then las the tae to hel the students check hether their ansers ere correct$ Timeneeded 1K minutes




From Hao0eeamp to other Amer-aamp or 2r-t-h fet-3-t-eC ive the students a list of celebrations and ask them to decide hether the are (merican

ritish or both$ The little discussion needs 1K=15 minutes$ Foo0 (4

C The teacher asks the students to form small grous Bthree or four eoleC and to talk about animortant festivit in their on countr$ The ill have 1K minutes to decide hat to sa$ Thegrous also choose a sokesman ho ill tell the hole class hat festivit hisIher grou haschosen to seak about$

9er+ise

1 Look at the list of celebrations and decide which are British American or both

Thanksgiving )others lta oing lta u akes -ight

+ndeendence lta Dt$ Jalentine hristmas ve Gabour lta

2 Do you know when these festivities are held Why Are they imortant What is done in each

case

s any of these festivities held in your country as well

n $rous choose a festivity of your country talk about it in $rous and then describe it to the

whole class

Halloween o+aularyLalloeen N a holida celebrated on Hctober 31 in hich eole dress in scar costumes

to carve to cut ith a large knife

umkin N a large orange vegetable associated ith Lalloeen

Mack=o=lantern N (mericans traditionall cut out scar faces in umkins and ut a candle inside$These umkins ith faces are called SMack=o=lanterns$S Mack=o=lanterns are madeto scare aa evil sirits on Lalloeen$

costume N scar clothing or disguises orn on Lalloeen

Strick or treatS

Hn Lalloeen children go from house to house and sa Strick or treat$S This hrasemeans give me cand or + ill la a trick on ou$ amilies usuall give the children

cand$ +f the children donQt get cand the sometimes la mean tricks like breakingthe houseQs Mack=o=lantern or utting soa on its indos$

a costume art N a art here everone dresses in scar costumes

bobbing for alesThis is a traditional Lalloeen game$ ou ut ales in a barrel of ater and eoletr to take the floating ales out of the ater using onl their mouths$

a skeleton N a bod of nothing but bones

a ghost N the sirit of a dead erson hich aears again

a ghoul N an evil sirit hich takes bodies from graves and eats them

a goblin N an unkind sirit hich las tricks on eole

a itch N a oman ith magic oers Busuall evilC

a arlock N a man ith magic oers Busuall evilC

ittle gtonsters 5Ga4F--amp) E6er-e7 M




Coose our and $arve it rigtFor tonigt is te nigt o rigt

(ost dangerous eve is isguise oursel ro( dangers unseen

eare

lte it$es and prepare teir +res

eadl (i=tures and (agi$ stes

ltose itout sould run and idegtr +etter et sta inside

For te dar)est nigt is te nigt o ools

ouls unprepared or +oneeating

osts and o see) to annogtr peraps even destro

istenear te sounds o laugter and little eet

s te treaten ou it A Aive te( $and te ill go aa

o$) our doors and pra

ltat te $andle stas litnd te devilis $ildren Buit

Coose ourumkin

and $arve it rigtFor tonigt is te nigt o rigt

(ost dangerous eve isLalloeen

isguise oursel ro( dangers unseen

eare

lte it$es and arlocks prepare teir +res


ltose itoutcostumes

sould run and idegtr +etter et sta inside


ouls unprepared or +oneeatingghouls

osts andgoblins

o see) to annogtr peraps even destro


s te treaten ou it A trick or treat

Aive te( $and te ill go aa


ltat teMack=o=lantern

$andle stas litnd te devilis $ildren Buit




-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit

ltiscussing an comaring national stereotes



+nstruments orksheets blackboard


Dtudents skills rom intermediate to advanced


Dtudents outcomes Dtudents imrove their descritive adampective vocabularDs revise ords and structuresDs discuss erceived differences beteen nationsDs become aare stereotes ma have a negative influence on eole$


as to organigte it usuall motivates students ho find the toic amusing andrelaing$ +t can be eloited at different levels

(dditional comment e careful in a multi=ethnic class

0EIL)I0Warm uprite the ord QDtereoteQ on the board and ask students hat the ord means$ +f students arenot sure of the meaning ask them to finish the hrase S(ll (mericans$$$S or something similar$Time needed 5 minutes at the most$

Phases of the speaking actiit1$ Hnce students have understood hat a stereote is ask a fe volunteers to mention to or

three stereotes about their on countr$

2$ +nclude a fe rovocative stereotes of our on at this oint in order to get students thinkingabout the negative or shallo asects of thinking in stereotes$ Eamle) American food is

fast food Americans love guns Spanish are lay ritish are

3$ (sk students to divide into airs give them a list of adampectives and invite the students tochoose to of the listed adampectives to describe each nationalit$ Tell them that the ill need toelain the reasons for the adampectives rovided$

4$ o through the sheet asking several students to elain the reasons for their choice$ (sk other students hether the agree or disagree to romote conversation$ Time needed for this hase25 minutes

Going deeper into the topic

5$ Hnce ou have finished our discussion of stereotes ask students h stereoting canoften be bad and hich stereotes of their on countr or region the do not like$ ive them auarter of an hour to think and discuss in airs or small grous then ask them to elain hattheir ideas are$ Time needed on the hole 3K minutes




ollo$ up6$ +f time allos or if ou think it useful have students comare their on region or countr to

another one$ (sk them to include various stereotes as ell as eamles from their oneerience that either confirm or refute the stereotes the mention$ This can be given alsoas a homeork to reare for the folloing class either orall or in riting to helmemorise vocabular$

Wor$sheet

Choose two adGe+tives that you thin$ des+rie the nationalities listed elow Choose two

+ountries o your own to des+rie

bull unctualbull tolerantbull romanticbull resectful

bull hard=orking

bull emotional

bull outgoingbull nationalisticbull ell=dressedbull humorous

bull lagt

bull sohisticated

bull hositablebull talkativebull sociablebull serious

bull uiet

bull formal

bull aggressivebull olitebull rudebull arrogant

bull ignorant

bull casual

(merican ritish rench

Maanese XXXXXXXXXXXX XXXXXXXXXXXX




A little advice on 6ritten e9pression

amp Why ra+ti+e your writing

Gike oral eression riting is a form of roduction$ Training to imrove our riting abilit in aforeign language has to main urosesdiams Gearning to roduce ritten documents for everda use Bletters administrative documents

fa e=mails ost cards and so onC diams Detting in our memor the items learned in class b riting them Bne vocabular grammar

structures idioms etc$C

2amp How

diams There are to tes of ritten activities uided riting hich is useful in memorigting items that have been studied and reusing

them in a uasi=automatic manner$ or eamle grammar eercises in hich ou areasked to re=use the same conampugation several times so that ou ill become familiar ith it$

)ore oen activities for hich ou ill be asked to use our imagination$ efore ou start atask of this te ask ourself some uestions hat is the use of the tet + am going torite ho ill be reading it because ou ill not rite the same document to al for a ampob as ou ould rite to a friend from our holida home or for our colleagues if ouhave taken notes at a meeting$ Then note don Bin our native languageC the main ointsou ant our reader to understand$ ou can if the tet is to be rather long make a more

comlete outline of our lanned document$ Hnl then should ou begin riting our tet$hen ou have finished alas take the time to re=read our tet and correct an errors$

amp What should you do when you have rolems

diams or guided activities first go back to hat ou have studied in class$ +f ou still do notunderstand hat is asked of ou or h ou have made mistakes look for etra elanationsin a grammar reference book Bour teacher can give ou advice on hich books ould besuitable$C To check our ansers look at the anser sheet hich ou have robabl receivedalong ith the task$

diams

or more oen activities ou can echange our document ith another student in our class$ach student should give an obampective oinion abut the others ork$diams e=read our tet ith one goal at a time$ irst check for grammar mistakes then imrove the

stle then tr to simlif or erhas look for different ords etc$diams (gain ith the goal of an obampective eamination of our ork ou should ut it aside for a fe

das if ou can and then edit it again$ ou ill most robabl find ossibilities for imrovement$

amp How should you evaluate your rogress

diams or each tet ou have roduced ourself ask ourself Lave + done hat as eected of me0 or eamle if ou had to rite a letter reuesting information did ou ask the rightuestions ere ou clear ltid ou indicate the receiver etc$

diams Dtud the remarks our teachers made not in an overall manner but b categor stle




morholog snta vocabular selling logical seuence of ideas etc$

diams -ote the categories in hich ou think ou have made rogress$

5$ ome mista$es to avoid

diams ltont rite our tet in our native language first and then translate it$ This is the best a toroduce an unintelligible document

diams e simle$ ven if ou feel that our sentences are too short or that our vocabular is too

basic0 if ou remain simle ou ill at least be sure that our readers ill understand hatou anted to sa$ legant stle0 ill come ith time and ractice$




Writing Activities

-CI 1

n e9er+ise in +oheren+e and +ohesion


Training in coherence and cohesion

Te of activit ritingDeaking in the second art of the lesson


+nstruments Fhotocoies HLF


Dtudents skills eginners

Ganguage used nglish+talian in the second art of the activit


Fositive for racticall everbod

(dditional comment To make this activit reall successful the foreign language teacher needs thesuort of the mother tongue teacher$ ( badl organigted tet in nglishusuall means that the student lacks coherence and cohesion in his Iher on

mother tongue too$ +f the to teacher collaborate giving similar eercises theeffect goes deeer and is ermanentDtudents outcomes The students imrove their riting skills b changing a list of sentences into a

roer tet$


Warm (4 The teacher revises uickl the ast tenses of the irregular verbs in the assage basking the students to do a uick fill=in eercise as for eamle

rite the missing formbreakbought

uthear

(fter checking the ansers uickl b asking students at random the teacher makes sure that thestudents kno the ords hich ma cause roblems and rites them on the blackboard if the arenot knon$B hat does a lane do hen it reaches destination here do ou kee ourcoins ou can break it hen it is full etc$CTime 1K minutes

Wr-t-amp) 4hae the teacher gives the handouts and elains to the students that the have to turnthe list into a coherent tet b linking the sentences avoiding reetitions etc$Time given 2K minutes




Che8-amp) 4hae The teacher asks a student to read hisIher first aragrah and rites it on theHLF$ The teacher goes on till the end of the stor and then asks the students if the are satisfiedith the tet the can read$ Duggestions are encouraged$ (s the students linguistic cometence is not high this final discussion is more roductive if thestudents native language is used$Time 3K minutes$

)-) 0 -CI 1

+ have eloited an article ublished on ltecember 312KK5 to make an eamle of this techniue$The original article talked about a 16=ear=old (merican bo ho is folloing a course on ampournalism and decided to go to aghdad to get first hand knoledge of hat is going on in thatcountr$

This is ho + turned the article into a shoing0 list arris is 1amp

arris is American arris arents were born in Ba$hdad

arris studies (ournalism

arris wanted to see Ba$hdad

arris wanted to check how eole live in Ba$hdad nowadays

arris wanted to write about Ba$hdad

arris broke his money bo)

arris bou$ht a ticket to uwait +ity

arris landed in uwait +ity

arris honed his arents

arris arents imlored arris to $o back

arris tried to cross the border

arris hired a ta)i

he ta)i driver asked for 2- dollars

he ta)i driver took arris to Ba$hdad

arris reached Ba$hdad on +hristmas day

arris went to a hotel for Western eole

arris couldnt seak the lan$ua$e at all

t was very difficult for arris to communicate

arris decided to $o to the Associated ress

he reorters heard arris story

he reorters were shocked he reorters honed the American 0mbassy

arris was ut on a lane

arris flew back to America

arris arents were an$ry

arris arents were relieved




-CI 2

The folloing eercise is a further ste along the line of coherence and cohesion$This ractice is an obvious more difficult activit as the students have to read and understand thetet add the information the think more aroriate to fulfil the teachers reuest and chooseho to fit it into the tet the ere given$



Te of activit riting

lturation To hours

+nstruments Fhotocoies


Dtudents skills Goer intermediate

Ganguage used nglishB)other tongueC


Fositive as the students have to think and decide b themselves hat isimortant to make their stor more attractive and the find it challenging$

(dditional comment Gast time + used this articular assage + noticed that four or five studentsadded rather than integrated information moreover a coule of studentsrote ver long descritions hen the ere asked to sa something aboutthe eole involved$ Their language as correct but the outcome notarticularl successful$

Dtudents outcomes The students imrove their riting skills and are guided toards creativit$


Warm (4amp the teacher asks if the have read about thefts or burglaries and if the remember hathaened $ This is to introduce the toic but above all to revise vocabular or give them ordshich ma be of hel in their riting$Time 5 minutes

Wr-t-amp) 4hae The students are given the handouts and elained hat the are asked to do$ Theteacher makes it clear that the ne information must be integrated in the tet$ Yuantit is muchless imortant as too much ma lead aa from the stor itselfTime 5KI55 minutes

efore the folloing lesson the teacher makes hotocoies of a tet ritten b one of thestudents hich he does not think articularl successful in its organigtation$Le gives the students a fe minutes to read it and then encourages them to sa hat the findnegative and also ositive in the tet and asks them to suggest useful alterations$+f necessar the students can use their native language to discuss their oinions as in this casethe focus is imroving riting skills0 rather than imroving their knoledge of the foreignlanguage$Time 6K minutes$




0IEI )-) 0 -CI 2

his is the te)t started from a translation from a short talian article

(n old oman as in her little ampeeller sho in the main suare of a little ton in Dicil$

+t as almost lunch time and she as getting read to go out to have lunch hen to elegantldressed men rang the bell$ Dhe had seen no customers throughout the morning and so sheoened the door feeling uite glad$ ut hen the men came in she as shocked$ one of themtook a gun out of his ocket and threatened to kill her if she didnt give them mone and ampeels$There as nothing in the till so the ordered her to oen the safe$Dhe ent to the safe she tried and tried but she couldnt remember ho the lock orked$ The tothieves got more and more nervous but it as obvious the couldnt do much$Then all of a sudden one of them shouted The olice0 ( olice car had stoed not far from thesho$ The thieves grabbed a fe ampeels from the shelves and alked out tring to look as normalas ossible$The trouble as that das later the oman as still unable to remember the combination$

)-) EI )0 )H )D()

This is passage as $ gave the students ( oman Bsay something about heramp as in her little ampeeller sho in the main suare statewhere the shop wasamp+t as almost lunch time and she as getting read to Bstate what she was going to doamphen to men Bsay what they looked like and what they didampDhe had seen no customers throughout the morning and so she oened the door Bsay how shefeltamp$

ut hen the men came in she as shocked say what she sawamp and threatened to kill her if sheBstate what they wanted her to doampThere as nothing in the till so Bwrite what you think they saidampDhe ent to the safe she tried and tried but she couldnt remember ho Bcomplete the ideaampThe to thieves state how they felt C but it as obvious the couldnt do much$Then all of a sudden one of the men shouted The olice0BSay where the policemen were and what the two men didampThe to men ent out tring to look as normal as the could BSay what happened when they went outamp$The trouble as that das later the oman as still unable to remember the combination of her safe$




-CI 3

(IE )D() )0 C)I WI)IE

(s a teacher + believe that it is of great imortance for the students to use their knoledge of the

foreign language in a creative a$ Tests multile choices most comrehension uestionsgrammar eercises of all sort do not necessaril enable the students to use their knoledgeoutside the schoolroom environment$ This is h + insist on using eercises hich ma helstudents use structures and functions ithout the guidelines of clear=cut eercises$ )oreover +believe that it is not bad for eole in general and for ounger eole in articular to useimagination$ (s a conseuence + often give m classes a starting oint and ask them to go on inthe a the think best$+n this articular case + started from an article in a nesaer and + used the task for a riting test$There ere 23 15=ear=old students in the class$

Fresentation of theactivit Fractising riting skills encouraging indeendence and creativitriting a conversationTe of activit riting

seaking and reading skills involved as elllturation To hours



Dtudents skills Goer intermediate+n this articular case the students need to kno ast tenses and negative

and interrogative forms$



Fositive as the students have to rel on themselves and their knoledge tomake the tet interesting$

(dditional comment bull +t is difficult to mark the aers as the teacher ma be given ver nicetets ver natural and leasant to read but ith man grammarmistakes on the other hand the teacher ma receive tets hich arecorrect but ver stiff$

bull

The teacher must a attention to the kind of language the students illhave to roduce + mean if the activit needs a second conditional or aduration form but the havent learnt them et the eercise ill not besuccessful from a linguistic oint of vie$

Dtudents outcomes The students are trained in their riting skills and are guided toardscreativit$




)-) D( 0 -CI 3

This is a true stor$ +t is about arris Lassan a 16=ear=old (merican bo of +raki origin$ Lisarents ere born in aghdad$ Le is studing ampournalism and he decided to go to aghdad tocheck ho eole manage don there$ ithout telling his arents he bought a ticket to Nuait it

and honed home onl after he landed there$ Lis arents ere shocked and imlored him to goback instead he tried to cross the border$ +t as imossible and so he hired a tai$ or 25K dollarsthe tai driver acceted to take the bo to aghdad here he left him outside a hotel for esterneole$ arris immediatel understood that it as imossible for him to communicate ithanbod aart from his clothes he looked (rab but he didnt kno the language at all and if eole understood he as (merican his life might be in danger$ Do after a coule of das hedecided to go to the (ssociated Fress$ The reorters honed the mbass and he as ut on thefirst lane to (merica$ hen he met his arents the ere angr but immensel relieved$

)M EI

Write the +onversation etween the oy and the reorter rom the sso+iated Press Kegin li$ethisampAn untidy dirty room A man is working at a computer (arris knocks on the open dooramparris an + come in

0EIL)I0

Warm (4amp the teacher asks the students if the have heard the stor of an (merican bo hoanted to go back to his countr of origin$ +f the students havent he tells them a fe things andencourages them to guess hat haened B ho did he go to +ra Lo did he get the mone

ould he seak the language Lo did he survive etc$C$ This is to revise vocabular hich mabe useful to understand the reading and to comlete their task$Time ossibl not longer that 5I6 minutes

Then the teacher gives the handouts ith the assage and the task$The teacher invites the students to read the tet and elains hat the are meant to doTime 1K minutes for the reading$

Wr-t-amp) 4hae one hour and fort=five minutes




-CI

Dsing i+tures to train writing s$ills

Fresentation of the

activit

sing ictures to train riting skills


lturation To hours






Fositive as the students have to think and decide b themselves ho theant to develo their tet and ho to make their stor more attractive$

(dditional comment bull + often use this techniue and + have noticed that if + include in theinstructions 3 or 4 sentences the students must integrate in their onstories the eercise is more successful$ The danger to avoid is that the ampust rite a descrition of the set of draings hich ould not bearticularl satisfactor$

bull +t is also imortant to think hat kind of structures the students mightneed to kno in order to rite an accetable stor$


0EIL)I0

Warm (4 the teacher shos the first ictures and asks simle uestions to focus the studentsattention and elicit ideas Bfor eamle ho is he here does he live hat does he do ltid hedo anthing secial esterdaCThis hase is useful also to remind the students of useful vocabular or to introduce some ords

the ma have to use$Time 1K minutes

Wr-t-amp) 4hae the teacher hands out the ictures and elains the task$Time given for riting one hour and fift minutes

These are the pictures $ gave the students They come from a very old book but the instructionsare my own e)ploitation




Write the story o this man Kegin li$e this

3nce uon a time a oor farmer44

In$lude in our stora 3ne day very early in the mornin$4

b 3n the way home he fell aslee and dreamt4

c 5uddenly he woke u and44

8rite our on ending as i ou ad a it pi$ture Dor e=a(ple o did is ie rea$t 8at adappened ile e as aa et$






TABLE OF CONTENTS

A oreord

A little advice on learning grammar $$$$$$$$$$

2 istening

2amp istening Comre(ension $$$$$$$$$$$$$$$

2amp2 istening Comre(ension) Samle activities $$$$$$

2amp +sing Audio and ideo -ocuments) a little advice for teac(ers

2amp Audio document $$$$$$$$$$$$$$$$$$$

2amp ideo document $$$$$$$$$$$$$$$$$$

26 istening Activities helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip

2amp0 istening comre(ension) a little advice for learners helliphelliphellip

Reading

amp A little advice on reading comre(ension $$$$$$$$$

amp2 Reading Activities $$$$$$$$$$$$$ampamp$$$$

Sea1ing

amp A little advice on Sea1ing $$$$$$$$$$$$$$$

amp2 Sea1ing Activities $$$$$$$$$$$$$$$$$

riting

51 A little advice on ritten eression helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip

amp2 riting Activities $$$$$$$$$$$$$$$$$$$$amp

3

4

6

8

11

13

14

17

21

23

25

31

32

49

51




A FOREWORD














1 Why learn grammar




2 How


























1 Definition











pporting docments







$ ethods











bull


audio document)

bull Phonetics













C (as) listening








11 Word lists











auses$C













21 (reFalse



22 mmari0ing





2 Factal estions













1 essing games








2 Listening tales



+00les




































After in7class se








Adio Docment

3ame)irst name)

-ate)





Froer nouns


Getters and numbers


-etailed listening)




=

=

=




Self5test




ideo Docment

ameamp

irst nameamp

(ateamp









Part
















Self5test








-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















A FOREWORD














1 Why learn grammar




2 How


























1 Definition











pporting docments







$ ethods











bull


audio document)

bull Phonetics













C (as) listening








11 Word lists











auses$C













21 (reFalse



22 mmari0ing





2 Factal estions













1 essing games








2 Listening tales



+00les




































After in7class se








Adio Docment

3ame)irst name)

-ate)





Froer nouns


Getters and numbers


-etailed listening)




=

=

=




Self5test




ideo Docment

ameamp

irst nameamp

(ateamp









Part
















Self5test








-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0




















1 Why learn grammar




2 How


























1 Definition











pporting docments







$ ethods











bull


audio document)

bull Phonetics













C (as) listening








11 Word lists











auses$C













21 (reFalse



22 mmari0ing





2 Factal estions













1 essing games








2 Listening tales



+00les




































After in7class se








Adio Docment

3ame)irst name)

-ate)





Froer nouns


Getters and numbers


-etailed listening)




=

=

=




Self5test




ideo Docment

ameamp

irst nameamp

(ateamp









Part
















Self5test








-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



























1 Definition











pporting docments







$ ethods











bull


audio document)

bull Phonetics













C (as) listening








11 Word lists











auses$C













21 (reFalse



22 mmari0ing





2 Factal estions













1 essing games








2 Listening tales



+00les




































After in7class se








Adio Docment

3ame)irst name)

-ate)





Froer nouns


Getters and numbers


-etailed listening)




=

=

=




Self5test




ideo Docment

ameamp

irst nameamp

(ateamp









Part
















Self5test








-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0























bull


audio document)

bull Phonetics













C (as) listening








11 Word lists











auses$C













21 (reFalse



22 mmari0ing





2 Factal estions













1 essing games








2 Listening tales



+00les




































After in7class se








Adio Docment

3ame)irst name)

-ate)





Froer nouns


Getters and numbers


-etailed listening)




=

=

=




Self5test




ideo Docment

ameamp

irst nameamp

(ateamp









Part
















Self5test








-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0





















11 Word lists











auses$C













21 (reFalse



22 mmari0ing





2 Factal estions













1 essing games








2 Listening tales



+00les




































After in7class se








Adio Docment

3ame)irst name)

-ate)





Froer nouns


Getters and numbers


-etailed listening)




=

=

=




Self5test




ideo Docment

ameamp

irst nameamp

(ateamp









Part
















Self5test








-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0
























21 (reFalse



22 mmari0ing





2 Factal estions













1 essing games








2 Listening tales



+00les




































After in7class se








Adio Docment

3ame)irst name)

-ate)





Froer nouns


Getters and numbers


-etailed listening)




=

=

=




Self5test




ideo Docment

ameamp

irst nameamp

(ateamp









Part
















Self5test








-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0

























1 essing games








2 Listening tales



+00les




































After in7class se








Adio Docment

3ame)irst name)

-ate)





Froer nouns


Getters and numbers


-etailed listening)




=

=

=




Self5test




ideo Docment

ameamp

irst nameamp

(ateamp









Part
















Self5test








-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0


















































After in7class se








Adio Docment

3ame)irst name)

-ate)





Froer nouns


Getters and numbers


-etailed listening)




=

=

=




Self5test




ideo Docment

ameamp

irst nameamp

(ateamp









Part
















Self5test








-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















Adio Docment

3ame)irst name)

-ate)





Froer nouns


Getters and numbers


-etailed listening)




=

=

=




Self5test




ideo Docment

ameamp

irst nameamp

(ateamp









Part
















Self5test








-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















Self5test




ideo Docment

ameamp

irst nameamp

(ateamp









Part
















Self5test








-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















Part
















Self5test








-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0






















Self5test








-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0




















-CI 1

)I) 0 )H C)II)

H- TL) J(+HD DH-D0

ST+-E3TS EE

6 uards

















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















-CI 2

)I) 0 )H C)II) amp

GHTD H DT(- HltDE

ST+-E3TS EE

A uards


Material needed )













-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















-CI 3


6 uards













-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















-CI


6 uards



-uration 7aroamp9 )















2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0

























2 How

















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0


















































2 How
































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0































Reading Activities

-CI 0




lturation 2 Lours


-umber ofstudents

2K



Dtudentsoutcomes



















(dditionalcomments







vo+aulary7













I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0


























I PC)IC
































+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0





























+7 a sider ring


a7 his et

7 his mother

+7 his ather


a7 27 5

+7 lA


a7 a ring

7 a roo+h

+7 a sider

















a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0























a7 under his illow

7 under a sider








+e$ause se sees a




sider$
























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0






























in a ouse in un$an



+e$ause er $at died







rs 8ilson

rs (it






en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0





















en te +us arrived

at 5 p(





too) a +us


te nespaper


Where did ammy die



in i$toria

























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0


























2 3o6


What shold 6e do
















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















pea)ing Activities

-CI 1




lturation 2 Lours




















I PC)IC

Preea$ing notesamp


























-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0




































-CI 2




lturation 2 Lours





















another $$$

I PC)IC



argument














The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0
























The 1earo$ oamp


as ossible$

The 1earo$ $a()hter














-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0






















-CI 3




lturation 2 Lours





aBsC used to






















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0





















J0K C(




-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















-CI

AGES A3- AGEI3G

Fresentation of the

activit












0EIL)I0






hae oampe




ain




hae T0o

Pros and cons







hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0




















hae Three



E ( EIE )D()8 W0MH)




hae Oampe







hae T0o

Pros and +ons















-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0

























-CI 5


Fresentation of the

activit












0EIL)I0















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0






















9er+ise





case



whole class






Strick or treatS

















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0





















eare











Coose ourumkin




eare



ltose itoutcostumes




osts andgoblins











-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















-CI 6

3ATIO3A STEREOTBPES

Fresentation of the

activit


























Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0





















Wor$sheet




bull hard=orking

bull emotional


bull lagt

bull sohisticated


bull uiet

bull formal


bull ignorant

bull casual











2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0
























2amp How







diams



















Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0




























Writing Activities

-CI 1














roer tet$




uthear







)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0




















)-) 0 -CI 1














arris hired a ta)i

















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















-CI 2





lturation To hours
















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















0IEI )-) 0 -CI 2




)-) EI )0 )H )D()






-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















-CI 3














bull






)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















)-) D( 0 -CI 3



)M EI


0EIL)I0








-CI


Fresentation of the

activit



lturation To hours










0EIL)I0



















-CI


Fresentation of the

activit



lturation To hours










0EIL)I0

















cohesion textual del ingles

Documents