Teacher`s Manual

Transcription

Teacher`s Manual

Teacher’s Manual
World Issues Magazine Nº 1
WI 1
Profile yourself safely (pages 2 and 3)
WARM-UP: Ask sts how they usually contact their
friends and if they use a social network, such as Facebook,
Instagram or Twitter, to connect to other people. Have
them mention what kind of content and information
they exchange online. Invite sts to talk about things they
consider inappropriate to publish on the social network.
INTERNET SMART: Play the audio CD and have sts read
along. Help them out with new vocabulary, if necessary,
and have them underline the inappropriate information
Jack published on his profile. Discuss answers with the
whole class.
Then refer sts to the conversation taken from a chat and to
the true or false sentences. Allow a few minutes for them to
write the answers. Go over the answers with the whole class.
Afterwards, have sts study the words on page 3 and match
them to their definitions. Ask sts to repeat the words after
you to practice pronunciation. Allow a few minutes for
sts to fill in the blanks. Have volunteers read the complete
sentences for the class to check.
BLOG SMART: Explore the picture of Jane and speculate on
her personal information and on her likes and dislikes. Refer
sts to the list of topics and allow a few minutes for them to
complete her blog. Walk around the class monitoring the
activity and providing feedback on their texts.
After sts finish this activity, refer them to the QR code and
have them take the quiz. Conclude by having the whole
class say what conclusions they could draw regarding
internet security.
Teacher’s Log
TIP – Sts will be referred to QR codes on a regular basis to
have access to songs, videos, quizzes and other websites.
Therefore, it is a good idea to encourage them to bring
headphones to class. As sts scan the QR codes on their
smartphones, each one will have a chance to work at their
own pace. Also, encourage sts who have smartphones
to share them with a classmate who does not have one.
Alternatively, you may choose to take the whole class to
the computer lab, where they may access the link to the
websites using the computer.
OPEN ISSUES: Read the questions aloud and have a
group discussion on the topic. Help out with vocabulary if
necessary.
Integrated Learning
PROJECT 1 (WI 1) – It’s all about safety!
(English, Math and Computer Science)
1 Divide the class into groups of four or five. Tell them you are
going to develop a project about internet security.
2 Tell sts to prepare a short questionnaire, with five or six yes/no
questions to collect information about the kind of information
people share in their profiles. Brainstorm questions to be
included on the questionnaire with the whole class, for
example: Do you publish your address on your profile? Is it
safe to publish your phone number on a social network?
3 Ask sts to walk around the school during a break asking their
prepared questions to as many sts from other classes as
possible.
4 As a result of this research, each group should produce, for
the next class, a slideshow with their findings. Give them
some models as follows:
• XX% of the people interviewed think it is risky to publish their
full names, addresses, and phone numbers on their profiles.
• XX% of the people interviewed do not think it is risky to
publish their full names, addresses, and phone numbers
on their profiles.
5 For this project, promote a group evaluation. Sts should
grade each aspect of the presentation of all groups (except
their own), from 1 to 5 points. Have sts copy the following
chart in their notebooks.
Visual
aspect
Content
Clarity of
presentation
Group A
Group B
Group C
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Teacher’s Manual
WI 2
Friends around the world (pages 4 and 5)
WARM-UP: Explore the pictures with the whole class.
Teach or review the word friendship. Encourage sts to talk
about their friends and whether they have friends from
other countries. Have sts mention if they have ever made
friends on the internet and how often they chat online
with their friends.
Up to You
Brainstorm with the whole group about typical places
where they can make friends and write them on the
board. Possible answers include: school, club, online, on
an exchange program, gym, while traveling, etc. Have sts
vote, by a show of hands, on the best way to make friends.
TEEN SMART: Refer sts to the pictures of Barak and Inga.
Have them take a brief look at the texts. Tell sts that two
sentences were removed from each text and explain that
they should fit them into the right places. You may have
sts work in pairs. Give them a few minutes to carry out the
task. Check answers by playing the audio CD.
OPEN ISSUES: Have a class discussion on the topics. Refer
sts to the project about internet security and have them
mention what kind of information they share on chat sites.
USE YOUR IMAGINATION: Refer sts to the topics listed
and give them a few minutes to imagine the lives of the
children in the pictures. Ask sts to write their paragraphs
about the two e-pals using the given topics. Have them
form pairs and compare descriptions. Remind them they
can use the texts about Inga and Barak on page 4 as
examples. They may use their notebooks or a separate
sheet of paper to be graded later.
Teacher’s Log
BACKGROUND INFORMATION – An e-pal or e-friend is
a person who you talk to mainly online or by sending
e-mails. He or she is often somebody you have never met.
Based on <www.urbandictionary.com/define.php?term=e-pal>.
Accessed on October 2, 2013.
Up to You
You could have individual sts or groups of sts contribute
with one piece of information each and write one long
description for each e-pal on the board.
MUSIC SMART: Refer sts to the title of the song and ask
them if they know and like it. Ask them to scan the QR
code to watch the video and have them read the lyrics to
find out what the song is about. Have sts read the lyrics a
second time and work on the meaning of expressions 1, 2,
and 3. Go over the answers with the whole class.
Teacher’s Log
BACKGROUND INFORMATION
Demi Lovato is an American singer and actress. She was
born on August 20, 1992, in Albuquerque, New Mexico. In
2007, she started working for Disney Channel. In 2008,
she released her debut album, Don’t Forget, and in 2011
she released her third album, Unbroken. Lovato is also one
of the judges in The X Factor, a popular singing competition
on television.
Based on <www.biography.com/people/demi-lovato-481444>.
Selena Gomez is an American actress. She was born on
July 22, 1992, in Grand Prairie, Texas. Her career began in
2001, but her first starring role was in the series Wizards
of Waverly Place, on Disney Channel, in 2007. After that,
Selena Gomez starred in many other movies. She also has
a growing music career and released her debut album,
Kiss and Tell, in 2009.
Based on <www.biography.com/people/selena-gomez-504530?page=1>.
OPEN ISSUES: Have a class discussion on each of
the questions. Encourage sts to share their personal
experiences to support their opinions. Conclude by writing
the following prompt on the board: Friendship is
.
Allow a few minutes for sts to complete this sentence.
Have volunteers share their sentences with the whole class.
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Teacher’s Manual
WI 3
New stuff, old stuff (pages 6 and 7)
WARM-UP: Write on the board: Do you like shopping? and
have a brief class discussion. Brainstorm different places
where one can shop.
Up to You
Cut out pictures of people shopping at different places and
display them on the board. Have a brief class discussion
about the places sts usually go shopping for different
things. Help them out with the vocabulary and structures
they will need to talk about the topic.
BUY AND SELL SMART: Explore the pictures with the
group. Have sts mention what kind of things they can buy
in each place. Have them match the pictures to the words/
expressions. Ask them to repeat the words after you to
practice pronunciation.
Then allow a few minutes for sts to fill in the blanks with
the correct words. Ask volunteers to read their complete
sentences aloud for the class to check.
Teacher’s Log
A flea market is a market where antiques, used articles,
and household goods are sold. It is usually held outdoors
during the warmer months.
Based on <www.thefreedictionary.com/flea+market>.
An open-air market takes place outdoors and offers fresh
fruits and vegetables, dried beans, flowers, live plants and
more. In Brazil, it is known as “feira livre” or “feira” and
people go there in order to buy groceries.
Based on <http://foodconnect.org/phxmarket/?page_id=25>;
<http://gobrazil.about.com/od/shoppinginbrazil/ig/Open-Air-Market-Photos.-4I/>. Accessed on October 2, 2013.
Also known as a yard sale, rummage sale or an estate
sale, a garage sale is very common in the United States
and usually occurs when a person is going to move or
when there are lots of things in a house and someone
wants to get rid of them. This kind of sale catches the
attention of both bargain hunters and antique seekers,
and there are people who wait all year for the warmer
weather, when these sales are usually held.
Based on <http://tlc.howstuffworks.com/family/how-to-organize-yardsale.htm>. Accessed on October 2, 2013.
SHOPPING SMART: Refer sts to the pictures and ask
them if they have seen the movie The Adventures of Tintin.
Have sts mention everything they remember from the
movie. Allow them a few minutes to analyze the pictures in
pairs and put the extracts in the correct sequence. Discuss
answers with the whole class.
Afterwards, have sts check the correct alternatives for the
two questions based on the pictures.
Teacher’s Log
BACKGROUND INFORMATION – The Adventures of Tintin,
released in 2011, is based on the story of the brave young
reporter Tintin, who starts off on a great adventure after
buying a model ship, the Unicorn. Tintin and his dog Snowy
are kidnapped and end up in an old cargo ship, which
is sailing to Morocco. However their goal is to hunt for a
treasure in a sunken ship.
Based on <www.imdb.com/title/tt0983193/>.
OPEN ISSUES: Go through the questions with the
class. Have sts mention if they ever give away their old
toys and clothes. Then take the opportunity to introduce
Project 2.
Integrated Learning
PROJECT 2 (WI 3) – It’s all about trading things!
(English and Art)
1 Organize a swap with the whole class.
encouraging sts to see how old or unused items may be
useless for one person, but very useful for someone else.
Remind sts this is a good opportunity to swap the piece
of clothing or accessory and then give it away. Have them
mention how they feel about trading and donating things.
2 Have sts choose a few pieces of clothing, accessories, books,
CDs and other things they have at home that they do not use or
no longer want. Ask sts to bring them to the following class and
display all the items in the classroom as if it were a real shop.
Ask them to prepare posters to represent their shops.
4 Encourage sts to keep on thinking of different ways they
can help other people, especially by parting with unwanted
items. Give them any other help or suggestions you can.
3 Have sts walk around the class trading something they
brought in for something else, either for themselves or to be
donated. Repeat the procedure as many times as possible,
5 Conclude by having sts write a paragraph describing the
experiences. Collect their writings and provide feedback
during the following class.
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Teacher’s Manual
WI 4
The place where we live (pages 8 and 9)
WARM-UP: Ask sts if they have ever been abroad. If so,
ask them which country they have been to, if they liked it
and if they would like to live there. If sts have never been
abroad, ask them which countries they would like to visit
and why.
WORLD SMART: Explore the pictures. Refer sts to the
texts and play the audio CD for each text one by one. This
way sts read and listen to one description at a time. After
each text, ask them to say what the name of each person
is, how old they are, and where they are from. Give sts
a few minutes to read the texts again on their own and
answer the questions. Help them out with vocabulary if
necessary. Review answers by asking volunteers to read
their answers aloud.
GREEN SMART: Refer sts to the pictures and have them
mention everything that comes to mind when they see
the word environment. Elicit what the characters in the
pictures are doing in order to protect the environment.
Pre-teach vocabulary if necessary. Refer sts to the sentences
and let them match them to the pictures. Discuss answers
with the whole class. Wrap up by having sts write down
the things they do or would like to do to protect the
environment. Encourage sts to justify their answers.
OPEN ISSUES: Have a class discussion on the topics. Elicit
all the actions sts take in order to protect the environment.
Up to You
Have sts write a similar paragraph about themselves in
class or as homework.
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Teacher’s Manual
WI 5
Families working together (pages 10 and 11)
WARM-UP: Refer sts to the title and ask if they know
any families that work together, as in a family business, for
example. Ask if they know any bands that have members
of the same family and where they are from (e.g., Oasis –
England). Alternatively, you could show pictures of famous
people who work with members of their family and ask
them if they know what these people have in common.
FAMILIES AT WORK: Refer sts to the picture of the band
and elicit its name. Ask sts if they have heard of them. Have
sts skim the text quickly to find out where the band is from.
Play the audio CD and have sts read and listen to the text.
Give them a few minutes to read it again on their own and
complete the true or false activity. Go over the answers by
asking different sts to read them aloud.
Afterwards, ask sts to match the pictures of the
instruments to their names. Have a volunteer read his or
her answers for the class to check. Then have sts read the
text again and write the name of the Cimorelli sisters next
to the musical instruments they play. Go over the answers
with the whole class. You can extend the activity by having
a discussion on other instruments sts like and/or can play.
OPEN ISSUES: Have a class discussion on the questions
about the topic of the pages.
MUSIC SMART: Refer sts to the lyrics and words from
the box. Allow a few minutes for them to guess where the
words fit. Tell sts to scan the QR code and watch the video
to confirm their answers.
OPEN ISSUES: Use this section as a game. Have a volunteer
read the questions and then begin a class discussion.
Encourage sts to work in pairs naming as many bands as
possible in two minutes. Have them also describe what kind
of music each named band plays. Keep track of the time.
Ask volunteers to write their answers on the board.
Up to You
Ask sts to bring a CD and pictures of their favorite band
to class and write a short paragraph like the one about
Cimorelli to read aloud. Take the opportunity to have sts
listen to songs of their choice in class. Encourage them to
study the lyrics of their favorite songs.
Integrated Learning
PROJECT 3 (WI 5) – It’s all about music!
(English and Music)
1 Divide the class into groups of four or five. Tell sts they must
choose a band they all like.
2 Tell sts they are going to produce a Fan Book together and
that they can organize it in a folder with plastic sleeves.
It should contain a brief profile of the band (its members,
instruments, type of music, most famous albums, concerts
around the country or the world, etc.) and pictures and
articles from magazines, newspapers or websites.
4 For this project, promote a group evaluation. Ask sts to grade
each aspect of the presentation of all groups (except their
own), from 1 to 5 points. Have sts copy the chart below in
their notebooks.
Visual
aspect
Content
Organization
Group A
Group B
Group C
3 Set a date when all groups will bring their Fan Books to class.
Ask sts to pass the Fan Books from group to group, so that
everyone can see everyone else’s book.
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Teacher’s Manual
WI 6
Schools around the world (pages 12 and 13)
WARM-UP: Open up a discussion and ask sts if they know
any unusual or alternative schools in their city or country
or in other cities or countries. Also ask what they know
about schools around the world and what they think
about them.
WORLD SMART: Refer sts to the pictures and texts. Have
them take a brief look at the words in the box and allow a
few minutes for them to read and complete the texts. Play
the audio CD for sts to read along and listen to the texts,
one at a time, in order to confirm their answers. After each
text, ask sts to say what the name of each person is, how
old he or she is and where he or she is from.
Then have sts find similarities between the schools. Ask
them to write Basha, Akiko or Amal next to each sentence.
Afterwards, give sts a few minutes to read the texts and
match the sentence halves. Check answers by asking different
sts to read their answers aloud. Ask students to briefly
compare the schools in the texts to their own school.
CHATTING SMART: Ask sts to listen to the conversation
and check the correct alternatives. Ask sts to check
answers in pairs. Then have them role-play the dialogue a
few times.
OPEN ISSUES: Divide the class into groups of four. Have
them discuss the questions comparing their experiences
and describing all important details about their school.
Walk around the class monitoring the activity and helping
out with vocabulary.
Teacher’s Log
TIP – Walk around the class listening to different groups in
rotation. Take notes of complete sentences with mistakes
frequently heard during the discussion. When the activity
is over, write the incorrect sentences on the board and
have the class analyze them. Allow a few minutes for sts
to spot the mistakes and correct them.
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Teacher’s Manual
WI 7
Lifestyles (pages 14 and 15)
WARM-UP: Ask sts to name a few famous children they
have heard of and have them mention what these children
are famous for. Explore the picture of Bindi Sue Irwin or
write her name on the board and ask sts if they know who
she is.
WORLD SMART: Tell sts they are going to read about
a girl who is famous for the things she does. Tell them
that she is related to Steve Irwin. Refer sts to the picture
and text and ask them to say what her relationship to
Steve Irwin is. Play the audio CD as sts read along. Allow
a few minutes for sts to fill out her fact file. Go over the
For Further Information
<www.biography.com/people/bindi-irwin-241515?page=1>.
Accessed on June 28, 2013.
Teacher’s Log
Steve Irwin (1962-2006) was the director of the Australia
Zoo in Queensland and host of Animal Planet’s series
The Crocodile Hunter. He spent his entire life studying,
living and working with animals, as he grew up at the
Queensland Reptile and Fauna Park. Soon Irwin became an
expert on the local wildlife, particularly reptiles. He died in
2006 after his chest was fatally pierced by a stingray barb,
while filming in Australia’s Great Barrier Reef.
Based on <www.imdb.com/name/nm0410455/bio>.
Accessed on September 24, 2013.
OPEN ISSUES: Have a class discussion on the questions.
Help out with vocabulary if necessary.
PEOPLE SMART: Explore the picture with the class and
have sts mention everything they know about Native
Americans. Go over the questions with the whole group
and allow a few minutes for sts to read the text and answer
the questions individually. Have a volunteer read his or her
answers for the class to check. Draw sts’ attention to the
highlighted words and have them match the words to their
definitions. Go over the answers with the whole class.
For Further Information
<www.indians.org/articles/cree-indians.html>;
<www.bigorrin.org/cree_kids.htm>.
Accessed on June 2, 2013.
Teacher’s Log
TIP – Encourage sts to find a way to record the new
vocabulary in their notebooks. Have them think of example
sentences, opposites, pictures or anything else that will
help them remember the new words more easily.
OPEN ISSUES: Work with one question at a time. Have a
class discussion on the topics.
Integrated Learning
PROJECT 4 (WI 7) – It’s all about the world!
(English, Geography and Science)
1 Organize sts into six groups. Tell them they are going
to research different world habitats such as forests,
savannahs, deserts, and the like.
2 On the board, write the following names of the different
habitats sts will investigate: the Brazilian Pantanal, the
Amazon Forest, the Brazilian northeast countryside, the
Atacama Desert, the South Pole, and the Australian tide
pools. Assign one habitat to each group.
3 Have each group produce a project on a specific habitat. Ask
them to include the following information: geographical location
and features, examples of animals and plants that live there,
their opinion about the habitat, and optional extra information.
4 Encourage sts to choose the format of their presentation
according to their talents and creativity. They can build a
model habitat, write a blog, give a PowerPoint presentation, a
slide show or follow some other format.
5 Help your sts create their texts. Give them an example of
notes and captions they can use as shown below:
• Animals and plants: Crocodiles live in… They’re dangerous,
but beautiful.
• Geographical location and features: It’s hot and wet. It’s in
South Africa.
• Our opinion: We think this place is beautiful and interesting.
• Extra information: It’s an important area for ecotourism.
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Teacher’s Manual
WI 8
Animals and me (pages 16 and 17)
WARM-UP: Refer sts to the pictures and speculate
about cruel ways in which men use animals. Write some
keywords on the board, such as vaccines, cosmetics, mass
production of eggs and meat to help them.
ANIMAL SMART: Ask sts to read the article and have
them come up with a suitable title for it. Help them out
with vocabulary if necessary. Call on volunteers to provide
their titles and write them on the board. Then have sts
check the correct alternatives to complete the sentences.
Afterwards, have them look back at the pictures and check
the animals commonly used in animal testing. Go over the
Teacher’s Log
RSPCA is the world’s first animal welfare charity and it was
founded in London in 1824. It was the first to introduce a
law to protect animals and continues to work to improve
the welfare of pets and farm animals, as well as the lives
of wild animals. It also aims to reduce the suffering of
animals used in research. RSPCA has four wildlife centers
which provide specialist care for the rehabilitation of
wildlife animals.
WWF was founded in 1961 and grew into the world’s
largest independent conservation organization. It works
to ensure that the biodiversity stays healthy for the
next generations and to reduce the negative impacts of
humans, focusing on the following footprint areas: carbon,
energy and climate, sustainable cities, farming, fishing,
forestry, and water.
Based on <wwf.panda.org/what_we_do/>.
OPEN ISSUES: Have a class discussion on the questions.
Encourage sts to mention how they feel about the topic.
PET SMART: Read the first paragraph of the text and
explore the pictures with the whole group. Ask sts to
read the text at the bottom of the page and number the
paragraphs according to the pictures. Elicit the answers
from different sts.
OPEN ISSUES: Have sts answer the questions in small
groups. Allow a few minutes for them to share their
experiences. Walk around the class monitoring the activity
and helping out with vocabulary.
Based on <www.rspca.org.uk/in-action/aboutus>.
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Teacher’s Manual
Quiz
(pages 18 and 19)
Go over the first question with the whole group. Ask
different sts to read the alternatives. Allow a few minutes
for sts to find the magazine article that corresponds
to that question and reread it in order to choose the
correct alternative. Go over the answers with the whole
class, encouraging sts to justify their answers. Repeat the
procedure for the other questions. Make sure sts have
the chance to read the questions and alternatives before
rereading the articles.
Teacher’s Log
TIP – Encouraging sts to take a look at the questions
before reading a text is a good reading strategy. Reading
the questions first will allow sts to focus on looking for
keywords and phrases, which will help them find the
information they want more quickly.
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Teacher`s Manual

Transcription

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