A blade of grass

I tried to find a Christmas poem but I couldn’t find one that I really liked. So I decided to post this one which is, after all, quite appropriate for this time of the year.
Read it quietly, slowly, preferably more than once, and enjoy it.
I wish you a very nice holiday.

A blade of grass

Said a blade of grass to an autumn leaf, "You make such a noise falling! You scatter all my winter dreams."
Said the leaf indignant, "Low-born and low-dwelling! Songless, peevish thing! You live not in the upper air and you cannot tell the sound of singing."
Then the autumn leaf lay down upon the earth and slept. And when spring came she waked again -- and she was a blade of grass.
And when it was autumn and her winter sleep was upon her, and above her through all the air the leaves were falling, she muttered to herself, "O these autumn leaves! They make such a noise! They scatter all my winter dreams."
Khalil Gibran

Hello, please check … the checklist for preparing and assessing a debate.

Since we have been talking about the skills needed for the 21st century, and since the topic for our debate is ‘School does not prepare students for the future’ you might like to find out what it means to be a Networked Student. Enjoy the video.

Planning

Autumn term is about to come to an end so it is important to have a clear view of what is left to do. Here is our schedule:

2/3 December
Write article - "There is no recipe for success"
Prepare final product (see below list of tasks)

5 December
Progress Check - Vocabulary and Grammar (11-7)
Prepare Final Product

9/10 December
Progress Check - Vocabulary and Grammar (11-6)
Presentation of Final products (11-7)

12 December
Final products (11-6)
Sketches 11-7

16/17 December
Assessment / Bring portfolio – Writing self-assessment will be your LJ entry

FINAL TASKS
(i) Debate – 45’ /
Topic: Schools do not prepare young people for the future.
First Ronja, Norman and Tlaloc will give a short lecture about their experience comparing the German and the Mexican school systems to the Portuguese.

(ii) A Job Interview (serious or very silly – you decide)

(iii) Presentations - Tips on how to write a CV and prepare for a job interview

Please refer to the key/notes to the worksheets - JOB INTERVIEW and QUIZto help you prepare for the progress check and to build your final product.

The Quiz and the Maze

Here are the documents we are going to use this week. The Quiz and The Maze. I'm sure you'll find these activities both useful and fun. Well, I hope you will :-)
By the way, these are just for your information, you needn't print anything, this time. I'll bring the copies to class. Remember, it will be easier and you'll learn more if you take a look at the files and prepare work ahead of time. Trust me!

UNIT 2 – Overview

The topic of this new unit is, as you already know, THE WORLD of WORK. This is a shorter unit (Autumn Term is about to end!) in which we will not only reflect upon the recent global trends that characterize our modern society but also think about the connections between school and work and the skills that an ideal (?) school would promote. In order to do so specific vocabulary will be needed, so you should probably be ready to give special emphasis to your vocabulary building skills.

For your reference here is an overview of the unit which will help you plan your learning activities.
+++
YOUR final TASK
A - Two GROUPS will prepare a debate about SCHOOL, EDUCATION and the WORLD of WORK.
B - The OTHER GROUPS will prepare a JOB INTERVIEW.

In class we will discuss these tasks in more detail. Actually, we’ll be building the assessment criteria together. All in all we will:
- Brainstorm ideas after viewing a painting by L. S. Lowry
- Listen to/view a silly job interview and a short talk about how to prepare a job interview. Print the worksheet and bring to class (Friday, 21st)
- Answer a quiz about your career profile.
- Play a game called MAZE in which you will develop your decision making and negotiating skills.
- Write a magazine article about a career of success.
- Write a CV (resume, in American English).
- Role play a job interview
- Debate current trends in the world of work and the school that prepares for the future

DEBATE and ROLE-PLAYS will take place on Tuesday 9th /Wednesday 10th December.
There will be a PROGRESS TEST on Friday 5th December.

WORK, REST OR PLAY? Or is this the wrong question?

The world of WORK is the theme of our next unit.
Look at this painting by L.S. Lowry (1887-1976).
What questions does it prompt you to ask?

Progress test

Take your time to review and check your answers. Here is the test with key.

This week - Follow up to Unit 1

Hello,
Last week we finished Unit 1 and, in most cases, we finished very well with some brilliant sketches and performances :-)
Follow up to this unit includes some attention on how to write a biography, since this has been optional work so far.
You’ll be reading Amartya Sen’s autobiography and we’ll study some of the techniques used to write biographies. Here is an extract of the text AND KEY and some exercises. Bring it to class.
The results of the tests, on the other hand, show me that we should give more attention to grammar in class and some consolidation is needed. So we will be doing some exercises and I urge you bring your doubts to class. If you don’t try on your own ...
We will focus on:
o Clauses – Linking words.
o Reported Speech
Please bring the worksheets on these topics that I gave to your class representative a few weeks ago. You will also need to bring this text, which is an extract of the novel Things Fall Apart by Chinua Achebe. I hope you enjoy it.

SKETCHES - 31 October 2008

CAST (in order of appearance)
11º 6ª

Cátia, João Machado, Vanessa, Vranda
Joana Carvalho, José Diogo, Pedro
Inês, João Costa, Norman, Tomás
Ana Rocha, Joana Oliveira, Ricardo, Tlaloc
Ana Morais, João Almeida, Susana, Tiago
Filipa, Joana Lima, Mónica, Raquel

11º7ª
Dalila, Marta F, Marta P, Nanci
Bernardo, Carlos, Cátia, Karina
Gustavo, João Melchior, Sílvia
Catarina, Frederico, Nuno, Sara
Ana Catarina, Bárbara, Jorge, Mafalda
Ana Patrícia, João Meira, Rita, Ronja

Hello,
This week you’ll be able to assess how well you’ve been working:
(i) You’ll have a Progress Test – here is the Test Plan;
(ii) You’ll perform your sketches...

Here is my advice: (i) check the key to the exercises that are posted here on the blog, (ii) go over the corrections and suggestions about your commentaries, (iii) use your grammar once again to do some more exercises on the different vocabulary and grammar items.
Last but not the least, refer to some of the links that provide more information on the different authors or topics.
As I said before, your commentaries were pretty good, your sketches seem to go on the right path, so the future seems promising. Just make it happen. The world is a beautiful place...

Building the SKETCH

This week, as you know, groups will be working on their own to build their sketch, the final task for this unit. Together, you‘ll have a lot of decisions to take. You’ll have to manage time, pool your ideas together, divide work, assign roles (if you haven’t already).
Any work that for any reason has not been completed (and I can’t imagine why that might have happened…) must be finished this week. That is: if you have any doubts make sure they are cleared out by the end of the week. Ask your group, ask the teacher, check the key to the worksheets, use your grammar…

Here is a TIP that may help you learn vocabulary and improve your reading and writing skills: transform the texts you read into cloze exercises. Leave them for a day or two then rebuild the text.

And here are the guidelines to build the sketches:
TOPIC: Direct reference to sub-topics:
Family AND/OR Role of women AND/OR
Our ‘Brand Name’ society AND/OR
War & violence / poverty / power ....

SCRIPT: Yes, there must be one!
Set the scene
Build the dialogues
Make cross reference to: films, poems, songs , novels…
Tone – ironical??
Minimum 500 words

FINAL LINE for all groups
Yes, the world is a beautiful place if you don’t much mind…

All sketches are to be performed LIVE and should last up to 10 minutes

When you are about to finish, consider asking the following questions to assess your sketch:
- objectives/purpose – does it achieve its objectives (is the point you want to make clear? Does it provide ‘food for thought’?
- target audience – is it likely to grab your audience’s attention? Can they understand it?
- language – is language clear? Is language accurate? Appropriate (register)
- tone – do you manage to convey the right mood? Do you want it humorous? Serious? Both…
- general effectiveness – were you able to communicate thought and emotion and to achieve the overall objectives of the sketch?
- Live presentation – does everybody have a role, equal participation?

****

Now let me make a summary of what we’ve done this unit.
We started by reading a poem – Ferlinghetti’s The world is a beautiful place – that set the tone and the focus of this first unit. Is the world a BEATIFUL PLACE?
Then you read different (types of) texts that helped you understand different points of view and different ways of addressing our main issue. Besides developing your reading skills and building up new vocabulary you thought about:
- the evolution of the family
- the role of women
- the image the media, marketers and advertisers make up of girls and women
- how time and culture frame our points of view (e.g. arranged marriages)
- the connection between poverty and peace and how poverty can be addressed
You have already written very interesting and insightful texts about (arranged) marriage. So, keep up the good work.


Having said all this, make sure you keep these dates in your agenda:
Next Tuesday/Wednesday (28/29 October) you’ll have a test; it will cover all topics, vocabulary, grammar dealt with in class.
On Friday(31 October) your sketches will be presented.

"Poverty is a threat to peace" - M. Yunus

To find out what we will be doing tomorrow start by viweing this video which is part of an Amnesty International Campaign.

Then read Muhammad Yunus Nobel lecture and bring this worksheet to class.

Now you can check your answers by viewing this document.

This week we will try to consolidate some of the topics and issues that we have been studying.

(1) Some of you found it difficult to understand what collocations really are. Let’s see if this helps. Spot the collocations (and the idioms).

(2) Try these quizzes to help you practise some of the grammar topics.
Collocations
Prepositions
Phrasal verbs
Word formation
Linking words –

(3) Refresh your memories on how to write a commentary. Next lesson you'll be writing one...

These were the topics :
Write a commentary on ONE of these statements.

“Social change will depend upon an aware, active, educated public that thinks for itself primarily as citizens rather than primarily as consumers”

Some questions to help you organize your commentary:
- What does it mean to think of oneself primarily as a citizen?
- What does it mean to think of oneself primarily as a consumer?
- Can one be both a citizen and a consumer?

"In the West, you marry the one you love. In the East, we love the one we marry".

Some questions to help you organize your commentary:
- What is the rationale behind marriage based on romantic love?
- What is the rationale behind arranged marriages?
- How can cultural background get in the way to how people view marriage?


Do not answer these questions. They are meant to help you think about the topics, but your text should not be a direct answer to the questions.

WHAT A WONDERFUL WORLD… WHAT A WONDERFUL WORLD?

U1 – October - OVERVIEW - What a wonderful World
This unit is meant to give you a first glimpse of all topics of your syllabus. Later we’ll go into more detail. You’ll develop your English skills as you view, read and listen to different types of text, speak and discuss with your colleagues, write your views on the different subjects. This unit will also help you become more autonomous and ‘refresh’ your collaboration skills.
For your reference here is an overview of the unit and a list of skills and competences which will help you plan your learning activities.
+++
YOUR final TASK
Devise a sketch that reflects the paradoxes, the diversity and the complexity of our world.
Your sketch should give evidence of:
- Vocabulary you learned
- Accuracy in language
- Different insights you discussed in the group
- A critical view on the (sub-)topic you chose
All members will participate in the making and the presentation of the sketch. It will take approximately 10 minutes and first presentation must be ‘live’. Finally, it should also reflect your imagination and enthusiasm...
Presentations will take place on 31 October.
To help you build on knowledge, vocabulary and accuracy you will:
- Read and discuss a poem by Lawrence Ferlinghetti:The world is a beautiful place
- Read and discuss an informative text about the evolution of marriage and the family in European history (extract from Sociology, by Anthony Giddens). KEY
- View and discuss two adverts and answer the questions. KEY
- Listen to and discuss a poem by Maya Angelou: Phenomenal Woman.
- Read a literary text, an extract of the book Things Fall Apart by Chinua Achebe
- View and discuss some films that are part of an Amnesty International campaign
- Read and discuss a speech by Muhammad Yunus , Nobel Peace Prize 2006
- Write short commentaries or opinion texts on different issues
- Write a biography OR advice on how to write a biography (optional)
In the meanwhile you will focus and do some exercises on the following grammar and vocabulary topics:
- Word Formation - Collocations
- Linking words / conjunctions - Verbs + preposition
- Phrasal verbs - Verb tenses

DO NOT WAIT FOR THE COMPLETION OF ALL THESE TASKS TO START DESIGNING YOUR SKETCH.
BRAINSTORM YOUR IDEAS FROM THE BEGINNING, DEVISE A FIRST DRAFT, IMPROVE IT AS YOU MOVE ON.

REFERENCES & FURTHER READING
http://en.wikipedia.org/wiki/Lawrence_Ferlinghetti
http://www.beatmuseum.org/ferlinghetti/lawrenceferlinghetti.html
http://www.citylights.com/ferlinghetti/
http://www.media-awareness.ca/english/index.cfm
http://www.mayaangelou.com/
http://en.wikipedia.org/wiki/Maya_Angelou
http://www.poemhunter.com/poem/phenomenal-woman/ (You can find many poems here)
http://www.grameenfoundation.org/welcome/muhammad_yunus/
http://br.youtube.com/watch?v=4cxPD-vM7D0
Giddens, A. (1993). Sociology.Cambridge: Polity Press (pp. 396-397)

And for those who can’t skip a big challenge:
Achebe, C. (2006). Things Fall Apart. Penguin Red Classic.

REMEMBER:
- Your individual work may, at any time, be collected for correction. Write drafts that are readable.
- Someone in the group is responsible for recording and organizing materials in a binder. Rotation is your best bet.
- Some(one) in the group must be responsible for leading the group discussions, keeping track of time, making sure everybody is participating, etc. Again, rotation is your best bet.
- Your LOG: after each lesson a short (group) reflection on your activities is due. Again, rotation is …

ENJOY YOUR WORK

Introductory unit - Exploring the topics

This is an introductory unit, intended to give you a first ‘experience’ of the topics in your syllabus as well as the way classroom work will be organized. In fact, this unit is meant to give you a say, before we get started. Your suggestions are very important and will be incorporated whenever possible.
+++
YOUR final TASK
The class will be divided in groups and each group will prepare a poster on a specific topic. Please refer to your Group’s instructions. All members will participate in the making and the presentation of the final product.
Here is an OVERVIEW of this unit:
- Group work : students’ suggestions (general)
- Presentation by the teacher – syllabus, classroom organization, required materials, assessment - Some ideas for VOCABULARY RECORDS on the topics and your PORTFOLIO
- Collaboration skills game
- Group work: what you already know about the themes/topics of the syllabus and what you would like to find out:
o Brainstorming
o Exploratory ‘research’
o Asking new (research) questions
o Presenting final product (posters)
OBJECTIVES
To inform the students of the key areas/skills of the syllabus (Year Plan/Assessment)
To foster student participation (planning, classroom organization, researching)
To promote a collaborative classroom environment
Some MATERIALS
Grammars
Intermediate Language Practice, M. Vince, Macmillan ELT
Grammarway 3 (intermediate), V. Evans, Express Publishing
Oxford Practice Grammar Intermediate –J. Eastwood , Oxford
Grammarway 4 ,V. Evans, Express Publishing
Advanced Language Practice, M. Vince, Macmillan ELT
Grammar Practice for Upper-Intermediate Students, E.Walker, Longman
Dictionaries
The free dictionary online
The Wiktionary
Longman Dictionary of English Language and Culture
Oxford Student's Dictionary
Longman Dictionary of Contemporary English
Oxford Advanced Learner’s Dictionary

REMEMBER:
- Your work will be collected for correction. Write drafts that are readable.
- Start organizing your materials in a binder/folder. It will become your portfolio.
- Some(one) in the group must be responsible for leading the group discussions, keeping track of time, making sure everybody is participating, etc.
- Start your individual LOG/Learning Journal: a brief reflection on this first unit and your plans.
ENJOY YOUR WORK

WELCOME TO YEAR 11.

By the end of this year you should achieve Standard B2 of Common European Framework of Reference for Languages. This means you will reach (at least) upper-intermediate level in all 5 skills: Reading, Speaking, Listening, Writing and Interaction. Always refer to the YEAR PLAN for a quick glimpse of general objectives, skills and topics that will be dealt with.
Even if most of the tasks are to be done individually, you will be working within a group, in typically 3 or 4-week units followed by presentation and assessment week. Group work will be task-based.
Samples of your individual and group work will be collected in your portfolio. The portfolio is the key element in your assessment. Your portfolio should reflect how well you worked during the year. The three main areas for assessment will be: academic performance and progress, autonomy and responsibility, cooperation.
By January/February you’ll take an ‘exam’ at FCE level (90’+90’) as preparation for the final ‘exam’ in May/June. Both your portfolio and this exam will lead to your final grade.
All in all, your initiative, your suggestions and your collaboration will make things more interesting and meaningful to you, your colleagues and the teacher.

GROUP WORK
Aims:
Each member of the group has two responsibilities:
1) learn the assigned material
2) ensure that all members of the group learn the assigned material

How roles
Each member of the group will perform, in rotation, different but interconnected roles that specify responsibilities the group needs in order to complete the joint task.
Examples: reader, recorder, checker of understanding, encourager of participation, elaborator of knowledge, peer observer.

Objectives and Materials
There will be a set of compulsory objectives that everyone will have to achieve both individually and as a group. Likewise, there will be a set of materials from different sources that all will have to tackle. Typical sources will be all sorts of books (fiction, non-fiction, art, grammars), newspapers, films and documentaries, etc. both online and in print.
You will have to define a sub-set of aims specific to you and/or your group. You are welcome to research and bring your own materials.

Documentation
All (group) work must be documented and all evidence assembled (in print or, preferably, online). This includes a Log/Learning Journal (group entries as well as individual ones) as a form of group processing (reflection). Typical entries will describe what member actions were helpful and unhelpful, illustrate group events, and explain decisions about what actions to continue or change. A PC may be available for each group, each lesson, but groups will have to organize its collection.

Tasks
All assignments will be project-like. Materials will be selected and designed in order to lead the group to a final task that will involve all skills. The group may propose a new alternative task. Tasks will be presented to the class (or other audiences), but time constraints may determine that not all groups will present their work all the time.

Assessment:
There will be:
1) A group grade for the overall production of the group, including the Log/Learning Journal.
2) An individual grade resulting from tests (written, aural/oral, interaction)


I wish you a successful school year and the best results.