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