#LivingUruguay 4

LESSON PLANS

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 Índice

UNIT 1: SMALL COUNTRY, BIG PEOPLE. 1

Topic: 1. “Garra Charrúa”: a myth? 2
Topic: 2. Our ethnic groups. 6
Topic: 3. Uruguay: a friendly country. 8
Topic: 4. What makes us different? 11
Topic: 6. Talented people among us. 16
Topic: 7. Impactful people in the community. 18
Topic: 8. Creative minds. 20
Topic: 9. Our hidden Achilles’ heel. 22
Topic: 10. What things do we admire from other nationalities? 25
Topic: 11. Uruguayans living abroad. 27
Topic: 12. Choosing to live abroad. 29
Topic: 13. The need to leave my country. 31
Topic: 14. Missing Uruguay. 33
Topic: 15. Pursuing our dreams. 36

UNIT 2: THINKING AHEAD 38

Topic: 1. The Person I Want to Become 39
Topic: 2. The Path I Want to Follow 43
Topic: 3. Earning my own money 47
Topic: 4. Summer jobs 50
Topic: 5. Every Job Matters 52
Topic: 6. A Sporting Chance. 55
Topic: 7. The Arts Took me away from Home 59
Topic: 8. My Personality and what I want to Achieve. 62
Topic: 9. Volunteer work in my hometown 66
Topic: 10. Dealing with Job Interviews 68
Topic: 11. My Job, My Responsibility 71
Topic: 12. We have the right to be children 73
Topic: 13. The Underage and the World of Work 76
Topic: 14. What do they do? 78
Topic: 15. What does the Future Look Like? 80

UNIT 3: ENJOY, LIVE AND EXPLORE 84

Topic: 1. Do Uruguayans Appreciate the Beauty of our Country? 85
Topic: 3. Alternative Tourism 88
Topic: 4. Mysterious places in Uruguay. 91
Topic: 5. Our ancestors and our cuisine. 93

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 Topic: 6. The perfect destination for water sports. 97
Topic: 7. Let’s winter over Uruguay. 99
Topic: 8. City charm 101
Topic: 9. Living in a small town 103
Topic: 10. An Alchemist’s Dwelling 105
Topic: 11. Should I stay or should I go? 108
Topic: 12. Find True North. 110
Topic: 13. Going South: A Frozen Land 112
Topic: 14. The sun rises in the east. 115
Topic: 15. Go west young man 117

UNIT 4: IN THE SPOTLIGHT 119

Topic: 1. Series 120
Topic: 2. Live Streaming 123
Topic: 3. New ways of being famous. 125
Topic: 4. The influencer I want to become 127
Topic: 5. Me and my cellphone: being famous for a day. 130
Topic: 6. Let’s video chat (with famous people) 133
Topic: 7. Going to Art School 136
Topic: 8. From Paper to Screen. 139
Topic: 9. I want to be a film director. 142
Topic: 10. Spoilers. 144
Topic: 11. TV Rating 147
Topic: 12. Famous people from Uruguay. 149
Topic: 13. It runs in the blood. 151
Topic: 14. The price of fame 154
Topic: 15. Sing it out! 157

UNIT 5: THE WORLD OF SCIENCE 162

Topic: 1. Does Science only belong to the lab? 163
Topic: 2. The power of pets 165
Topic: 3. Look up at the stars. 167
Topic: 4. How my body works under extreme conditions. 169
Topic: 5. Just a matter of elements. 172
Topic: 6. A place worth fighting for. 175
Topic: 7. Caution: Security in the lab 177
Topic: 8. Be careful! There is an apple falling down! 179
Topic: 9. The power of green. 181
Topic: 10. The strength of my brain. 184
Topic: 11. How do others influence me? 186

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Topic: 12. I am a social being. 189
Topic: 13. Women in science 192
Topic: 14. The role of science 195
Topic: 15. How can things be explained in terms of “ordinary” and “extraordinary”? 197

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 UNIT 1:
SMALL COUNTRY,
BIG PEOPLE.
AT THE END OF THIS UNIT, SS WILL BE ABLE TO:

● understand the origin of the Uruguayan people, their ancestry and their
characteristics.
● get information and give opinions about Uruguayan people, their
customs and their lives.
● develop the four skills by means of a wide range of activities.
● work cooperatively by means of project work.

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 Theme : Small country, big people.

Topic: 1. “Garra Charrúa”: a myth?

Aims:
- to expand Ss’ knowledge of the Charrúas.
- to promote reading skills by providing an informative
text and by matching some definitions with the words
that are in bold in the text.
- to promote cooperative work by asking Ss to work in
groups.
- to activate Ss’ schemata
- to motivate Ss by asking them to solve a puzzle.

Stage T’s action Ss’ actions Assessment

T asks Ss to get in four groups and provides Ss get in four groups T makes sure that all
Uncovering each group with a puzzle to solve about The and solve the puzzle. Ss are working in
the topic of Charrúas.(Don’t include the picture in the groups.
the lesson Ss’ Book)
(7 mins) T asks Ss what the puzzle is about.

T plays the Game “Two truths and a lie”.

T writes 3 things on the board and asks Ss to
say which one is not true about the
Charrúas.
Ss reads the T explains the
1. They had a distant personality. sentences on the activity, checks
2. They were great warriors. board and decide instructions.
3. They used astronomy to create solar and which one is the
religious calendars. wrong one.

* Number 3 is wrong. The ones who did that

were the Aztecs.

Transition: Emma and Lua are learning about the Charrúas in their history class. They need some help to
answer the following question. Where do you think the term “garra charrúa” comes from?

T explains that Gladys Toya Amaya is an

English teacher and a descendant from the
10 (minutes) Charrúas.
Shadow reading

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 T asks Ss to listen and read the text to find Ss go through the T acts as a facilitator
out the origin of the expression ``Garra text to find how the by eliciting
Charrúa`` expression ``Garra vocabulary Ss may
Charrúa``was not understand.
originated.
T asks Ss to read the text again and to put
the correct title in each paragraph. T tells Ss
to be careful since there is an extra title
they don't need to use.
1- The Switzerland of America
2- Who inhabited our land?
3- The Charrúas' life and traits?
4- The Charrúas' defeat/near extinction?
5- Garra Charrúa, more than a legend.
6- Nowadays descendants.
Ss read the text T acts as a facilitator
7-The most famous Charrúa. (EXTRA
again and put the in case Ss need help
OPTION)
correct title. to identify the
paragraphs.

Transition: Emma and Lua need help to complete another activity. There are some words in bold in the
text.

(10 mins) T asks Ss to read the text again and to Ss read the text T monitors that the
match the words in bold to the correct again and match the Ss can match the
definition: words in bold with words in bold to the
the correct definitions.
NATIVES: A group of people who were born definition.
and live in a specific area.

ETHNICITIES: A group of people who have

the same national, racial or cultural origins.

SKILLFUL: Having the ability to do

something well.

STRUGGLE: to work very hard in order to

overcome extreme difficulty.

ADVERSE: Having a harmful or negative

effect on something.

After T corrects the activity,

T provides Ss with a multiple choice activity.

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 1- When was Uruguay first called “The
Switzerland of America”?
a- In 1516. Ss read some T monitors Ss
b- In the 1890s questions and
c- In 1831. choose the right
option according to
2- Why did the Charrúas move to the north? what they read.
a- Because the colonizers started their
conquest in that area.
b- Because they were looking for a better
place to live.
c- To help other indigenous tribes.

3- What happened in 1516?

a- Juan Díaz de Solís came to Uruguay.
b- The Charrúas fought in the battle of
“Salsipuedes”.
c- Juan Díaz de Solís met the Charrúas.

4- When do we usually use the expression

“Garra Charrúa”?
a- When there is an easy football match for
Uruguay.
b- When Uruguay plays football against a
difficult opponent.
c- Whenever Uruguay plays a football
match.

5- What are the descendants from the

Charrúas trying to do now?
a- They are trying to recover old documents.
b- They are fighting to be recognized.
c- They are looking for other Charrúas.

Transition: Emma and Lua will interview Gladys Toya Amaya and they need to think of some interesting
questions to ask her.

(5 mins) T asks Ss to think of three questions they Ss think of three T encourages Ss to

would like to ask to a Charrúa descendant. questions they be creative with
Example: What language did the Charrúas would like to answer their questions.
speak? to the descendant of T acts as a facilitator
After Ss write the questions, T asks them to a Charrúa. to help Ss to make
exchange the questions. The other the questions.
classmate can access the internet to find
out the answers. This may not be possible in
all the questions.

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Follow up: T invites Ss to share their questions and findings with the rest of the Ss. T asks Ss to do a short
research about websites in which they can access information about the Charrúas.

http://www.mapeosociedadcivil.uy/organizaciones/pueblos-indigenas/#consulta_organizacion_form

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 Theme : Small country, big people.

Topic: 2. Our ethnic groups.

Aims:
- To practice listening skills.
- To use reading strategies to exploit the content of a text about different ethnic
groups living in Uruguay.
- To promote a friendly classroom atmosphere so Ss can express their opinion and
share their previous knowledge about the topic.
- To expose Ss to authentic material.
- To elicit previous vocabulary by the exploitation of pictures.
- To encourage Ss to investigate their ancestry.

Stage T’s action Ss’ actions Assessment

Uncovering Teacher shows students a picture and asks Students look at the T listens to the
the topic of them some questions to introduce the picture and answer students’ answers
the lesson topic: the teacher’s and writes the ideas
(7 mins) -Are the people in the picture from the same questions. that they mention
country? on the board.
-Do you think that they speak the same
language?
-What do they have in common?

T sticks letters of the word: “ethnicity” Ss. try to guess the T may help Ss in case
unscrambled and asks Ss to put them in hidden word. they need it by
order to form the word. giving them some
clues.
( The word starts
with .…., the last
letter is ….)

Transition: (T may tell Ss about her ancestry if she has this information) What about you? Do you know
about your ancestry? Where does your last name come from?

T asks Ss to listen to the character´s Ss listen to the audio T monitors while Ss

presentation in order to complete a fact file. Ss complete a fact listen.
10 (mins T asks Ss to listen again and correct the file about Guidai T gives feedback as a
sentences about Linda. Ss listen again and whole group.
KEY: Fact file correct the T encourages Ss to
- Name: GUIDAI sentences. participate orally.
- Meaning of the name: MOON LIGHT
- Nationality: URUGUAYAN

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 - Ethnicity: INDIGENOUS - CHARRÚA
- Languages: SPANISH . CHARRÚA

Transition: In our country there are many different ethnic groups. Can you name some of them ?

(10 mins) T asks Ss to read the texts and put the Ss read the text to T monitors while Ss
different ethnic groups into the correct do the activity work
place in the map. T checks general
Charrúa - Afro-descendant - Armenian knowledge about
- Palestinian - Russian the different
departments
(provinces?) of
Uruguay.

Transition: Which facts did you find most interesting about the different ethnic groups living in Uruguay?

(5 mins) T asks Ss to read the texts again and correct Ss read the texts and T asks Ss to read
some sentences. look for the aloud the corrected
information to sentences.
correct the T writes Ss’ answers
sentences. on the board.

Follow up: What other ethnic groups are there in Uruguay? Carry out an investigation in groups about
other ethnic groups in Uruguay. Then, choose one and write a paragraph about that ethnic group: find out
about the number of people who descended from that group in our country, about their language, how
their ancestors arrived in Uruguay and their customs and present the information with a video or ppt to the
rest of the class.

Script 1:
Hi! My name is Guidaí (G-U-I-D-A-I), which means “moon light” in charrua’s language. I was
born in Montevideo, and my mom told me that our ancestors were Charrúas who lived in
our country. That's why she decided to call me Guidaí. I love my family origins and we still
preserve some of our traditions. Although our mother tongue is Spanish, we always use our
Charrúa´s traditional language when we are at home.

Script 2:
Hello! I’m Linda and my brother is Duma. We were born in Angola. We moved to Uruguay
last year with our parents. Since we were born in Luanda our grandparents taught us their
traditional language, so we speak Kimbundu and Portuguese. I also have a name in
Kimbundu that is Lusati. We really love it here! Uruguayan people are very friendly and nice.
We have already made wonderful friends, like you guys!

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 Theme : Small Country, Big People.

Topic: 3. Uruguay: a friendly country.

Aims:
.
- To expose Ss to authentic material (blog).
- To raise awareness of the positive aspects of living in Uruguay.
- To practice reading skills by asking Ss to read different blog entries.
- To enhance writing skills (in a real-like situation) by providing scaffolding.
- To provide Ss with the opportunity to express their opinion about Uruguay.
- to lower Ss’ affective filter by working with information about our country.

Stage T’s action Ss’ actions Assessment

T tells Ss that Duma and Emma are talking Ss read a short T encourages Ss to
Uncovering during the break. dialogue between participate and
the topic of Emma: What do you like the most about Emma and Duma. speak in English.
the lesson living in Uruguay?
(5 mins) Duma: I love the landscapes and the
beaches. But what I love the most is that
water is available anywhere.

T asks Ss what they like the most about

Uruguay.

T may give Ss some ideas in case they are

reluctant to participate, such as Ss give their own
family, beaches, landscapes, people, opinions.
traditions, food, sports, etc.
T acts as a facilitator
in case Ss need help
to express
themselves.

Transition: In your opinion, is Uruguay a good place to live / visit? Why? / Why not?

T tells Ss that Duma has his own blog where Ss read the blog T helps Ss to recall
he writes about his experience in Uruguay. entries and say if the some reading
10 (minutes) These are the comments he came across comments are strategies they may
READING while reading another blogger's entries. negative or positive. have been working
COMPREHENSI T asks Ss to read what people wrote about with.
ON what they enjoy the most about their For example by
skimming the text,

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 experience in Uruguay and say whether the (Ss read the text
comments are mostly positive or negative. quickly in order to
get a general
Ss say if the given overview of the
T asks Ss to do the true, false or not sentences are true, material), or by
mentioned activity. false or if there isn't scanning (Ss read
any evidence. the text to look for
specific information)
Activity for fast finishers:

T asks Ss to match 5 pictures to words / Ss match 5 pictures

expressions mentioned in the blog entries. to expressions
mentioned in the
- CAR BREAKDOWN blog.
- BOOK FAIR

- MATE

- TIGHT ECONOMIC SITUATION

- CANDOMBE

Transition: Have you ever given a recommendation on living in / visiting Uruguay?

(10 mins) T provides Ss with an SOS box with different Ss read the language T checks
WRITING structures to help Ss write a blog entry. structures and understanding with
analyse them. examples for each
structure.
- Useful language:
T fosters
POSSIBLE TOPICS TO DISCUSS: places, participation by
people, traditions, climate, holiday asking questions.

If you ask me, Uruguay is a ___________

country to visit/ live in because _____ T encourages Ss to use
the ideas from the
The most famous / popular / interesting / S.O.S. box to develop
attractive place is ______ their ideas.

Among the different activities you can do

here, I’ll mention ____________

The people here are _________

Our country has the complete four seasons,

which allows people to ________________

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 If you are interested in / looking for
___________, Uruguay is the perfect
destination for you.

T asks Ss to write a blog entry answering

this question: Why come to Uruguay? T monitors and acts
as a facilitator by
giving Ss useful
Ss write their own expressions to
blog entry. write.

Transition: Duma wants to know about your opinion, let’s share what you think about Uruguay.

(5 mins) T asks (some) Ss to read their entries out Ss read their T encourages Ss to
loud to compositions. read their entries.
see which positive features were repeated
the most / to check if the aspects
mentioned during the warm-up stage were
mentioned or not.

Follow up: T asks Ss to share their entries with their classmates and make comments on their classmates’
entries.

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 Theme : Small country, big people.

Topic: 4. What makes us different?

Aims:
- to learn about different ways of greetings around the world.
- to activate prior knowledge about the topic.
- to recognize verbal and non verbal ways of greeting people.
- to practice reading, listening and speaking skills.
- to foster collaborative work.

Stage T’s action Ss’ actions Assessment

T shows Ss pictures of people of different Ss recognize the T encourages Ss to

Uncovering cultures greeting each other and asks Ss different ways of participate orally.
the topic of what they have in common, where and greetings and
the lesson when they can greet in those ways. answer the teacher’s
(6 mins) T exploits the images. questions.

Transition: Do we greet people in any of these ways? Which ones are the most common? Let’s find out
about ways of greeting people in different cultures.

T asks students to get in small groups Ss read the texts in T monitors that Ss
(according to the number of students). groups and complete are on task.
(15 mins) T gives each group a worksheet with a chart.
different texts.
(the texts appear below)

Transition: Now that you have read about different ways of greeting, let’s share them with the class. But
we’re going to express them through a game.

(8 mins) T asks each group to present the greeting Ss use body Ss can express their
they read about to the class without words. language, gestures assigned topic.
T asks the rest of the class to guess the way and mimics to act Ss can guess the
of greeting. out the greeting presented topics.
they read about.
Ss guess the greeting
presented by the
other groups.

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(8 mins) T asks students to work with another group Ss work with T asks the different
and ask them some questions to complete another group and groups to share the
the chart about another way of greeting. ask them questions information about
For example: ‘Where do people greet in to complete the the greetings. T
that way?’ other chart. completes the chart
on the board.

Transition: It is very common to identify Uruguayan people because of their gestures, body language,... Can
you think about any other ways of greetings in Uruguay?

(8 mins) T asks students to share information about Ss talk about their T encourages Ss to
the ways in which people greet each other prior knowledge and participate orally.
in Uruguay and the new ways of greeting experience. T asks Ss to share
that started due to the pandemic. T the ways they know
suggests ways of expressing it: ‘My friends in which Uruguayan
and I usually…’, ‘In my family we usually…” people greet each
other in different
situations.

Follow up: Let’s find out about more ways Uruguayan people use to greet each other. Then, choose one
and complete a chart. Finally, write a paragraph about one way in which people greet in Uruguay by using
one of the text models as a guide.

TEXTS FOR THE FIRST ACTIVITY

Mozambique: When people in Mozambique want to greet each other, the first person claps
once, and the second person twice, in response. Men usually clap with fingers and palms
aligned while women with their hands at an angle. In northern Mozambique people clap
three times and then they say “moni” (hello).

Somalia is an Islamic country, so they need to follow their religious traditions. When Somali
people greet someone, they say salam alechem (peace to you) and shake their hand.
However, men and women do not touch each other because of religious rules, so men can
only shake men’s hands, and women shake only women’s hands.

In Russia men and women use different kinds of greetings. Men usually greet each other
with a firm, almost bone-crushing handshake while maintaining direct eye contact, while
women kiss each other on the cheek three times, starting with the left and then alternating.
They also say the appropriate time of day greeting, for example “dobrý den” ( До́брый день)
is used for saying good day and good afternoon.

In Japan, it is respectful to bow when greeting someone. Depending on how formal the
situation is, Japanese people use different kinds of bows. Informal bows are about a
15-degree angle, while formal bows are made at about a 30-degree angle. The usual
greeting word in Japanese is Konnichiwa, which means ‘hello’.

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LISTENING SCRIPT

In India, people traditionally greet each other saying “Namaste”. They place their hands in a
praying position at the chest and bow slightly. The other person answers by doing the same
gesture and saying Namaste back. This greeting translates as “I bow to the divine in you”.

The people from the Arctic areas from Alaska, Canada and Greenland are called Inuit. The
Inuit commonly greet their family with a gesture called “kunik”. This gesture involves
pressing the tip of one's nose against another's nose. The kunik is mostly used between
mothers and children.

In Tibet people stick their tongues out as a way of greeting. This unusual greeting began long
ago to show they came in peace and to prove that they were not the reincarnation of an evil
ninth-century king who had a black tongue. Tashi delek is a Tibetan expression used in
greeting, congratulation, and good-luck wishes.

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 Theme: Small country, big people.

Topic 5: Popular people from Uruguay.

Aims:
- To learn about Uruguayan famous people.
- To motivate Ss to participate orally.
- To foster Ss´s reading skills by labeling different paragraphs
in a text according to the content.
- To explore the biography of a Uruguayan artist (Natalia Oreiro).
- To help students develop their writing skills by completing a graphic organizer with
biographical information.

Stage T’s action Ss’ actions Assessment

Uncovering
T asks students what famous people they Ss take turns to T takes notes of Ss’
the topic of
know from Uruguay. She elicits some names participate. answers on the
the lesson
and occupations from Ss. board.
5 minutes

Transition: Emma wants to share information about her favourite Uruguayan artist with you, can you
guess who he or she is? Here you have some clues:
- Emma’s favourite artist is a singer and dancer.
-She speaks Russian fluently.
- She is from Cerro, Montevideo.

T invites Ss to read a text about Natalia Ss read the text and T encourages Ss to
Oreiro and label the paragraphs. label de paragraphs. share their answers
7 mins orally.

8 mins T asks Ss to read the text again and look for Ss read the text T monitors Ss
some important events in Natalia’s life and again to look for understanding.
the years when they happened. specific information. T asks Ss to provide
their answers orally.
T completes the
chart on the board.

Transition: Who is your favorite actress or singer? Why do you like this celebrity?

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 10 mins T asks Ss to look for information about their Ss complete the T checks Ss’ work.
favorite Uruguayan celebrity and complete graphic organizer
the graphic organizers. about their favorite
actresses or singers.

Transition: What did you learn about your favorite actress or singer?

15 T asks Ss to use the information from the Ss record a video T helps Ss with their
Graphic organizer to record a video about telling what they doubts. T monitors
him/her. have learnt about that they are on
the Uruguayan task.
celebrity

Follow up: T explains Ss that next class they have to be ready to ask questions to their peers and answer
the questions they will be asked about their favorite actresses or singers.

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 Theme: Small country, big people.

Topic: 6. Talented people among us.

Aims:
- To present some of the circus disciplines.
- To work with Uruguayan circus performers.
- To work with sequencing by putting some events in order.
- To practice reading skills.

Stage T’s action Ss’ actions Assessment

Uncovering Teacher shows students pictures related to Ss look at the T listens to Ss.
the topic of circus disciplines. T asks Ss some questions: pictures and answer
the lesson -What do these pictures have in common? the T’s questions. T elicits vocabulary
(7 mins) -Can you describe the pictures? related to circus.
-Do you recognize this place?

Transition: Have you ever been to a circus? Do you like it?

T asks Ss to match the pictures with the Ss look at the Oral correction will
corresponding circus discipline. pictures and match be done.
10 (minutes) them with the
corresponding circus
disciplines.

Transition: Would you like to practice any of these circus disciplines?

(10 mins) T asks Ss to choose from the circus Ss express which T listens to Ss ideas
disciplines showed and express which one disciplines they about the circus
they would like to try: would like to disciplines they
If I had to try any of these disciplines I practice. would like to try.
would like to practice...

Transition: Now, we are going to watch a video about a circus performance.

(5 mins) T invites Ss to watch a video and to pay Ss watch the video. T asks Ss to read the
attention to the different events there. different sentences
T asks Ss to put the different events in the in order.
correct order. Ss. watch the video
and put the events
in the correct order.

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 T asks Ss to read a dialogue between Lua Ss read the dialogue T asks Ss to read the
and the Dúo Kairós. Ss tells Ss that they and complete it with dialogue to check
have to put the missing questions in the the missing the activity.
corresponding place. questions.

KEY:
1- how did you meet?
2- why did you start your circus performance?
3- How many hours do you train a day?
4- How was your experience at the
competition?
5- Were you disappointed when you didn’t win?
6- what are your ambitions?

Follow up: Ss will look for talented people in their family, group of friends or community. Then, they will
ask that person some questions. Finally, they are going to present their findings to the group by doing a
presentation about that talented person or that talented group.

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 Theme : Small country, big people.

Topic: 7. Impactful people in the community.

Aims:
- To recognize people’s contributions on an international/national/local level.
- To think about what makes an impact on a community.
- To investigate impactful people in the Ss’ communities.

Stage T’s action Ss’ actions Assessment

T writes the following actions in the bb and Ss read the actions Ss can discover the
Uncovering asks Ss what they have in common. and discover what connection between
the topic of ● help people in need they have in the different actions.
the lesson ● build a public place common.
(7 mins) ● embellish the community
● have money
● participate in a charitable organization
● be part of a sports club
● buy an expensive car
Ss discuss the
T asks Ss which of the actions have an actions and whether
impact on a community and to justify their they can be Ss can express
answers. impactful in a themselves and
community. justify their answers.
T asks Ss about other actions that can be
impactful on a community. Ss think about other
actions to help a
community.

Transition: Let’s read a text about a person who had great impact in his community.

T asks Ss to read a text about an important Ss do the activities. Ss can understand

citizen in a small community and do some the text and do the
10 (minutes) activities. activities.
● complete the chart
● answer questions

Transition: As you can see this person was very important in his community due to his contributions. Let’s
see how and why...

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 (5 mins) T asks students to discuss the reasons why Ss discuss and give Ss can give reasons
he was impactful for the community and reasons. and justify their
how the community recognized his actions. opinions.

Transition: Can you think of people who have had an impact on your community?

(10 mins) T asks students to think of another person Ss decide on a Ss complete the
who has had an impact in their community person who has chart.
and investigate him or her. made an impact.
T asks Ss to complete a similar chart about
the person they chose. Ss look for
information about
him or her to
complete the chart.

Follow up: Research about an influential person in your community and share the information about him or
her with the class.

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 Theme: Small country, big people.

Topic: 8. Creative minds.

Aims:
- To discuss the concept of: “ creativity”.
- To promote critical thinking.
- To learn about Uruguayan inventions and how they have
influenced the world.

Stage T’s actions Ss’ actions Assessment

T asks students to get into small groups and Ss get in groups and (teacher’s actions to
Uncovering hands out envelopes with quotes about organize the words assess)
the topic of creativity that have been cut into words. into the correct
the lesson T asks the Ss to form the quotes. order to form the Ss are able to order
(7 mins) quote. the words to form a
T asks the Ss to stick the words on the board logical
in the correct order. sentence/quote.

T elicits the topic of the lesson from the

quotes. A member of each
group sticks the
KEY: quote on the board.
Ss can elicit the topic
- Imagination and creativity can change the Ss discover the topic of the lesson by
world. of the lesson by reading the quotes.
- Creativity is intelligence having fun. reading all the
- Do something creative every day. quotes.
- Creativity is a natural extension of our
enthusiasm.
- The comfort zone is the greatest enemy to
creativity.
- Creativity is contagious, pass it on.
- Take any challenge as a creative
opportunity.
- There is no innovation and creativity
without failure.

Transition: Are Uruguayan people creative and resourceful? What do you think? Let’s work with some
Uruguayans that have been impactful in different fields.

20
 T asks Ss to read the text about Eladio Ss read the text and T asks Ss to provide
Dieste and look for some information. complete the their answers orally.
10 (minutes) information
required. T writes Ss answers
on the board.

T asks Ss to look for the names of different Ss look for the T asks Ss to speak
buildings created by Eladio Dieste in the text names of the out their answers as
and label the pictures. buildings and label she shows the
the pictures. pictures of the four
buildings.

Transition: Now let’s work with another creative Uruguayan, this time in the area of Literature.

(10 mins) T asks Ss to read the text about Ida Vitale Ss read the text and Oral correction will
and choose the topic of each paragraph. match the topics be done.
with the different
paragraphs.

Transition: Do you like poetry? Have you got a favorite poem? Let’s read a beautiful poem by Ida Vitale.

(5 mins) T invites Ss to read a poem called: “Fortune” Ss read the poem T asks Ss to provide
and choose the options that they think and choose among their answers.
relate to the topic of the poem. some options.

T tells Ss that they are going to create their Ss circle their chosen T asks Ss to read
own blackout poem. T explains that they words and phrases. aloud their blackout
have to choose the words or phrases that Ss can colour the poem.
they like the most and cross out all the poem and make a
other words. drawing.

Follow up: T sticks all the blackout poems on the board. Ss come to the board and write comments next to
each poem. Ss can write about the things that they liked about each poem. If they have a question they can
also write it down.

21
 Theme : Small country, big people.

Topic: 9. Our hidden Achilles’ heel.

Aims:

- to develop Ss’ speaking skills and promote critical thinking by letting them express
their ideas about the negative things Uruguayans may have.
- to foster Ss’ reading skills by answering some questions about a dialogue.
- to lower Ss’ affective filter by asking Ss to work in pairs.

Stage T’s action Ss’ actions Assessment

T starts the class by sharing a short dialogue Ss read a dialogue T reminds Ss it’s
Uncovering between the characters. between the important to
the topic of T asks Ss to answer: characters. understand the
the lesson Ss answer some general idea of the
(7 mins) - What did Lua and Freddie do during the questions about the dialogue, and not
weekend? dialogue. word by word.
-What does Emma have to say about it?

(The dialogue mentions Achilles’ heel)

Freddie: You know Lua I’m not a big fan of

the series. I prefer old movies.
Emma: It depends. Some old movies can be
so fascinating. What did you watch?
Freddie: I watched Troy for the tenth time!
Lua: Kind of boring!
Freddie: No way Lua! There are so many
incredible characters! Achilles is my
favourite one. It’s like a mixture of strength
and weakness.
Emma: We all have our Achilles’ heel ...

Transition: What does the expression “Achilles’ heel” mean?

22
 T asks Ss to share what they know about the Ss say what they T encourages Ss to
expression. know about the express their ideas.
10 (minutes) T asks Ss to read the “Did you know?” expression.
section. T monitors while Ss
Were their ideas right? Ss read the did you read the Did you
know section. know section.
T provides Ss with another part of the
dialogue.
Emma says that besides her British origins,
she is nothing but punctual.

Emma: We all have our Achilles’ heel …In

my case it is punctuality. Mum says that If I
were like my great grandpa, Patrick I would
arrive on time everywhere.
Freddie: Why like your great grandpa?
Emma: Because he was English and it is said
that all English people are punctual.
Lua: I get it! I always have to wait for you!

T says that, even though we may have a

“high-standard” idea of our country, there Ss make a list
are some “flaws” we can identify. mentioning all the T acts as a facilitator
T asks Ss to make a list of all the negative negative things we by eliciting
things we may think of when we refer to may think of when vocabulary.
Uruguayans. we refer to people
from Uruguay.

Transition: We have pointed out some of the cultural characterisicswe Uuguayans “may” have. Let’s get
in pairs and share our ideas.

(10 mins) T asks Ss to get in pairs. Ss get in pairs and

T asks Ss to share their lists and compare share their lists to
them. After that, each pair needs to come compare them.
up with a unique list. Ss come up with a
new list.
T tells Ss that Emma is working on a
multidisciplinary project called “El uruguayo
arrepentido”. Ss write their ideas T facilitates and
T asks Ss to write their ideas to publish. (It about ¨El uruguayo monitors the
can be a post for a social network) arrepentido¨. It can activity. T may help

23
 be a post for a social Ss who demand any
network. help.

Transition: It’s time to share our posts.

(5 mins) T provides each Ss with three stars. Ss receive stars. T monitors while Ss
(stickers) work.
T asks Ss to go around the class and read Ss go around the
their classmates’ posts. class and read their
T asks Ss to choose the three posts they classmates’ posts.
agree the most with and paste a star on
those posts. Ss choose three
posts they agree the
most with and paste
a star on those
posts.

Follow up: T shares with the class the most popular posts and asks Ss to share their opinions. T provides
Ss with an S.O.S BOX. Ss use the given expressions to give their opinions.

24
 Theme : Small country, big people. CONVERSATION CLASS AVAILABLE

Topic: 10. What things do we admire from other nationalities?

Aims:

- to use the scanning and skimming reading strategies to enhance Ss’ reading
competence by means of a text about The most reputable countries in the world.
- to motivate Ss by working with different visual aids.
- to foster participation by asking Ss to work on the board.
- to provide Ss with a friendly environment in which they can freely express their
opinion.
- to expose Ss to authentic material (article)

Stage T’s action Ss’ actions Assessment

T tells Ss that Nico is working on his Ss look at a set of T encourages Ss to

Uncovering Geography homework. flags and try to participate and
the topic of T shows a set of flags and asks Ss to match match the countries speak in English.
the lesson them to the correct country. to the given names.
(7 mins) T provides Ss with the names of the
countries to make sure that Ss can complete
the activity successfully.

Transition: What do you know about these countries?

MARKER TALK. Ss take a marker and

T tells Ss to take a marker and write things write on the board T motivates Ss to
10 (minutes) they know about the different countries. the things they know come to the board.
Their classmates can answer to what their about the countries. T checks general
classmates wrote, they can add new knowledge about
information or just draw something in Ss can add new these countries (e.i
response to what is written on the board. information or just capital cities,
After 5 min T says “stop” and asks Ss to go draw something in continent, currency)
back to their seats. response to what
T goes back to the information Ss wrote on their classmates
the board and asks questions to check wrote.
general knowledge.
In case Ss have doubts, information can be Ss answer some
checked on the net. questions about
general knowledge.

25
Transition: From these countries, which one do you think is the most admired?

(10 mins)
T asks Ss to check their guesses by reading Ss read the text to T helps Ss to recall
the text called “The Most Reputable check their guesses some reading
Countries in the World”. and to have a strategies they may
general idea of the have been working
T provides Ss with 5 questions for Ss to text content. with.
answer. For example by
Ss read the text skimming the text,
1- Who took part in the survey?
again and answer (Ss read the text
2- What does having a strong reputation the questions. quickly in order to
mean? get a general
overview of the
3- Why does Sweden rank first? material), or by
scanning (Ss read
4- How does a country’s reputation impact the text to look for
other aspects? specific information)

5- What did people take into account to T monitors while Ss

answer the survey? read.

T acts as a facilitator
by eliciting
vocabulary.

Transition: What do you admire the most about our country?

(5 mins) T asks Ss to express what they admire the Ss say what they T guides Ss
most about Uruguay. admire the most participation trying
about our country. to foster all Ss’
participation.

Follow up: T asks Ss to find information about our country. Is Uruguay a reputable country? Is Uruguay
mentioned in any lists / rankings?

26
 Theme : Small Country, Big People.

Topic: 11. Uruguayans living abroad.

Aims:
- To provide Ss with an overview of the number of Uruguayans who live abroad.
- to work with graphs and figures and their interpretation.
- to work cooperatively with the Geography and Social Science teachers on some
aspects related to why these people left the country.
- to promote reading skills by providing students with new types of texts and how to
read them.
- to revise how to read numbers / figures in English.

Stage T’s action Ss’ actions Assessment

T shows Ss three numbers and two pictures Ss pay attention to T encourages Ss to

Uncovering (one picture of the cover of ISL and one of the three numbers give their ideas.
the topic of the map of Uruguay). introduced by the T
the lesson and the pictures.
(7 mins) 3.485.151
41
547

Ss make predictions T encourages Ss to

about the items in check their
the organizer. Ss can predictions.
write their
T asks Ss “What is the relationship among predictions on their
all these numbers?” notebooks.

Transition: OK guys, how do these items relate? T asks Ss to say their predictions and accepts all answers. T
says “I found an interesting brochure that has this and more information. Read it.”

T asks Ss to read the brochure with the Ss read the brochure T checks that Ss
information and check their predictions. and check their know how to read
10 (minutes) SOS box: predictions. If their the numbers and
READING predictions are figures mentioned in
How do we read these numbers? wrong they correct the brochure
their sentences.
- 846 - eight hundred (and) forty-six

27
 - 3.503 - three thousand five hundred (and)
three

- 432.891 - four hundred thirty- two

thousand eight hundred (and) ninety one

- 5.899.436 - five million eight hundred

ninety-nine thousand, four hundred (and)
thirty-six

- 54% - fifty-four percent

- ¾ - three quarters

T challenges the Ss.

T pastes a planisphere on the board and
makes two groups. Ss have to pin the names Ss go to the board
of the countries onto the correct place in and pin the names
turns. of the countries in
the correct place.

Transition: Why do you think all these people have left Uruguay?

(10 mins) T asks Ss to find that information in the Ss share their

brochure and also to read the graphs. findings.

T asks Ss to read the brochure again and

answer three questions about the graphs.

Transition: We have received some pieces of advice from the Godparents living abroad. Let's read them and
decide on which can be the most valuable.

(5 mins) T provides Ss with 10 pieces of advice from Ss read the pieces of T acts as a facilitator
the godparents. advice from the in case Ss need help
T asks Ss to read them and rank the three godparents. to recognise the
most relevant. Ss choose and rank vocabulary or
T asks Ss to get in pairs and share their the three most structures.
opinions orally. T asks Ss to think of a new valuable.
piece of advice that was not mentioned.

Follow up: T asks one member of each pair to share the most relevant pieces of advice with the rest of the
class.

28
 Theme : Small country, big people. CONVERSATION CLASS AVAILABLE

Topic: 12. Choosing to live abroad.

Aims:

- to develop Ss' critical thinking by asking them to identify the advantages and
disadvantages of leaving your country.
- to motivate Ss voy working with different visual aids.
- to foster Ss' participation by asking them to express their ideas by using given
structures.
- to develop Ss' listening skills by working with some questions based on a vídeo.
- to improve Ss' writing skills by asking them to write sentences using the second
conditional.

Stage T’s action Ss’ actions Assessment

T shows Ss some photos and asks them if Ss pay attention to T acts as a facilitator
Uncovering they know where they were taken. the pictures and by helping Ss with an
the topic of T tells Ss that these pictures were taken by a make guesses. SOS BOX.
the lesson Uruguayan woman called Paula Silva.
(7 mins) T shows Ss a picture of Paula with some T creates a free
friends and asks Ss to try to guess which stress atmosphere
one is Paula. by encouraging Ss to
T gives Ss some clues: express their ideas.
She is very friendly so she is always with a
smile on her face.
She has long hair.
She really likes wearing sunglasses.
T provides Ss with an SOS BOX to give their
opinion.

In my opinion Paula is the one on the left/

on the right / in the middle because she …
I think Paula is the one wearing …
I believe she is the one who has …

Transition: Paula loves Uruguay but some years ago she decided it was time for a new adventure and
decided to move to another country. She misses her family and friends a lot, that's why she is always
sending them videos.

29
 T asks Ss to watch a video that Paula sent Ss watch the video T monitors while Ss
us. and answer the watch the vídeo.
10 (minutes) T asks Ss to answer some questions. questions.
1- Where is Paula living?
2- What is Paula's profession?
3- Why did she decide to move to this
country?
4- What does she like the most about living
there?
5- What does she miss from Uruguay?

Transition: Paula is an adventurous person. She believes that living abroad is a great and enriching
experience since you can meet new and interesting people from all over the world.

(10 mins) T tells Ss that Paula met a lot of people

while living abroad.
T asks Ss to read their descriptions and
answer some questions. (Social network like Ss read the T acts as a facilitator
Link…) information about in case Ss need help.
a-What job do you think is the most Uruguayans living
interesting? abroad.
b-What is the strongest reason to leave?

T asks Ss if they had the opportunity to live

in another country where they would like to
go.
T asks Ss to write sentences using the Ss say where they
second conditional. would like to live if
T writes some examples on the board. they had the
If I had the opportunity to live in another opportunity to live
country, I would travel to a European somewhere else.
country.
If I traveled to Europe, I would love to do it
with friends.

Transition: In her video Paula mentions some positive aspects of living abroad. Can you think on
some disadvantages of leaving your country ?

(5 mins) T asks Ss to write two ideas mentioning the Ss write two ideas T encourages Ss to
disadvantages of leaving your own country. mentioning the give their ideas.
disadvantages of
leaving Uruguay.

Follow up: T asks Ss to choose a country and create a presentation talking about the country and mention
the advantages and disadvantages of living there. T encourages Ss to create a vídeo and to work with the
history and geography teacher to add more information about the country they would talk about.

30
 Theme : Small country, big people. CONVERSATION CLASS AVAILABLE

Topic: 13. The need to leave my country.

Aims:
- to lower Ss’ affective filters by working with some characters they
know from previous years.
- to raise awareness about the jobs that are difficult to perform in
Uruguay.
- to provide Ss with an opportunity to explore and understand some
facts regarding working opportunities in our country.

Stage T’s action Ss’ actions Assessment

T starts the class telling Ss that Camila and Ss look at a dialogue T monitors Ss’ work
Uncovering Simon are waiting to start the Astronomy between Simon and and acts as a
the topic of class. Camila and answer facilitator if
the lesson T asks Ss to read the conversation and some questions. necessary.
(7 mins) answer some questions orally:

a. Where are they?

b. Why is Simon excited?
c. How do they feel about Astronomy? How
can you tell?
d. Who is mentioned in the dialogue?

Transition: Simon wants to share one of Sebastián´s podcasts with Camila and us. Let's listen to Sebastián.

T asks Ss to listen to Sebastián and take Ss listen to Sebastiàn T encourages Ss to

notes about the following items. and take notes listen to Sebastián
10 (minutes) about the given and take notes.
items.

Transition: Simon says that he loves everything related to outer space. Do you think that it is possible to
have a job related to Astronomy in Uruguay?
What should he study to accomplish his dream?

(10 mins) T provides Ss with an article from a school Ss read an article T monitors and
magazine. from a school facilitates if
T asks Ss to read the article and identify the magazine and try to necessary.
requirements needed to become an spot the most
astronaut.

31
 relevant
information.

Transition: As Sebastián, we may study in Uruguay for a job that cannot be performed in our country.

(5 mins) T asks Ss to get in trios. Ss can refer to the

T asks each trio to complete the following previous magazine
activity. article or can access
T asks Ss to think of a job that cannot be the web to look for
performed in Uy. T asks each group to take some templates.
some notes and write a short magazine
article about that job.

Follow up: Let´s share our articles. Would some of you want to perform any of the jobs?
T asks Ss to choose two of the articles created by their classmates.
T asks Ss to complete a factfile pointing out the most relevant requirements.

PROJECT: I know people living abroad.

Camila tells Simon that one of her cousins lives abroad and has sent her a video. T asks Ss to watch the
video. Who is Felipe? Where did he study? Where is he living now? Why does he encourage people to study
English?
T asks Ss to look for somebody living abroad that could record a video for them. Why did they leave the
country?

32
 Theme : Small Country, Big People. CONVERSATION CLASS AVAILABLE

Topic: 14. Missing Uruguay.

Aims:
- To expose Ss to real material (blog).
- To expose Ss to different “Englishes” (audios from Uruguayans living abroad).
- To raise awareness of the positive aspects of living in Uruguay.
- To give Ss an opportunity to express their opinion about Uruguay.
- To lower Ss’ affective filter by working with a topic connected with their country.

Stage T’s action Ss’ actions Assessment

T shows Ss a picture of Lua and her mother Ss answer what they T promotes oral
Uncovering Lola. remember about participation.
the topic of T asks Ss what they remember / know about Dolores.
the lesson Dolores. Where does she live?
(5 mins)
T tells Ss that what Dolores misses the most
from Uruguay is the weather.

T asks Ss to think about one thing that they

love about Uruguay and complete a
brainstorm on the board.

Ss think about one T encourages Ss to

T asks Ss: What about you? / Do you agree thing they like about give their ideas
with your classmates´ statements? Uruguay and write it bearing in mind that
on the board. there are no right or
T provides Ss with an SOS box to express wrong answers.
their ideas.
Ss use an S.O.S BOX
I think the best thing is … because … to express their
In my opinion the best thing is … ideas.
because…
What I love about Uruguay is … I think the best thing
is … because …
In my opinion the
best thing is …
because…
What I love about
Uruguay is …

33
Transition: When Dolores left Uruguay, she took some objects with her in order not to miss her country
so much.
Imagine you have to move to another country. What object would you take with you to remember
Uruguay?

T tells Ss that Lua is leaving Uruguay during

winter holidays. T tells Ss they have to give
10 (minutes) Ss work in pairs and T fosters an
her a present in order not to miss Uruguay
look at some objects environment of
while she is away. T asks Ss to look at some
and talk about them. mutual respect from
objects and talk about all the objects and
the very beginning of
choose which one represents Uruguay the Ss choose the object
the lesson, taking into
best. that represents account possible
T asks Ss to work in pairs. Uruguay in the best different ideas.
way and give it to
Lua.
T provides Ss with some expressions.
T checks and helps Ss
In my opinion … is a good option because with vocabulary they
she likes … Ss use the given may need.
I think … is the best option because … expressions to say
I believe … is a great idea. what they think.

Transition: What would someone who has lived abroad for more than …. years miss from Uruguay?

(10 mins)T tells Ss that they will listen to Ema, one of Ss listen to the two T monitors Ss’ work.
Lola´s friends. audios once and do
LISTENING T asks Ss to listen and tick the things she the first activity.
COMPREHENSI mentions.
ON

María Ema Márquez, Miami, USA. Ss listen again and

do the activity.
- FRIENDS ____
- FAMILY _____
- THE NEIGHBOURHOOD___
- FOOD _____
- CARNIVAL _____
- HOLIDAYS _____
- THE SEASONS _____
- THE SUNSET _____

34
 T asks Ss to listen again and say who says
what.

Write E for Ema or _____ for _____

1- ____ misses the cold weather.

2- ____ enjoys eating something when it’s
raining.
3- ____ thinks Uruguay is a very special
country.

Transition: Would you like to live in another country?

(5 mins) T asks Ss to vote what they would miss the Ss raise their hands T checks Ss’
most if they had to move to another to vote. participation
country.
Options: FAMILY, FRIENDS, FOOD, CULTURE,
CELEBRATIONS, … … …
T can choose to use Mentimeter or Monkey
Survey.

Follow up: WORKING WITH CREA (OR ANOTHER PLATFORM)

Do you have a friend / family member who lives abroad? What do they miss the most about Uruguay? Write
your comment in the Discussion Forum in CREA in no more than 80 words. Then react to at least one of your
classmates’ posts.

35
 Theme : Small country, big people. CONVERSATION CLASS AVAILABLE

Topic: 15. Pursuing our dreams.

Aims:

- to motivate and lower Ss’ affective filter by working with the

trailer of a movie.
- to raise awareness among our Ss about the importance of fighting for our dreams.
- to develop Ss’ reading skills by asking Ss to do a multiple choice activity based on a
text.
- to foster Ss’ writing skills by means of writing a post about their dreams.
- To expose Ss to authentic material about well known people in Uruguay.

Stage T’s action Ss’ actions Assessment

T starts the class asking Ss to watch the Ss watch a trailer of T monitors that Ss are
Uncovering trailer of the film “The Pursuit of the film ¨The Pursuit paying attention to the
the topic of Happiness” and answer two questions. of Happiness¨ trailer.
the lesson
(7 mins) https://www.youtube.com/watch?v=DMOBl
EcRuw8

a.What situations do they go through? Ss answer some

b.What personal characteristics can you questions about the
spot on the father? trailer.

Transition: Lua has just uploaded a picture on her social network. Take a look at her post.

Situation:"You got a dream... You gotta Ss look at a picture T acts as a facilitator

protect it. People can't do somethin' that Lua has posted. by helping Ss with
10 (minutes) themselves, they wanna tell you you can't the vocabulary they
do it. If you want somethin', go get it. may not understand.
Period." Ss read what Lua
posted.
T asks Ss what they think about these
quotes. Ss say whether they
T encourages Ss to
agree or disagree.
give their opinion.

36
Transition: Lua believes that in order to succeed in life you need to fight for your dreams. She thinks that
people who are perseverant will probably accomplish their dreams.

(10 mins) One of the women that Lua looks up to is T checks

called Caro Criado. instructions.
T shows Ss a picture of CC and asks Ss if Ss look at a picture
they recognise her. of Caro Criado and
say if they know her T monitors Ss’ work in
or not. case they need help in
understanding the
T provides Ss with a magazine article. language used in the
article, and the
Ss read the article
dynamic of the
T asks Ss to read the article and complete a and complete a
activity.
factfile and answer questions. factfile.
1-How did she start her business?
2- What improvements did she have during Ss read the article
pandemic times? again and do a
3- What does she advise younger people? multiple choice
activity.

Transition: Lua and Emma have found information about another successful Uruguayan woman.

(5 mins) T asks Ss to watch Gabriela Hearst’s video. Ss watch the video T acts as a facilitator
What differences or similarities can you we received from in case Ss need help
spot between Caro Criado and Gabriela Gabriela Hearst with structures to
Hearst? video . give their ideas.

Follow up: T asks Ss to think about their own dreams and answer what things are necessary to achieve
them. Can all dreams be achieved in Uruguay?
T asks Ss to look up a quote connected to the pursuit of dreams on the internet to sum up their ideas.
T asks Ss to create a post that can be uploaded in CREA or can be done on paper to share with the rest of
the class.

37
 UNIT 2:
THINKING AHEAD
AT THE END OF THIS UNIT, SS WILL BE ABLE TO:

● deal with the topic of work, students’ future and various ways of
getting involved in society.
● use English as a means to reflect upon the type of person and
professional they want to be.
● think of the process of getting a job, taking into consideration their
strengths, personal characteristics, legal requirements to get a job and
their purpose to get a job at an early age.
● think of underprivileged people and how we can help them overcome
the issues they face daily, promoting social awareness and solidarity.
● reflect upon ways to be socially responsible and economically
autonomous by earning our own money.
● promote social awareness and solidarity

38
 Theme: Thinking Ahead CONVERSATION CLASS AVAILABLE

Topic: 1. The Person I Want to Become

Aims:
- -to motivate Ss by working with a song they may like.
- -to lower Ss’ affective filters by working with some clues to guess the name of a
movie.
- -to foster Ss’ speaking skills and critical thinking by asking them to express their ideas
about some given quotes.
- -to develop Ss’ listening skills by working with a song.

Stage T’s action Ss’ actions Assessment

Uncovering Camila is in the English class. Ss look at some hints T monitors while Ss
the topic of given by the T and give their ideas.
T starts the class by giving Ss some hints
the lesson guess the name of a
about the topic of the lesson.
(7 mins) movie.
T asks Ss to guess the title of a movie.
- One of the characters kills his
brother.
- It takes place in the jungle.
- There are lots of different animals.
- Some of the animals can laugh in
real life.
- It was based on the play “Hamlet”
by William Shakespeare.
- The movie starts with the song
“Circle of Life.”
After Ss guess the name of the film, T asks
Ss to share what they know about the film. Ss share what they
know about the film.

Transition: Camila has a motto. A motto is a short sentence or phrase chosen as encapsulating the beliefs or
ideals guiding an individual, family, or institution. Her motto is Hakuna Matata.

T plays the first minute of the Lion King’s Ss listen to the first T plays the song as
song/video and asks them to tick the words minute of the Lion many times as it is
(10 mins) they hear. King’s song and tick necessary.
the words they hear.
- LION
- PHILOSOPHY

39
- JUNGLE
- WARTHOG
- FRIENDS
- MOTTO
- ANIMALS
- YOUNG
Ss listen to the song
T plays the song/video again and asks Ss to and read its lyrics.
read the lyrics along.

After watching the

T asks Ss to answer questions about the video/ listening to
song/video. the song, Ss answer
some questions T acts as a facilitator
1-What adjective is used to describe the about it. by eliciting words Ss
‘phrase’? may not know.
a- beautiful
b- wonderful
c- delightful

2- What could Pumba do with his aroma?

a- attract other animals.
b- clear the savannah.
c- hide from his enemies.

3-How is Pumba’s soul described?

a- sensitive
b- sensible
c- susceptible

4- What does the word downhearted mean

in the song?
a- when you are in love
b- feeling sad
c- when your heartbeat slows down

5-What do you think the word craze means?

a-going slightly mad
b-something everyone does for a short time
c-a type of maze

T asks Ss:
What do you think is the main message the
song is trying to give?

40
Transition: Camila believes that it is important to live without being afraid of everything. Here I have some
quotes to share with you.

(10 mins) T shows Ss different quotes and asks Ss to Ss read different T acts as a facilitator
give their opinion about them. quotes and give in case Ss need help
their opinion about to give their
T asks Ss:
them. opinions in English.
What do you think about these kinds of
quotes? Do you let them influence your life?
Some people love finding out new quotes
and living their lives according to what they
say. Ss answer some
questions.
Do you have a quote that is a motto in your
life?
T asks Ss to get in pairs and to make a list of
the important steps a person must follow to Ss get in pairs and
succeed or to become the person they want make a list of the
to be. important steps a
person must follow
T gives Ss an SOS BOX to express their ideas. to succeed or to
We believe that to become the person you become the person
want to be you need to … they want to be.

You should …
You shouldn't …
Ss use expressions
from an SOS BOX to
say what they think.
T can provide Ss with some ideas such as:
work hard.
keep trying until you succeed.
be decisive.
fight for your goals.
have family and friends around.
never give up.
do your best.
ask for help.

Transition: Let’s share our ideas.

(5 mins) T writes all the ideas on the board and asks Ss give their ideas. T monitors and
Ss to rank them from most important to makes sure that Ss
least important. feel free to give their
opinions.

41
Follow up: Do you have any motto? T asks Ss to look for a motto that inspires them in life. Ss have to find a
motto, prepare a post for social media and share with the rest of the class why they feel inspired.
VIDEO: https://www.youtube.com/watch?v=nbY_aP-alkw

LYRICS Everytime that I...

Hakuna Matata! What a wonderful phrase Hey! Pumbaa! Not in front of the kids!
Hakuna Matata! Ain't no passing craze Oh. Sorry
... Hakuna Matata! What a wonderful phrase
It means no worries for the rest of your ...
days Hakuna Matata! Ain't no passing craze
...
... It means no worries for the rest of your
It's our problem-free philosophy days
... ...
It's our problem-free philosophy
Hakuna Matata! ...
Hakuna Matata? Hakuna Matata!
Yeah. It's our motto! ...
What's a motto? Hakuna Matata! Hakuna matata!
Nothing. What's a-motto with you? ...
Those two words will solve all your Hakuna Matata! Hakuna matata!
problems Hakuna Matata! Hakuna matata!
... Hakuna Matata! Hakuna--
That's right. Take Pumbaa for example It means no worries for the rest of your
Why, when he was a young warthog... days
...
When I was a young warthog It's our problem-free philosophy
Very nice ...
Thanks Hakuna Matata!
He found his aroma lacked a certain (Repeats)
appeal ...
He could clear the savannah after every I say "Hakuna"
meal ...
I say "Matata"
I'm a sensitive soul though I seem
thick-skinned
And it hurt that my friends never stood
downwind
...

And oh, the shame He was ashamed

Thought of changin' my name What's in a
name?

And I got downhearted How did ya feel?

42
 Theme : Thinking Ahead CONVERSATION CLASS AVAILABLE

Topic: 2. The Path I Want to Follow

Aims:

- to set a relaxing atmosphere to allow some reflection.

- to motivate and lower Ss’ affective filters by giving them the opportunity of sharing
their goals.
- to develop Ss’ reading skills by asking them to read testimonials.

Stage T’s action Ss’ actions Assessment

T starts the class by telling Ss that the T fosters a nice

Uncovering characters of the book are attending a atmosphere for Ss to
the topic of workshop at school. feel free to follow
the lesson (T can play some music). the instructions.
(7 mins)
Instructor asks: Ss follow the T´s
How do you imagine your future? instructions.
Let’s do some thinking.
1- Sit comfortably.
2- Close your eyes.
3- Observe your mind.
4- Focus on your five senses: – what can you
see, hear, smell, taste and feel?
5- Come back to the present.
6- Think about your goals for the future.

T asks Ss to share if they were able to spot

some of their goals.

(We assume most of the Ss won’t come up

with many goals.)

T asks: What could be possible for you if you Ss share their goals.
think outside the square and unlock your
imagination?

Did you know?

43
 THINK OUTSIDE THE SQUARE /BOX: to think Ss listen to the T and
imaginatively using new ideas instead of pay attention to the
traditional or expected ideas new expression.

Transition: A lot has been written about the future and the way teenagers must face it. It can be difficult
to visualize our goals. Let's try to think about the future and answer some questions.

T asks Ss to complete the chart by asking

Ss pay attention to
(10 mins) the following questions:
the chart and take
notes to complete it.

MY DREAMS CHART
- What would you like to BE?
- What would you like to DO?
- What would you like to EXPERIENCE?
- What makes you feel HAPPY?
- What makes you feel ENTHUSIASTIC?
- What makes you feel ANGRY?

T asks Ss to share their answers orally Ss share their

answers (It can be
done in pairs or with
the whole class.)

Transition: The way we feel together with our expectations can determine our path for the future.
Nevertheless, some circumstances can change our life.

(10 mins) T asks Ss to read some testimonials of

teenagers whose life changed dramatically.

T asks Ss to answer these questions: Ss read the T acts as a facilitator

a-Who is planning to move? testimonials and in case Ss’ need help
b-Whose family changed? answer the understanding the
c-Who went through a natural disaster? questions. testimonials.
d-Who decided to change careers?
e-Who changed his / her own perception?

T asks Ss to read the testimonials again and

to match the expressions in bold to the
correct meaning.

44
 KEY
eye-opener: something that surprises you
and teaches you new facts about life,
people, etc.

lend a helping hand: to do something that

helps a company or person:
slow on the uptake: to find difficulty
Ss read the
understanding things.
testimonials again
split out: to end a relationship or marriage. and match
expressions in bold
see daylight: to understand something that with their meanings.
you could not understand before

Definitions from:
https://dictionary.cambridge.org/

Transition: Sometimes we may feel overwhelmed by the future or decisions we must take. But, as we
mentioned before, what would happen if things changed all of a sudden?

(5 mins) What would happen if…? Ss complete the T monitors the

T provides Ss with some prompts and prompts with their activity.
examples. own ideas.

If I got a scholarship to visit the United

States next week, I would / wouldn’t
…………….
If I won the lottery, I would / wouldn’t
……………
If my parents decided to move to another
city, I would / wouldn’t …………..
If the internet was shut down tomorrow, I
would / wouldn’t …………..
If aliens landed in my city, I would /
wouldn’t …………..
If scientists found a way for humans to live
for 150 years, I would / wouldn’t …………..
If I became an Internet celebrity, I would /
wouldn’t ……………….

45
 T asks Ss to come up with ideas to complete
the prompts.

Follow up: T asks Ss to exchange notebooks. The other classmate needs to read their classmate’s notebooks
and write a little comment next to each sentence.
T asks Ss to use some of the following phrases:

Yes. / Most likely. / As I see it, yes. / You may rely on it. / Definitely. / Without a doubt. / It is certain. / You’ll
be lucky. / Maybe. / Cool. / Don’t count on it. / No way! / This is not very likely.

46
 Theme : Thinking ahead

Topic: 3. Earning my own money

Aims:
-To discuss the topic “money”.
-To present idioms related to money.
-To use idioms in context.
-To practice speaking.
-To practice listening.

Stage T’s action Ss’ actions Assessment

Uncovering T shows Ss some pictures about money and Ss look at the T asks Ss to share
the topic of the use of money and asks them to answer pictures and answer their answers.
the lesson some questions about them? the Teacher’s
-What can you see in the pictures? questions. They
(5 mins) -What’s the main topic that they refer to? describe what they
see.

(5 mins) T asks Ss to match the idioms with the Ss match the idioms T monitors Ss
pictures that represent them. with the understand the
corresponding idioms.
pictures.
KEY:
●pinch pennies:2
●pocket money:1
●Big bucks:3
●tighten your belt:4
●money to burn:7
●costs an arm and a leg:5
●as poor as a church mouse:6

Transition: Do you think it is important to earn your own money? Let’s read a dialogue between
Freddie and … talking about this topic.

T asks Ss to complete the dialogue with the Ss read the dialogue T asks Ss to act out
idioms. and complete it with the dialogue to do
(7 mins) the idioms. the correction.

(5 mins) T asks Ss to read the dialogue again and Ss read the dialogue T asks Ss to come to
answer some questions. and answer the the board to write
questions. down the answers.

47
 KEY:
1- poor as a church mouse
2- pocket money
3- pinch pennies
4- costs an arm and a leg
5- tighten my belt
6- money to burn

Transition: Do you know what an idiom is? Do you know any idioms in Spanish?

(6 mins) T asks Ss to discuss these three questions Ss get in pairs and T asks Ss to share
with a partner: discuss the three their opinions orally.
-Do you pinch pennies? questions.
-Do you receive any pocket money?
-Can you think of some necessary things
that cost an arm and a leg?
T suggests Ss using expressions from the
SOS Box.

Transition: Have you ever used idioms related to money in English?

(10 mins) T asks Ss to break the codes and discover Ss look at the T asks Ss to write the
the hidden idioms about money. symbols and idioms on the board.
discover the idioms.
KEY:
1. BREAK THE BANK
2. BRING HOME THE BACON
3. MONEY TALKS
4. TIME IS MONEY
5. BORN WITH A SILVER SPOON
6. MONEY DOES NOT GROW ON TREES
7. DAYLIGHT ROBBERY
8. FAST BUCKS
9. SAVE FOR A RAINY DAY
10. FLAT BROKE
11. GO DUTCH
12. MONEY IS A NECESSARY EVIL

Ss discuss the T asks Ss to share

T asks Ss to discuss idioms number 4, 5, and
meaning of idioms their opinions about
12 with a partner. T suggests using phrases
number 4, 5, and 12 those idioms.
from the SOS Box.
and whether they
4. MONEY TALKS agree or disagree
5. TIME IS MONEY with them.
12. MONEY IS A NECESSARY EVIL

(7 mins) T tells Ss they are going to listen to Freddie’s Ss listen to the audio Ss share their
uncle talking about money and that they and decide if the answers orally.

48
 have to decide if the sentences are true or sentences are true
false. or false.

https://drive.google.com/file/d/1Qgl4WRW0CeQhjR
4me6Dycts04jPO8GT0/view?usp=sharing
,

Follow up: Create your own podcast talking about money, include your opinion whether it is
too important or not, if it could make people do bad things, if you consider it is important to own
your own money, etc.

Audio Script
“Money makes the world go round.” I wonder if this famous English expression is really
true. If you have money, the world goes round very gently and everything is easier. If you
don’t have money, the world might not go round so easily. They also say that “money is a
necessary evil”. I think this is true. Money IS necessary, but at the same time, it may make
people do evil things, like killing or stealing. Greed leads to things like blackmail,
corruption, slave labor, and other terrible things. Another common saying in English is
“money can’t buy happiness”. I’m not so sure about this one. I know if I had loads of money
I’d be pretty happy. I think if all the world’s money was shared out, the world would go
round more peacefully, and there would be less evil and more happiness.

49
 Theme : Thinking Ahead

Topic: 4. Summer jobs

Aims:
- to develop Ss’ listening skills by asking them to complete a chart.
- To foster collaborative work.
- To enhance critical thinking skills.
- To work with different kinds of summer jobs.

Stage T’s action Ss’ actions Assessment

Uncovering the T shows a picture of a job board Ss read the ads and T fosters Ss’
topic of the and asks Ss some questions discover the topic of the participation.
lesson about it: lesson: T listens to Ss’
(7 mins) - What kind of announcements Summer jobs answers.
appear there?
- What do they have in
common? T monitors while
Ss read the Did you Ss read the Did
T asks Ss to read the Did you
know? you know?
know? section to know more
about summer jobs.

Transition: Now, look at the pictures below, does any of them correspond to the previous ads?

T asks Ss to match some Ss match the pictures to Oral correction

pictures to the corresponding the jobs, and then to the will be done.
(5 mins) job and then, match the jobs to job’s activities.
the activities they perform.

Transition: Do you think these teens liked their jobs? We’re going to listen to them talking about
their jobs and do some activities.

T asks Ss read the testimonials Ss read the texts and Oral correction
(10 mins) of 4 people talking about their complete the chart. will be done
summer jobs and complete a
chart about them.

(5 mins) T asks Ss to read the texts one Ss complete the Oral correction
more time and complete some sentences with the name will be done.
sentences with the name of the of the person.
corresponding person.

50
Transition: Camila needed some money, so she got a job during the summer. Let’s read about her
experience.

(8 mins) T asks Ss to read a text about Ss read the text and T ask Ss to read
Camila’s summer job and answer the questions. the answers.
answer some questions.

Transition: These are some other possible summer jobs for teens. Would you like to do any of
them? Can you think of other jobs appropriate for teenagers?

(10 mins) T asks Ss to get in pairs and Ss complete the chart. T monitors while
complete a chart with Ss think of one more ss are on task.
information about two more possibility and complete
summer jobs. T asks Ss to add the chart items for it too.
and complete about one more
possibility to the chart. Ss share their work with
the class. T encourages Ss
T asks Ss to share their work to share their
with the class. answers orally.

Follow up: Discuss: Do you work during the summer? What’s your opinion about summer jobs?

51
 Theme : Thinking Ahead

Topic: 5. Every Job Matters

Aims:
-To present vocabulary: occupations.
-To describe jobs with a wide range of adjectives.
-To discuss the issue of the importance of all jobs.
-To practice reading.
-To practice listening.
-To practice speaking by providing opinions about different occupations.

Stage T’s action Ss’ actions Assessment

T writes the phrase: “Every Job Matters” on Ss listen to the Ss share their
Uncovering the board and asks Ss some questions teacher and answer answers orally.
the topic of related to that topic: the teacher’s
the lesson -Do you think that there are some jobs questions.
(5 mins) more important than others? In which ways
are they more important?

Transition: What happens in an organization? Are some jobs more important than others?

T asks Ss to read the text and look for words Ss read the text and Ss write down the
to match with the definitions. look for words to words on the board.
(5 mins) match with the six
KEY: definitions.
1. department: A specialized division of a large
organization.
2. employees: A group of people that work in a
particular organization.
3. role: The function assumed by a person in an
organization.
4. position: A worker that gets paid for a set
job.
5. training: Teaching a special skill or behavior
that workers need.
6. company: A business organization.

(6 mins) T asks Ss to read the text again and answer Ss read the text and Oral correction will
some questions. answer the be done.
questions.

52
Transition: The text mentions that all the jobs in a company are important. These are some of the jobs in
a company.

(3 mins) T asks Ss to read the list of jobs in a Ss read the list of Some students write
company and find the four odd words out. jobs and write down the jobs that do not
the four words that belong on the board.
do not belong to the
group.

Transition: Every job has its characteristics, there are relaxing jobs while others are more
stressful, there are noisy jobs while others are more quiet, and so forth. Let's have a look at some
adjectives to describe jobs.

(4 mins) T asks Ss to find out who said some things Ss read the speech Ss read the speech
according to the descriptions they provide bubbles and write bubbles and provide
of the job. down the name of the corresponding
the job of the person answers in each
that is speaking. case.

Transition: What other occupations do you remember?

(7 mins) T asks Ss to look at the pictures of different T asks Ss to match T asks Ss: “What
occupations and match them with their the pictures to their does a doctor use?”
names. T explains they have to match the names and the Ss answer: “A
jobs equipment to the pictures. Finally, T equipment to the stethoscope.”
asks Ss to match the jobs with their jobs. Finally, they
corresponding equipment. match the jobs with
the corresponding
equipment.

Transition: How can we describe these jobs? For example, as I see it, being a cook is exciting and
creative. What do you think?

(5 mins) T asks Ss to complete the sentences with Ss complete the T asks some Ss to
some of the adjectives presented before sentences by using read aloud their
that they consider best describe those the adjectives they sentences.
occupations. consider describe
those occupations.

(10 mins) T asks Ss to stand up and make two rows Ss stand up and T walks along the
facing each other. T explains that they will make two rows row to monitor Ss
have 60 seconds to ask questions related to facing each other. are on task. T helps
jobs to the partner in front of them. T tells They have 60 Ss if they have
Ss that once the 60 seconds are up, one of seconds to ask one difficulties to ask or
the rows rotates so each learner has a new or two questions to answer.
partner. T suggests using phrases from the the partner in front
SOS Box. of them.

53
 T provides an example:
What do you think about being a pilot?
Would you like to be one?

Follow up: Write an article with the title: Every job matters in which you provide your opinion about this
topic. You can mention some occupations and explain why they are or are not more important than
others. Remember that you can agree with the author of the article “Every job matters” or not. Write
between 150 and 200 words.

54
 Theme : Thinking Ahead

Topic: 6. A Sporting Chance.

Aims:

-to develop Ss’ reading skills by working with a dialogue.

-to engage Ss by working with idioms.
-to motivate Ss by using different visual aids.
-to foster Ss’ writing skills by asking them to write sentences using the given idioms.
-to lower Ss’ affective filter by providing them with the opportunity of working in pairs.

Stage T’s action Ss’ actions Assessment

T asks Ss to read the dialogue among Ss read the dialogue. T acts as a facilitator
Uncovering Camila, Guidaí, Freddie, and Simon and and monitors the
the topic of identify the language problems in the activity.
the lesson dialogue. Ss identify the
(7 mins) language problems.

Ss give the Spanish T makes sure that Ss

version of the can maintain a good
Freddie: Hi guys! Tomorrow we have a
phrases. working
Biology test.
atmosphere.
Simon: What? Are you drinking my hair?
Cami: It doesn’t happen orange! It’s eaten
bread for me.
Guidaí: Err … I’m not following …
Simon: I have the memory of a fish so I’ll
have to study a lot.
Guidaí: What are you talking about?
Freddie: We’re just joking! Ha Ha Ha!
Guidaì: Oh, I see … I’m in the oven too.

T asks Ss to give the Spanish version of the

phrases in italics.
T asks Ss:
Do they have the same meaning in English
and in Spanish?
Can we translate them and keep the same
meaning?

55
 Did you know? An idiom or idiomatic
expression is an expression, word, or phrase
that has a figurative meaning conventionally
understood by native speakers. This
meaning is different from the literal
meaning of the idiom's individual elements.
In conclusion, idioms don't mean exactly
what the words say.

Transition: Look at the following situation. Simon knows it’s time to study.

T asks Ss to read another part of the Ss read a dialogue T acts as a facilitator

(10 mins) dialogue. between some of by providing
the characters and vocabulary Ss may
Simon: I’ve been studying for the Biology answer some not know.
test! I’ve also been trying to finish my questions.
homework but I think I won’t have enough
time.
Guidaí: Don’t throw in the towel yet! I can
help you with them. Let me take a look.
Cami: That’s a great idea, Guidaí. Simon, if
you study hard and get some extra help
you’ll hit it out of the park.
Simon: I hate Biology, it is out of my league,
I prefer subjects such as Astronomy or
History.
Guidaì: I know a lot about Biology, if you
want we can touch base after High School
and I can help you.
Cami: I can join, too. I think we should get
the ball rolling by studying what we saw last
class.
Simon: Thanks girls, it’s hard to say no since
you are heavy hitters, hahaha.
Guidaì: OK. See you after class. I’m sure I
can help in some way but remember that
the ball is in your court.
Cami: Don't worry Simon. You still have a
sporting chance.

T asks Ss to answer orally:

How does Simon feel?
What is Guidaí going to do?
What does Camila say? Ss complete a chart
with the idioms in
bold and their

56
 T asks Ss to complete a chart with the corresponding
idioms in bold, their definitions, and the definition and sport.
corresponding sport.

KEY:
throw in the towel (To give up, admit
defeat) BOXING
hit it out of the park (Succeed brilliantly)
BASEBALL
out of my league (to not be skilled or
experienced enough to do or deal with
something) TEAM SPORT
touch base (Meet briefly with someone)
BASEBALL
get the ball rolling (Do something to begin a
process) CROQUET
heavy hitters (A powerful, influential
person) BASEBALL
the ball is in your court (It’s your turn to
make an offer or decision.) TENNIS

Transition: The ball is in your court now!

(10 mins) T provides Ss with a list of idioms and their Ss choose five of the T acts as a facilitator
meanings. given idioms and in case Ss need help
write sentences. to understand and
write the sentences.

T asks Ss to choose five of the idioms and Ss get in pairs and

write sentences. exchange their
notebooks.
T asks Ss to get in pairs and exchange their
notebooks.
Ss read their
T asks Ss to read their classmates’ classmates’
notebooks. Can they get the meaning of the notebooks and try to
sentences? get the meaning of
the sentence.

Transition: Let’s get the ball rolling!

(5 mins) T asks Ss to get in pairs and discuss the Ss think about the T monitors while Ss
following questions. questions and work on the task.
answer them.

57
 1- Do you know someone who is a heavy
hitter? Describe him/her.
2- In which situations have you thought
about throwing in the towel?
3- If you could touch base with a celebrity,
what would you ask him/her?
4- Do you think you’ll have a sporting
chance? Explain.
5- Have you ever taken the bull by the horn?
6- Do you know someone who has skated
on thin ice recently?

Follow up: T asks Ss to share their answers with the rest of the class.

58
 Theme: Thinking Ahead

Topic: 7. The Arts Took me away from Home

Aims:

- to develop Ss’ speaking skills by asking them to express

their ideas through a market talk activity.
- to motivate Ss by working with a topic most of them like.
- to foster Ss’ listening skills by working with a dialogue.

Stage T’s action Ss’ actions Assessment

T tells Ss that Nico, Simon, Ss write what they T acts as a facilitator

Uncovering the topic of and Freddie are speaking know about anime by eliciting words Ss
the lesson during the break. on the board. may need to
(7 mins) Simon is excited because complete the market
one of his friends has Ss say whether they talk.
done an “animé” version like it or not.
of him. Nico and Freddie
know nothing about the
topic and decide to look
for some information.

T proposes a marker talk T fosters Ss

in which Ss write their participation
ideas on the board. through the marker
talk.

Transition: Let’s look for information to complete the following worksheet.

T provides Ss with the Ss get in pairs and T monitors the

following worksheet. answer the given activity.
(10 mins) T asks Ss to get in pairs questions. They can
and answer the following use their cell
questions. phones, laptops, or

59
 tablets to search for
information. They
can also go to the IT
room.

Transition: One of Simon’s friends, Dyango, lived in Japan some time ago. Simon talked to him on
the phone. Let’s listen to them.

(10 mins) T asks Ss to listen to the Ss listen to Simon T monitors the

dialogue and answer the and Dyango and activity.
following questions. answer the
questions.
1.Where can you find
anime in Japan?
2. Where did Dyango live?
3.What do people tend to
do when they go to work
or school?
4.In which area is Captain
Tsubasa an inspiration for
people?
5.Mention three of the
characteristics of
Japanese people.

T asks Ss to look at the Ss look at the T acts as a facilitator

photos Dyango sent to pictures. in case Ss need help
Simon. Ss answer orally to describe the
T asks Ss to describe what what they see in the pictures.
they see in the pictures. pictures.

Transition: Simon is really interested in manga and anime. His friend Fiorela Martínez, sent a
short explanation for him.

(5 mins) T tells Ss that Simon asked Ss read a short T monitors the

his friend Fiorella for conversation activity.
more information. between Fiorella
and Simon.

Ss answer:
Which differences
between animes
does Fio mention?

Follow up: Some people are true otaku (anime fans) and really enjoy learning new things about
anime and manga.

60
T asks Ss if they know how to draw an anime character. T gives Ss some help to do so.
https://www.drawingforall.net/how-to-draw-an-anime-character/
(Tenemos permiso para usar el link)
T asks Ss to share their drawings with the rest of the class.
T may encourage Ss to organize a manga contest in the school, working with the Visual Arts
teacher.

Dialogue between Simon and Dyango

Simon: Hi Dyango, it’s very nice to have you back. How was your experience in Japan?
Dyango: It was incredible!
Simon: The other day, one of my friends made an anime version of me!
Dyango: Was it an anime or manga?
Simon: Hmm, I’m not sure! It was a drawing. I uploaded it on the web.
Dyango: So they made a manga version of you.
Simon: Is it very popular in Japan?
D: Anime can be found everywhere in Japan—in the news, in advertising, in every single
aspect of daily life.
S: I can’t imagine it!
D: For example, as you are going upwards on the escalator in a shopping mall, the walls are
completely covered with images related to manga and anime. It is found mostly everywhere
in Tokyo.
S: I imagine the shopping malls are so colorful.
D: Not only in the shopping malls. For example, outside the police stations, they usually have
a statue of an anime character. The web pages of the police and hospitals are filled with
colorful anime cartoons.
S: Which are the most popular animes in Japan?
D: I don’t know many of their names. But If they are popular outside Japan, like Dragon Ball,
Pokemon or Naruto, then they rock there.
S: Do people read stories or just watch videos?
D: It’s very common to see people going to school or work reading a magazine. For example,
if you are studying economics, you may find a manga that covers all the topics from your
career. A lot of people find inspiration in manga. And when it comes to sports, Captain
Tsubasa is a great inspiration to people.
S: You are right! I remember that in a previous Olympics, a winner thanked an anime
character for the award he had won, because this character inspired him to progress in the
sport.
D: You are right, Simon! But I can’t remember his name.
S: And what about Japanese people?
D: In my opinion, they are quite reserved. They do not express their feelings and emotions,
paying strict attention to social rules. For example, children are educated so as not to
disturb others. You will never see a child throwing a tantrum in the street.

61
 Theme : Thinking Ahead

Topic: 8. My Personality and what I want to Achieve.

Aims:
- to engage students by reading a story.
- to practice oral skills by asking them to express their ideas.
- to motivate Ss by working with different visual aids.
- to lower Ss’ affective filters by working with a topic they may find familiar.

Stage T’s action Ss’ actions Assessment

T shows Ss some pictures of animals: deer, Ss pay attention to T monitors the

Uncovering tortoise, rabbit, squirrel, fox, owl, bear, wolf, the pictures. activity.
the topic of hare, etc. Ss name the
the lesson animals.
(7 mins)
T asks Ss to name the animals and to
mention other names.
Which of these have you seen recently?
Where do they live? Ss answer the
questions.

Transition: I have a story to share with you. Let 's listen to it!

T reads “The Tortoise and the Hare” Aesop’s Ss listen to the T makes sure that
fable and tells Ss to listen and tick the teacher and tick the students pay
(10 mins) images that belong to the story. images that belong attention to the
to the story. story.
DID YOU KNOW?
T monitors while
reading.
A fable is a short story that teaches a lesson
or conveys a moral. Often, the characters
are animals that act and talk like animals.
Each fable has a moral to be learned from
the tale. Aesop is the master of fables. “The
Tortoise and the Hare” is one of his
well-known fables whose moral is "Slow and
steady wins the race."

62
 ANIMALS: hare - owl - squirrel - tortoise T corrects orally.

ACTIONS: swim - climb - run - dance

PLACE: city - countryside - woods - beach

FEELINGS: ridiculous - sad - amused -

interested

Transition: Here you have the scrambled version of the story. Let’s unscramble it.

(10 mins) T provides Ss with a scrambled version of T monitors while Ss

the text. Ss arrange the text arrange the story.
T asks Ss to arrange the story in the correct in the correct order.
order.

The Tortoise and the Hare

1- A hare was making fun of the tortoise

one day for being so slow. "Do you ever get
anywhere? he asked with a mocking laugh.

2- "Yes," replied the tortoise, "and I get

there sooner than you think. I'll run you a
race and prove it."

3- The hare was much amused at the idea of

running a race with the tortoise, but for the
fun of it he agreed. So the fox, who had
consented to act as judge, marked the
distance and started the runners off.

4- The hare was soon far out of sight, and to

make the tortoise feel very deeply how
ridiculous it was for him to try a race with a
hare, he lay down beside the course to take
a nap until the tortoise should catch up.

5- The tortoise meanwhile kept going slowly

but steadily, and, after a time, passed the
place where the hare was sleeping. But the
hare slept on very peacefully; and when at

63
 last he did wake up, the tortoise was near
the goal. The hare now ran his swiftest, but
he could not overtake the tortoise in time.

T provides Ss with some questions for them

to answer.

1. Who are the characters in the story?

2. What are the problems the tortoise

faces?

3. Who is the judge?

4. Why was the hare so sure that he would

win the race?
5. Why did the tortoise feel ridiculous?

T acts as a facilitator
in case Ss need help
with the meaning of
the story.

Ss answer the
questions.

Transition: How would you describe the hare’s and the tortoise’s personality?

(5 mins) T provides Ss with a list of adjectives.

T asks: Which words would you use to T acts as a facilitator
describe the characters of the story? Ss classify the in case Ss need help
adjectives. classifying the
adjectives.

64
 HARE: lazy, over-confident, chatty,
competitive, boaster.

TORTOISE: hard-working, quiet,

strong-minded, determined, focused,
perseverant.
T says: Emma, Nico and Camila have
Ss read the
reflected upon this fable. Let’s read their
characters’
comments.
reflections.
T asks Ss to read the three characters’
reflections and to say whether they agree
T encourages Ss to
with them or not.
Ss give their give their opinions.
opinions.
T fosters a nice
SOS BOX:
atmosphere for Ss to
work.
In my opinion…
I think…
Maybe,….
I agree with… because ...
I don’t agree with… because ...
I believe …
From my point of view, ...
My impression is that …
I have the feeling that...
I have no doubt that…
I would say that…

Follow up: T provides Ss with two mazes and asks Ss to solve them.
What are the differences between the two mazes? How can you connect a person’s personality with their
achievements? Discuss with your partner.

Extra activity: Reflect upon the following quote: Overconfidence always marks the downfall
of a player even when he’s apparently more competent than his opponents.

65
 Theme : Thinking Ahead

Topic: 9. Volunteer work in my hometown

Aims:
-To deal with the topic of volunteer work.
-To present vocabulary related to volunteer work.
-To enhance critical thinking skills.
-To practice reading.
-To practice writing.

Stage T’s action Ss’ actions Assessment

Uncovering T shows Ss three quotations about Ss read the T asks Ss to share

the topic of volunteering and asks them about their quotations about their ideas orally.
the lesson opinion. volunteer work and
(6 mins) provide their
opinions.

Transition: Do you think that many people do volunteer work in Uruguay?

T asks Ss to read the text about volunteer Ss read the text and T asks Ss to provide
work in Uruguay and complete the complete each their answers orally
(8 mins) paragraphs with the missing subheadings. paragraph with the and she writes them
corresponding on the board.
subheading.

Transition: What about you? Have you ever done volunteer work?

T asks Ss to answer some questions about Ss answer the T asks Ss to share

(10 mins) their experience doing volunteer work. questions their answers.
T asks Ss to get in pairs and share their individually. Then,
answers. they share their T fosters Ss to give
Finally, T asks Ss to share their answers with answers with a their opinions on
the whole class. partner. Finally, Ss their classmates'
share their answers answers.
with the rest of the
class.

Transition: Can you mention different areas where people can do volunteer work?

T explains Ss that MIDES has a project Ss look at the Oral correction will
(6 mins) where people can register to do volunteer pictures and label be done.
work based on an area that interests them. them with the

66
 T asks Ss to match nine of these areas of corresponding area
interest to the corresponding pictures. of interest.

T asks Ss to choose three areas of interest to Ss complete the Some Ss come to the
do volunteer work and complete the table table about three board to complete
(10 mins) of values, identity and actions. T explains areas of interest that the table.
what each of these items refer to: they choose.
VALUES -
What values does this volunteer work invite
us to think about?
IDENTITIES -
Who is this work speaking about?
ACTIONS
What actions might this work encourage?

T asks Ss to read a testimony of a man that Ss read a text about T asks Ss to read
(5 mins) does volunteer work in Uruguay and a testimony and aloud their
complete some sentences. complete some sentences.
sentences.

Follow up: Look for more information about the areas of interest that you choose to complete
the table of Values, Identity, and Actions and write an article about them. Include the place or
places where a person can carry out that type of volunteer work, the amount of time and resources it
may demand, and all the necessary information. Stick your article on the school bulletin board so as all
the students can be informed.

Project: Now, it’s your time to invite students from your high school to do some volunteer work. Search
for information about where you can volunteer in your hometown and create a poster with all the
necessary information: the place where they have to go, what type of activities can be done, what the
necessary requirements are, etc. You may also want to foster students’ participation by really motivating
them to volunteer by describing the good aspects of doing so.

67
 Theme : Thinking Ahead

Topic: 10. Dealing with Job Interviews

Aims:
- to foster Ss’ oral skills by asking them to give their opinions about a
certain issue.
- to develop Ss’ reading skills by asking them to work with a dialogue and
answer some questions about it.
- to promote cooperative and collaborative work among Ss, through group-work
activities.
- to expose Ss to a real-like situation (job interview)

Stage T’s action Ss’ actions Assessment

T asks Ss to look at Emma and Cami and Ss look at Emma T encourages Ss to

Uncovering predict what’s wrong with them. and Cami and participate.
the topic of predict what’s wrong
the lesson with them. T reminds Ss that in
(7 mins) T asks Ss to read the dialogue between this case there are
Camila Emma and Nico and check their no right or wrong
predictions. Ss read the dialogue answers as long as
between the they express their
T asks Ss to read again and answer some characters and check ideas.
questions. their predictions.

1- What do they need the money for? Ss read the dialogue

2- What does Nico recommend them to do? and answer some T monitors the
3- What is the job about? questions. activity.
4- What skills do you need to have for this
job?
5- What do you have to do in order to get
more information about the job?

Transition: Cami is writing an email to ask for more information about the job. Have you ever written an
email to ask for information about a job?

(10 mins) T asks Ss to use the given words to help Ss use the given T monitors the
Camila complete the e-mail. words and complete activity.
the e-mail.
-apply -Madam
-skills -songs

68
-part-time -interview
-punctual -advertisement

KEY:
Dear Sir/Madam,
I am writing with regard to your advertisement
which was published this week on the Internet. I
am writing to apply for the post offered to work
as a party entertainer.
I am 15 years old and I am a student at high
school. I am currently studying in the
morning.The reason I am looking for a part-time
job is that I need to earn some money to afford
my personal needs.
I can work in the afternoon during weekdays
and at any time during the weekend. I am truly
hardworking and punctual. I also enjoy working
with children and playing with them.
Having taken care of my younger cousins for
more than 4 years I can assure that I have
developed certain skills such as patience,
creativity, enthusiasm and adaptability. I know
lots of games and children’s songs.
I enclose my CV, a recommendation letter from
one of my teachers and a parental consent
form.
I would be glad to attend an interview at any
time convenient to you.
Yours faithfully,
Camila Rodríguez.

DID YOU KNOW?

Yours sincerely" or "Yours faithfully". "Yours
sincerely" is typically employed in English
when the recipient is addressed by name
(e.g. "Dear John") and is known to the
sender to some degree, whereas "Yours
faithfully" is used when the recipient is not
addressed by name (i.e., the recipient is
addressed by a phrase such as "Dear
Sir/Madam") or when the recipient is not
known personally by the sender

69
Transition: Why do you think it is important to get ready for a job interview? Discuss different aspects to
help Emma and Camila succeed in their first job interview.

(10 mins) T asks Ss to work in pairs and discuss the Ss work in pairs and T monitors while Ss
following question and ideas: discuss the given work in pairs.
What does someone need to consider when question and ideas.
having a job interview

-attitude Ss use an SOS BOX to

-clothes express their ideas.
-punctuality
-body language
-posture

T gives Ss an SOS BOX to help them express

their ideas.

SOS BOX
ASKING FOR OPINION: What do you think about
…? / Do you agree with me? / What’s your
opinion about …? What about you?
GIVING OPINION: I think (that) In my opinion,
The way I see it … / In my opinion, …. / From
my point of view, ...
AGREEING: I agree, I totally agree, I think so, You
are right, I get your point.
DISAGREEING: I’m afraid I disagree. / I’m sorry
but I don’t agree with you. / I agree but up to a
point.

Transition: Camila has already had the job interview and it went really well. Now, she’s telling her friends
about it.

(5 mins) T asks Ss to complete part of the interview Ss complete part of T acts as a facilitator
using the information from the email Camila the interview using by providing Ss with
wrote. the information the vocabulary they
Camila wrote. may not know.
T asks Ss to role-play the dialogue.

Follow up: Writing an application letter.

Instructions: Read the ad and write a letter to apply for that job.

70
 Theme : Thinking Ahead

Topic: 11. My Job, My Responsibility

Aims:
- To work with several tips to promote responsibility at work
- To practice speaking, writing and reading skills
- To promote a nice and comfortable classroom atmosphere so ss feel confident to
express their opinion.

Stage T’s action Ss’ actions Assessment

T asks ss if they consider themselves Ss participare orally. T elicits vocabulary

Uncovering responsible people. T asks what do you do Ss get in pairs to from them.
the topic of to be a responsible person? label the pictures. T encourages ss oral
the lesson T asks ss to get in pairs and think and label participation.
(7 mins) the pictures from the poster with words T exploits pictures to
from the box. help ss to
understand them.

Transition: Do you consider responsibility an important issue? Why? What may happen if you are not a
responsible employee?

T asks ss to use the phrases from the Ss make a list with T monitors while ss
previous activity to complete the Dos and Dos and don’ts, are on task.
(10 mins) Don’ts list. using information
T asks ss to write more examples there. from the previous T may help ss when
T asks ss to read a text about responsibility activity. they need it.
at work and choose one option (a, b or c) to
Ss read a short text
complete it. Feedback is done on
and do the multiple
T asks ss to read the text and match the the board.
choice exercise.
title that best fits each paragraph.
Ss read the text
The text was adapted from about responsibility T explains what
www.glassdoor.com at work and match synonyms are and
the tips to the gives them
T asks ss to read the text again and find correct paragraphs. examples.
synonyms to some words.
T asks ss to read the text again and
complete some sentences.

71
 Ss read the text and
find synonyms to
some words
Ss complete the
sentences using
information from
the text.

Transition: Do you agree with those tips? Which one do you consider is the most important one? Why?
Would you like to add one more tip? Which one?

(10 mins) T asks ss to write a short text about the Ss summarize the T monitors while ss
topic, they should add vocabulary worked in topic of the lesson are working.
class through a short T may give an
paragraph. example to help ss
with lower level of
L2.

Transition: What can we do to aware people about the importance of being responsible at work?

(5 mins) T asks ss to complete the 3-2-1 quiz Ss think complete T explains the
3 things they liked. the quiz with: 3 activity and asks ss
The 2 tips they consider are the best. things they liked the tu complete it with
1 thing they want to learn more about the most about the their own opinion.
topic. lesson. T may ask ss to share
2 tips they consider their answers with
important. the class.
1 thing they want to
learn more about
the topic.

Follow up: T asks Ss to make a poster or flyer with tips to show responsibility at work.

72
 Theme: Thinking Ahead

Topic: 12. We have the right to be children

Aims:
- To learn about the subject of child labor.
- To understand the impact of child labor on children’s rights and the consequences for
their lives.
- To think about how to take action against child labor.
- To practice listening skills.
- To practice reading skills.

Stage T’s action Ss’ actions Assessment

Uncovering T shows Ss posters from different campaigns Ss match the Ss share their
the topic of to protect people’s rights and asks them to campaign posters to answers orally.
the lesson match them to different world problems: the world problem.
(5 mins)
HUNGER - EDUCATION - CHILD LABOR - KEY:
HUMAN TRAFFICKING & SLAVERY - Education: 3
ADEQUATE HOUSING Child labor: 1
Human trafficking: 2
Hunger:5
Housing: 4

Transition: Let’s read the following definition. What is it about? Which of the previous problems does it
refer to?

T asks Ss to read the definition of Child Ss read the Oral correction will
Labor, then T asks Ss to get in pairs and definition, get in be done.
(5 mins) answer some questions. pairs and answer the
questions. T monitors while Ss
T asks Ss to read the “Did you know?” read the “Did you
section to learn about the International know section”.
Ss read the “Did you
Labour Organization.
know?” section.

Transition: Now let’s read a text about Child Labor to learn more about this terrible problem.

(5 mins) T asks Ss to read a text about child labor Ss read the text and T monitors while Ss
and put the subtitles in the correct place. put the subtitles in read the text.
the subtitles in the T can help Ss if they
correct place. need help with
vocabulary.

73
 KEY: (in order)
1-CHILD LABOR
INVOLVES AT LEAST
ONE OF THESE
ASPECTS
2-TYPES OF CHILD
LABOR
3-AGRICULTURE
4-SERVICES
5-INDUSTRY
6-CHILD LABOR COSTS

(8 mins) T asks Ss to read the article again and Ss complete the Oral correction will
complete a graphic organizer with graphic organizer be done.
information about child labor. about child labor.
CAUSES - CHARACTERISTICS
TYPES - EFFECTS

(4 mins) T asks Ss to complete a map with Ss complete the Oral correction will
information from the article. map. be done.

KEY:

Transition: In the text, the “vicious cycle of poverty” is mentioned. Do you know what that means? Let’s
read about it.

(5 mins) T asks Ss to read a diagram and a text about Ss read the diagram T helps with
the vicious cycle of poverty. and text, and do the vocabulary if
T asks Ss to underline the information that activity. needed.
illustrates each step of the diagram on the
text. To identify each step, Ss must use the Oral correction will
same colors. be done.

T monitors that Ss
read the “Did you
Ss read the “Did you know?” section.
know?” section.

74
 KEY:

T asks Ss to read the “Did you know?”

section to learn about vicious cycles.

Transition: Now we’re going to watch a video to see another perspective of child labor.

(7 mins) T asks Ss to watch the video “ABC of Child Ss watch the video Some Ss come to the
Labor” from the website StopChildLabor.org and complete the board to complete
and complete a chart with products or chart. the chart.
industries which employ child labor.

https://drive.google.com/file/d/1dktaR92TnvclY
CBXumMzIElE08ILDck8/view?usp=sharing

(7 mins) T asks Ss to watch the video again and Ss watch the video Oral correction will
answer some questions. and answer the be done
questions.

Follow up:
Get in pairs and discuss: In the video, it is mentioned that we should take action against child labor, can
you think of some ways in which we can help working children? Write them down.

75
 Theme : Thinking Ahead CONVERSATION CLASS AVAILABLE

Topic: 13. The Underage and the World of Work

Aims:
- To learn about Uruguay’s work legislation for the underaged.
- To reflect on the subject of adolescents working.
- To practice speaking skills.
- To practice reading skills.

Stage T’s actions Ss’ actions Assessment

Uncovering T writes three questions on the board and Ss answer the T encourages Ss to
the topic of asks Ss to answer them. questions. speak.
the lesson - Do you have a part-time job after school
(5 mins) or at weekends?
- Would you like to work after school or at
the weekend? Why?/Why not?
- What kind of job would you like to have?

Transition: Do you know that Uruguay has very specific legislation regarding teenager’s work? Let’s take a
look at a text about the topic.

PRE-READING Ss look for the Oral correction will

T asks Ss to scan the text and look for 10 numbers and write be done.
(5 mins) numbers, circle them and write what they their meaning in the
refer to in a chart. chart.

Transition: Now, let’s read the text with more attention to do some activities.

(10 mins) WHILE READING Ss read the text and T acts as a facilitator
T asks Ss to read the text and answer some answer the question. in case Ss need help
questions. with the vocabulary.

T asks Ss to share
their answers.

(5 mins) T asks Ss to find all the words in the text that Ss read the text and Some Ss come to the
refer to setting a reglamentation or find the words. board to write the
controlling that it is obeyed. words.

76
 monitor, establish, rule, safeguard,
prescribe, rule, enforce, regulate, prescribe,
state, ensure

(10 mins) T asks Ss to read the text again and Ss complete the Some Ss come to the
complete a chart with information about chart. board to complete
Uruguay’s legislation regarding adolescent the chart.
employment.

T asks Ss to read the “Did you know?”

section to learn more about work permits. T monitors while Ss
Ss read the “Did you read the “Did you
know section”. know section”.

Transition: Now, let’s see how this legislation works in the practice.

(10 mins) T asks Ss to read an email from a girl writing Ss read the email Oral correction will
about her new job. T asks Ss to find the and make a list of be done.
legislation violations about her job and the legislation
write them down. violations.

Follow up: Get in groups and discuss the following quotes about work for the underaged. Do you agree
with them?
- “Good habits formed at youth make all the difference.” Aristotle
- “When you are young, work to learn, not to earn.” Robert Kiyo
- “When our young people can find meaningful work, we all benefit.” Kathleen Wynne

77
 Theme : Thinking Ahead CONVERSATION CLASS AVAILABLE

Topic: 14. What do they do?

Aims:
-To encourage critical thinking.
-To foster reading skills.
-To recycle and review vocabulary related to jobs.
-To activate Ss schemata.
-To promote a good classroom atmosphere so Ss feel comfortable to express their opinion.

Stage T’s action Ss’ actions Assessment

T asks ss to read the introduction of the Ss read the T promotes critical

Uncovering lesson. T asks ss to work in pairs to introduction and thinking.
the topic of brainstorm possible reasons why people work in pairs to Feedback is done as
the lesson have risky jobs. brainstorm their a whole group.
(7 mins) ideas.

Transition: Do you know someone who has a risky job? Which job is it? Why is it risky?

T asks ss to label the pictures with words Ss label the pictures. Elicits vocabulary.
from the box. Ss order the jobs Activates ss
(15 mins) T asks Ss to order the 8 jobs from 1 to 8 according to their schemata.
according to the level of risk they involve. level of risks. T monitors while ss
T asks ss to choose three jobs from the Ss describe three work.
previous activity and complete a chart with: jobs from the list T may help ss when
the name of the job, a short description and and think about they need it.
some risks of each one. some risks of each
one.

Transition: would you like to have one of those jobs? Which one? Why?

(15 mins) T asks ss to read the text and label the Ss read the first part T elicits vocabulary
pictures that appear there. of the text and label from Ss.
T asks Ss to read the biography again and the pictures. T helps ss with new
complete a chart. Ss read the text and words.
complete a chart. T may remind ss
about the different
reading techniques:

78
 skimming and
scanning.
T monitors while ss
are working.

Transition: Would you like to have a risky job? Why? Which one?

(8 mins) T asks ss to read the second part of the Ss read the Monitors while Ss
biography and order the paragraphs. paragraphs and put are on task.
. them into the May help ss if they
correct order. need it.

Follow up: T asks Ss to complete a timeline with information from Pablo’s biography.

79
 Theme : Thinking Ahead

Topic: 15. What does the Future Look Like?

Aims:

-to motivate Ss by working with a topic they may like.

-to motivate Ss by playing a memory game.
-to foster Ss’ speaking skills by taking turns to ask and answer questions.
-to develop Ss’ reading skills by working with a short text
-to develop listening skills by using with a song

Stage T’s action Ss’ actions Assessment

The gang decided to go to a funfair during T elicits vocabulary

Uncovering the weekend. from Ss.
the topic of There are several attractions they would like
the lesson to visit.
(7 mins) Let’s match the attractions with the correct T helps Ss in case
name. they need it.

- Bumper Cars Ss look at different

- Carousel pictures of
- Ghost Train attractions and label
- Fortune Teller them.
- Darts Stand
- Magic Tent
- Roller Coaster
- Tea Cup Ride
- The Mechanic Bull
- Ball Pond

Transition: Have you ever been to a funfair? Did you like it? Why? / Why not?

The characters are visiting one of the Ss listen to an audio T acts as a facilitator
attractions. Listen and say which one it is. and say in which by eliciting
(10 mins) attraction the vocabulary Ss may
Welcome to my tent. My name is Madame
Yola. I am a fortune teller and I can read the characters are. not understand.
past, present and future. I have developed
supernatural powers and every person that
enters this place leaves with the truth, the

80
 whole truth, and nothing but the truth. I
can give you specific information about
love, family, education, health, friends, or
other personal aspects.
So, what would you prefer for today’s
session? The crystal ball, cards, or a palm
reading?
I can only answer 3 questions, so choose
carefully.

Did you know? “the truth, the whole truth,

and nothing but the truth”

The message is that what is said "in a court

of law" is the truth. If you don't tell the
truth, you are guilty of what is called perjury
and, if so, you are in trouble.

T asks Ss to read what the fortune-teller

told the gang and answer the following
questions:
- What does the fortune teller do?
- What things does the fortune teller use to
tell the future?
- What kind of topics can they ask the
fortune teller about?

Ss read what the

T writes the topics on the board.
teller said and
Possible answers: LOVE, RELATIONSHIPS, answer some
FAMILY, HEALTH, EDUCATION, WORK, TRIPS. questions.

T asks Ss to write three questions they

Ss write three
would like to ask the fortune teller.
questions they
would ask a fortune
T elicits a couple of questions: e.g. Will I go teller.
to university? Where will I meet my future Ss look at a given
partner? How many children will I have? question and use the T monitors while Ss
Where will I work? etc. structure to make work on the task.
their own questions.

Transition: It’s time for us to visit the funfair. We will meet Madam / Mister Intriga.

81
(10 mins) T invites 2 students to come to the front Ss are divided into T acts as model.
and perform the speaking activity. two groups. T monitors and
works on
St A: Welcome to my tent. My name is Group A will be the instructions.
Madam/ Mister Intriga. I am a fortune teller fortune-tellers and
and I can read the past, present, and group B will be the
future.Every person that enters this place customers.
leaves with the truth. I can give you specific
information about love, family, education,
health, friends, or other personal aspects. I
can only answer 3 questions, so choose
carefully.
St B: Hi Mr Intriga. I have three questions
for you.
St A: Come on! I am all ears. But remember
to leave your money when you leave the
tent.
St B: OK. When will I meet my soulmate?
St A: The crystal ball tells me you will meet
your soulmate in three years.
St B: Where will I meet him / her?
St A: You will meet him / her at university.
St B: So, will I go to university?
St A: The crystal ball tells me you will attend
university.
St B: How will I know that person is my
soulmate?
St A: Sorry my dear. I cannot answer that.
St B: But why?
St A: You’ve already asked three questions.
See you next time. Leave your money by the
door.
Next!!

Instructions:
Student A: You are the fortune teller.

Student B: You are the customer.

Then, change roles.

T divides the class into two groups and asks

Ss to ask their questions to the fortune

82
 teller. The fortune teller will answer the
questions.

T asks Ss to change roles.

Transition: It’s time to make random predictions.

(5 mins) T invites Ss to create their own Cootie Ss create the Cootie T acts as a monitor.
Catcher. Catcher T acts as a facilitator
T asks Ss to fold the paper as shown in the in case Ss need help
picture. to write the
After they prepare the Cootie Catcher, T Ss write questions questions and
asks Ss to write questions and predictions. and predictions. answers.

Another option for this activity:

T asks Ss to write the following answers in
the Cootie Catcher.

Yes
Most likely
As I see it, yes
You may rely on it
Signs point to yes
Definitely
Without a doubt
It is certain
You’ll be lucky
Maybe
Ask again later
Concentrate and ask again
Cannot predict now
Don’t count on it
No
My sources say no
Very doubtful
T asks Ss to think of new questions to
answer.

Follow up: T invites Ss to go around the class and ask and answer questions.

83
 UNIT 3:
ENJOY, LIVE
AND EXPLORE
AT THE END OF THIS UNIT, YOU WILL BE ABLE TO:
● read and write about places in Uruguay.
● listen to people who have experienced living in Uruguay and abroad.
● write different types of texts of about 120 words.
● create material to advertise Uruguay and its touristic places.
● conduct some research on particular topics related to the theme.
● share information in various ways, for example in a video, poster or
infographics.

84
 Theme: Enjoy, Live and Explore.

Topic: 1. Do Uruguayans Appreciate the Beauty of our Country?

Aims:

- to develop Ss’ reading skills by asking them to match some extracts to some people.
- to create a nice atmosphere where Ss can feel comfortable expressing their own
ideas.
- to foster Ss' speaking skills by asking them to express their ideas.
- To develop Ss’ listening skills by giving them the opportunity of listening to a native
speaker.

Stage T’s action Ss’ actions Assessment

T starts the class by showing different Ss look at different T acts as a facilitator

Uncovering landscapes. photos and describe by eliciting words Ss
the topic of T asks Ss to describe what they see. the landscapes. my need to describe
the lesson T also asks Ss to give their opinion on the photos.
(7 mins) whether the pictures belong to Uruguay or Ss say if the pictures
other countries. belong to Uruguay
or other countries.
(Photos by Nacho from @turistaenuruguay)

After Ss make predictions,

T gives Ss the correct answer.

The pictures belong to a Uruguayan

photographer and were all taken in our
country. Can you guess where they were
All the pictures were
taken?
taken in Uruguay.
T asks Ss if they are surprised by the answer.
If they answer yes, the T asks them why.

Transition: Do Uruguayans appreciate the beauty of the country?

T provides Ss with 5 extracts. Ss read the extracts T acts as a facilitator

The extracts show the opinions of 5 people and express who and monitors the
10 (minutes) living in different places. they agree with. activity.
All of them were asked the same question.

85
 Do Uruguayans appreciate the beauty of
our country?

T asks Ss to read the extracts and answer:

A: Uruguayans don’t appreciate the beauty
of our country. They may say it is not worth
visiting.
B: People from Uruguay are not aware of
their wonderful places. They are always
traveling abroad when they have plenty of
places to visit in their own country.
C: In my opinion, Uruguayans know the
country and have started to visit different
places. There are plenty of ads and touristic
offers.
D: I think Uruguay is a fantastic place to live
in. I love its historical places. I am lucky that
I was born here.
E: For me, my country is the best in the
world, and people around me have not
given it a chance. If they knew plenty of the
things they look for abroad can be found
here, they wouldn’t spend so much money
traveling abroad.

T asks Ss to identify whether the opinions

are positive, neutral or negative.

Transition: Let’s meet Karen. She is a Welsh woman who has become The Guru of the blog Guru’Guay.

(10 mins) T asks Ss to “meet” Karen A Higgs. She has Ss listen to Karen T monitors the
created a blog about our country. and say if the activity and acts as a
sentences are True, facilitator.
Listen to Karen and answer if the following False or Doesn’ t say.
sentences are True, False or Doesn’t say. KEY
1. Uruguayans appreciate all their 1-F
country without exceptions. __ 2-F
2. There are no vineyards in Uruguay. __ 3-T
3. The author likes Uruguay. __ 4-T
4. Architecture is found very attractive 5-DS
by tourists. __
5. The old buildings in Montevideo are in
very good condition. __

T asks Ss to listen to Karen again and Ss listen to Karen

complete the missing information. again and complete
Complete the missing information.

86
 1- Some people paint _________________ the missing
on the walls of antique buildings. information.
2- The author really enjoyed the activity of
_____________________ cows.
3- According to the author, Uruguayans Ss give their opinion
don’t appreciate the ___________ of the about a certain
simple life of the country. question.
4- Uruguayans love _____________.
5- When tourists arrive to Montevideo, they
really _____________ with the city.

Is her opinion mostly positive or negative?

How can you tell?
Does she recommend visiting Uruguay? KEY
In part of her speech, Karen says that 1-graffiti
Uruguayans don’t appreciate the beauty of 2-milking
simple life. Why do you think some people 3-beauty
don’t appreciate that? 4-beaches
5-fall in love

Transition: Why do foreign people choose to visit Uruguay?

(5 mins) T asks Ss to read the text and answer: Ss get in pairs and T monitors the
answer the activity.
questions.
Which reasons does Karen give to put
Uruguay on the travel bucket list? Ss share their ideas
Listen and answer the questions. with a classmate.

1.What beaches does she recommend?

2. Where can you cross more gauchos on
horseback than cars?
3. Who will receive you when you visit a
winery?
4. How have the Uruguayans' eating habits
changed in the last few years?
5. How is Uruguayans’ attitude towards
dressing?

https://www.guruguay.com/why-uruguay/5

Follow up: T asks Ss to get together in pairs and write 5 more reasons to visit Uruguay.
T asks Ss to share their lists with the rest of the class.

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 Theme: Enjoy, Live and Explore. CONVERSATION CLASS AVAILABLE

Topic: 3. Alternative Tourism

Aims:

- to foster Ss’ speaking skills by asking them to answer a question about tourism.
- to develop Ss’ reading skills by working with an article.
- to foster Ss’ creativity by asking them to make a brochure.
- to raise awareness of different ways of tourism in our country.

Stage T’s action Ss’ actions Assessment

T says: Uruguay is evolving as a tourist T fosters Ss’

Uncovering destination. Ss answer the participation.
the topic of question and can
the lesson T asks Ss: What are the most popular tourist refer to the previous
(7 mins) destinations in Uruguay? lesson.

T asks Ss to write the words MASS and

ALTERNATIVE next to the correct definition. Ss pay attention to
the definitions and
identify the
difference between
mass and alternative
tourism.
(Definitions adapted from:
https://www.differencebetween.com/differ
ence-between-mass-tourism-and-vs-alterna
tive-tourism/ )

T asks Ss to classify some activities into

mass tourism and alternative tourism. Ss classify the
activities into mass
and alternative
-sunbathing on a popular beach tourism.
-hiking
-water rafting

88
 -visiting a theme park
-taking a cruise
-rural expedition
-eco-tours
-ski resorts

Transition: Which of the activities mentioned above can be practiced in Uruguay? There’s a project called
Uruguay Alternativo that promotes alternative tourism. Let’s find out.

T asks Ss to read an article by Juan Andrés Ss read the article T acts as a facilitator
Pardo, a tourism expert, and to complete and complete a fact in case Ss need help
10 (minutes) the summary of the project. file about his with the vocabulary.
project.

Transition: Juan Andrés also divides alternative tourism into three categories.

(10 mins) T asks Ss to read some people's preferences Ss read some T monitors the
and match them to the type of activity they people’s preferences activity.
might enjoy. and match them to
the type of activity
they might enjoy
doing.
(Fotos de Juan Pardo) T acts as a facilitator
in case Ss need help
with the vocabulary.
A: I love challenges related to nature. My
favorite kind of activities are related to the
air.

B: I enjoy having experiences with people

who live in the countryside. I just love how
people manage to live without the
amenities we have in the city.

C: I have always lived in the city and visiting

a dairy farm sounds like a great idea for me
and my kids. We would love to be in contact
with animals.

D: I am looking for an activity that relates to

both nature and sports, such as hiking and
fishing.

89
 E: I’m into biology so I’d love to visit a place
where I can fully appreciate ecosystems and
fauna.

Transition: Let's get creative and advertise our own cities/towns.

(5 mins) T asks Ss to get in trios. Ss get in trios and T monitors and

Each trio has to prepare a brochure about look for information. makes sure all Ss are
the area where they live. working.
In the brochure, Ss need to describe the Ss create the T can invite each Ss
place and propose five tourism alternative brochure. to have a role in the
activities. group.
Ss can choose
whether to present
it on paper or
digitally.

Follow up: T asks Ss to share their brochures with the rest of the class. If there is enough time, Ss can vote
and find the most popular activities.

90
 Theme: Enjoy, live and explore.

Topic: 4. Mysterious places in Uruguay.

Aims:
- To introduce different mysterious places in our country.
- To foster reading and writing strategies.
- To engage students with real and interesting stories from our country.
- To encourage creativity and autonomy.

Stage T’s action Ss’ actions Assessment

T asks ss if they like reading stories. Ss participate orally. T elicits vocabulary

Uncovering T gives them a list of different genres and Ss paint the stars from ss.
the topic of asks them to paint the star to show how according to their T promotes a nice
the lesson interested they are in each one. likes. class atmosphere.
(7 mins) T motivates ss to
participate.

Transition: Did you know that in our country, we have many mysterious places? Have you ever read or
heard a story about it?

T shows different pictures of mysterious

places in Uruguay. Ss describe the T provides feedback
(10 minutes) T asks if Ss know where those places are. pictures. on the whiteboard.
T asks ss to match the places to the T may allow Ss to
Ss match the places
pictures. search for
to each picture.
T asks Ss if they know any mysterious information about
places in this city. Ss participate orally the places.
to answer T’s
questions. Key:
A Paysandú - Gruta
del Padre Pío
B San José - Sierras
de Mahoma
C Salto - Gran Hotel
Concordia
D Lavalleja - Valle del
Hilo de la Vida
E Parque Rivera -
Montevideo

91
Transition: Let’s read about Guida’s favorite Mysterious place in Uruguay!

(10 mins) T asks ss to look at the pictures and predict Ss predict the kind of T monitors while ss
the kind of story. story. are on task.
T asks ss to read the story and answer the Ss read the text and T help ss when they
questions answer the need it.
T asks ss to label the pictures with words questions. T checks
from the text. Ss label the pictures understanding by
with words from the asking general
text. questions about the
story.
Feedback is done as
a whole group
activity.

Transition: Did you like the story? What do you remember about it?

(5 mins) T asks ss to use words from the previous Ss use words from T monitors while ss
activity to summarize the story. the previous activity are working.
and write a short T may facilitate
T shows ss Guidai’s poster about another summary of the some useful
mysterious place in Uruguay. story. expressions and
T asks ss to read it and complete the chart. Ss read the story and example sentences:
complete the chart “The story is
about…..” “ It took
place in ……” .

Follow up: T asks ss to search for information about a mysterious place where they live and to make a
poster about it.

92
 Theme: Enjoy, live and explore.

Topic: 5. Our ancestors and our cuisine.

Aims:
- to learn about different dishes from around the world.
- to learn about different cultural exchanges that affected gastronomy.
- to learn about Uruguayan cuisine.
- to practice reading, listening, speaking and writing skills.
- to work with sequence adverbs
- to work with cooking verbs
- to foster collaborative work.

Stage T’s action Ss’ actions Assessment

Teacher shows students pictures of different Ss look at the T listens to Ss.

Uncovering dishes. T asks Ss some questions: pictures and answer
the topic of -Do you recognize the dishes below? the T’s questions. T elicits vocabulary
the lesson -Have you ever eaten any of them? related to food.
(3 mins) -What is their origin?

Transition: Now, let’s see if you can complete the chart about these dishes.

(3 mins) T asks Ss to complete a chart using the Students complete Oral correction will
previous pictures and a word bank. the chart. be done.
In the chart, they have to match the picture
to the dish’s name and origin.
KEY:
MEXICAN APPLE STRUDEL SPANISH A-apple
AMERICAN CHIVITO TEA AND SCONES SUSHI strudel/Austrian
PAELLA FALAFEL ITALIAN AUSTRIAN
GUACAMOLE BRAZILIAN URUGUAYAN
B-falafel/Arabic
BRITISH ARABIAN CAPPELLETTI FEIJOADA C-tea and
DOUGHNUTS scones/British
D- sushi/Japanese
E-chivito/Uruguayan
F-cappelletti/Italian
G-feijoada/Brazilian
H-guacamole/Mexic
an
I-paella/Spanish
J-donuts/American

93
(3 mins) T asks Ss to get in groups and discuss using Ss get in groups and Ss can give reasons
some questions as a guide: discuss and give and justify their
-Which of the previous dishes are usually reasons for their opinions.
eaten in Uruguay? opinions.
-Can you think of some dishes that are
typical in our country?
-Does Uruguay have its own cuisine?

Transition: Ok, now that we have thought about typical dishes and Uruguayan cuisine, let’s read a text
about the topic.

(6 mins) T asks Ss to read a text about Uruguayan Ss read the text and Ss can activate prior
cuisine and complete a diagram where they complete the knowledge to work
have to locate cuisine exchanges in a map diagram. with a map.
and write about their importance. Oral correction will
be made.

(5 mins) T asks Ss to read the text again and classify Ss read the text and
words from the text into categories: CROPS, classify the words.
SPICES, LIVESTOCK, VEGETABLES and
FRUITS. Ss think of two more Oral correction will
items for each be done.
T asks Ss to add two items to each category. category.

T asks Ss to read the “Did you know?” Ss read the “Did you T monitors while Ss
section and answer the question: know?” section and read the “Did you
- Can you think of other kinds of meat that answer the question know section”.
Uruguayans eat? orally.

KEY:
SPICES-FRUITS-CROP
S-LIVESTOCK-VEGETA
BLES

94
(5 mins) T asks Ss to answer some questions using Ss read the answer Oral correction will
the information in the text. to the questions. be done.

Transition: Linda wants to learn to cook some Uruguayan dishes, so Camila is sharing her favorite recipes
with her. Let’s read Camila’s recipe cards for Spanish omelette and cheese scones.

(5 mins) T asks Ss to read the cheese scones recipe Ss read the recipe Oral correction will
and copy all the sequence adverbs that and copy all the be done.
appear in it. Eg. first sequence adverbs.

T asks Ss to read the “Did you know?” Ss read the “Did you T monitors while Ss
section to learn the name of the words. know section” read the “Did you
know section”.

(3 mins) T asks Ss to read the Spanish omelette Ss read the recipe Ss can use the
recipe and order the recipe steps. and order the steps. sequence adverbs to
help themselves.

Transition: Now, we´re going to work with another kind of recipe. Let’s watch a video recipe!

(7 mins) Ts asks Ss to watch the Crepes video recipe Ss watch the video T monitors while Ss
and complete the recipe card. She tells recipe and complete do the task.
them to pay attention to sequence adverbs. the Crepes recipe
https://drive.google.com/file/d/1EndkBfmL card. T facilitates
eAnDo7LPR0-U4f2LIYMLQst4/view?usp=sha vocabulary should Ss
ring need it.

T asks Ss to think about the three recipes:

-Are scones, Spanish omelette and crepes Ss answer the Oral correction will
usually eaten in Uruguay? questions. be done.
-Do you know the origin of these recipes?
(Cheese scones: English/British, Spanish
omelette: Spanish, Crepes: French)

95
Transition: Now, to write a recipe, we need to use some cooking vocabulary. Let’s remember/learn some
new words!

(5 mins) T asks Ss to match some pictures of cooking Ss match the Oral correction will
procedures to the correct cooking verbs pictures to the be done.
(used in a sentence) correct
verb/sentence. A-slice/cut G-peel
B-knead H-grate
C-boil I- fry
D-pour J- bake
E- add K-mix
F- grill L-beat/whisk

Follow up: Project: An traditional Uruguayan dish recipe

Work in groups:
➔ Think of a popular traditional Uruguayan dish.
➔ Write the recipe card, including all the following aspects: ingredients, procedure, preparation time,
cooking time, servings, etc.
➔ Create the video recipe for your selected dish.

96
 Theme: Enjoy, live, and explore.

Topic: 6. The perfect destination for water sports.

Aims:

- to motivate Ss by working with different visual aids and with an interesting topic.
- to develop Ss’ speaking skills by asking them to describe the photos and answer
questions about them.
- to improve Ss’ reading skills by asking them to match some given texts with the
correct water sports.
- to foster Ss’ writing skills by asking Ss to write a paragraph from a fact file.

Stage T’s action Ss’ actions Assessment

T starts the class by showing Ss 8 photos of Ss look at some T acts as a facilitator

Uncovering water sports and asks them to name the photos and name by providing Ss with
the topic of sports. the sports. an SOS BOX to give
the lesson T asks Ss to mention places in Uruguay their opinions.
(7 mins) where people can practice these sports. T Ss mention places in
asks Ss to give reasons to support their Uruguay where T guides Ss
answers. these sports can be participation trying
practiced. to foster all Ss’
T provides Ss with an SOS BOX to help them participation.
express their ideas.

- I think you can practice this sport in …

because here there is/ there are

- In my opinion, this sport can be practiced

in … because this place is …

Transition: Though Uruguay is a small South American country, it has plenty of interesting places where
you can practice amazing water sports.

T asks Ss to read an article and answer Ss answer some T monitors Ss’ work.
questions. questions by reading
10 (minutes) a text taken from a
link.
1. Why does the Mahi-Mahi fish stand out?
2. Where can you find it in Uruguay?

97
 3. What activity can you do in the Queguay
River?
4.What is the Salto del Penitente ideal for?
5. Name 3 activities that can be performed
in Garzón Lake.

T asks Ss to read the text from:

https://www.aeropuertodecarrasco.com.uy
/sports-and-nature/ct_60/en/

Transition: Lua is keen on sports and is organizing several activities for her friends and herself. She has
found a link in Uruguay Natural and is looking for information there.

(10 mins) T tells Ss that Lua is looking for information Ss read some T monitors Ss’
about different activities for her friends. information from answers and elicits
the website Uruguay vocabulary if it’s
Natural to match the necessary.
Nico likes sports that don’t need a huge
perfect sport for
physical effort.
each character. T reminds Ss about
Guidaí is interested in bird-watching
reading strategies
activities.
(skimming and
Linda enjoys fishing and spending her time
scanning).
connected to nature.
Lua loves watersports, especially those that
also allow her to be in touch with animals.

T asks Ss to refer to
https://turismo.gub.uy/index.php/en/things
-to-do/adventure-and-sport
and find the appropriate activity for each of
the characters.

Transition: Lua is fond of sports and a huge fan of Lucas Madrid.

(5 mins) Lua needs to complete a fact file about Ss search the net T monitors the
Lucas Madrid. and complete a fact activity.
T asks Ss to look for information and file.
complete a fact file.

Follow up: T asks Ss to write a paragraph about Lucas Madrid (between 80-90 words).

98
 Theme: Enjoy, Live and Explore.

Topic: 7. Let’s winter over Uruguay.

Aims:

- to reinforce Ss’ reading skills by working with a text related to activities for
wintertime.
- to develop Ss’ knowledge of the place where they live to think about activities that
can be done in the place where they live.
- to lower Ss’ affective filter by asking them to work in pairs to come up with a
product.

Stage T’s action Ss’ actions Assessment

Camila and Nico have been complaining

Uncovering because there is nothing to do in the place
the topic of where they live.
the lesson T shows Ss some pictures and asks them to
(7 mins) describe them.
Ss describe the T acts as a facilitator
T provides Ss with an SOS box: pictures. in case Ss need help
- In the picture I can see … with the vocabulary.
- There is / There are …
- In the background there is / are …
- In the foreground ….
- On the right / left …
- I think this picture was taken in ...

Transition: Uruguay is popular for summer activities, but bear in mind that winter can be really enjoyable
too.

T asks Ss to read text and to find: T monitors the

activity.
10 (minutes) - where to see whales and dolphins.
Ss read the text and
- why people celebrate San Juan’s Day.
find the information
- the ingredients of an ensopado.
required.
- what causes the Storm of Santa Rosa.
- a place where you can relax because there
are just a few people during winter.

Transition: Several titles were removed from the text. Can you place them in the correct place?

99
 (10 mins) T asks Ss to read the text again and to put
the titles in the correct place: Ss place the titles in T provides help if
the text. needed/required.

T asks Ss to choose one of the activities KEY:

mentioned in the text and to say why they TITLES:
would like to do it. - Brave the storm of
Santa Rosa
T provides an example: I would like to visit - Enjoy deserted
the beaches during the winter season beaches
- Go gaucho
because I love peaceful places where I can
- Warm up on guiso
relax and disconnect myself from my daily
- Music and culture in
routine. Montevideo
- Watch whales and
dolphins
- Bonfires of San Juan
- Enjoy sunny winter
days

Transition: During wintertime, people can feel bored because there may be no activities to do. What
about our city?

(5 mins) T asks Ss to get in pairs and make a list of all Ss get in pairs and T encourages Ss to
the activities they can do in the place where prepare the list. come up with
they live. several ideas.

T asks Ss to prepare a leaflet promoting the

place where they live.

Follow up: T asks Ss to share their leaflets with the rest of the class. Which pair has come up with the most
original ideas?

100
 Theme: Enjoy, live and explore. CONVERSATION CLASS AVAILABLE

Topic: 8. City charm

Aims:
-To raise awareness about the charm that a city can have.
-To revise adjectives to describe places.
-To practice reading.
-To work with a thinking routine.
-To practice writing.

Stage T’s action Ss’ actions Assessment

Uncovering T asks Ss to look at the pictures of eight Ss look at the T asks Ss to name
the topic of common tourist places in Montevideo and pictures and identify the places.
the lesson mention their names. the different places.
(5 mins)

Transition: Have you ever been to any of these places?

(6 minutes) T asks Ss to read the article and look for Ss read the article Oral correction will
adjectives to describe places. and look for be done.
adjectives.

(12 mins) T asks Ss to read the text and put the Ss read the text Ss take turns to read
sentences in the corresponding paragraphs. carefully and put the aloud the
sentences in the paragraphs including
correct paragraphs. the missing
sentences.

Transition: Have you ever had to suggest activities to do in your city or town? Do you read articles or
web pages before traveling to a place in our country?

(7 mins) T tells Ss that the writer of the article made Ss read the article Ss come to the
different suggestions to the readers. T asks again and they look board to write down
Ss to look for four of those suggestions and for suggestions the some of the writer’s
write them down. writer made to the suggestions that
readers. they found.

(7 mins) T asks Ss to write down what they used to Ss complete two T asks for volunteers
think about Montevideo and what they sentences, one to read their
think now. about the things sentences aloud.
they used to think
about Montevideo
and the other one

101
 about the things he
thinks now after
reading the text.

Transition: Do you plan to visit places according to your likes when you go on holiday?

(8 mins) T asks Ss to read about what Simon and his Ss try to guess T asks Ss to say the
cousins like and try to guess the place each where Simon and his places where the
of them is going to visit. T explains Ss they cousins are going characters are going
have to support their answers. according to their and the reasons for
likes. Ss look for their answers.
evidence in the text
to support their
answers.

Follow up: If you had to add two more places to visit in Montevideo, which ones would they be?
Look for information about those two places and write a short description of them.

102
 Theme: Enjoy, live and explore. CONVERSATION CLASS AVAILABLE

Topic: 9. Living in a small town

Aims:
- To present information about a small town in Uruguay.
- To present vocabulary: city, town, village, neighborhood.
- To revise vocabulary: personality traits, adjectives to describe places and places in a
city.
- To compare places.
- To raise awareness about the characteristics of the student’s hometown.
- To practice reading skills.
- To practice writing skills.

Stage T’s action Ss’ actions Assessment

Uncovering T shows pictures of a town and asks Ss Ss look at the T listens to Ss.
the topic of some questions about them: pictures and answer
the lesson What can you see in the pictures? the teacher’s
(5 mins) Where do you think this place is? questions.

T asks Ss to read the three definitions and Then, Ss match the

match them with the corresponding words. four words with
-City their definitions.
-Town
-Village
-Neighbourhood

Transition: Have you ever been to a similar town? Where was it?

T asks Ss to read the interview and look for Ss read the interview Oral correction will
(5 mins) some words there. and look for some be done.
words.

(10 mins) T asks Ss to read the interview again and Ss complete the T asks some Ss to
complete a graphic organizer with the graphic organizer. come to the board
advantages and disadvantages of Arbolito, and complete the
other relevant information and with their graphic organizer.
opinion about the town.

Transition: Do you know any other towns in Cerro Largo? Let’s learn a bit more about some others!

103
 (7 mins) T asks Ss to complete the table with Ss complete the Some Ss volunteer
information about Arbolito. Then, T asks table with the to read aloud their
them to write some sentences comparing missing information sentences.
different towns of Cerro Largo. about Arbolito.
Then, they write
some sentences
comparing the four
towns of Cerro
Largo.

Transition: Do you find any similarities and differences between Arbolito and your hometown? Let’s
find out!

(7 mins) T invites Ss to get in pairs. T asks Ss to share Ss get in pairs, they T asks Ss to
what they learned about Arbolito and share ideas about exchange their
compare it to the place where they live by Arbolito and then, graphic organizers
completing a graphic organizer. they compare it with with each other to
the city or town check the activity. Ss
where they live. read his/her peer’s
Finally, they graphic organizer
complete a graphic and write comments
organizer. or ask him/her
questions if
something is not
clear.

(11 mins) T asks Ss to write a text about their Ss write a text about T asks Ss to read
city/town to send to Manuel. T explains Ss their city or town. aloud their texts.
that they have to include: where they live, They use Manuel’s
the advantages and disadvantages of the text as an example.
place, the shops and facilities that there are,
the activities that teenagers can do, the
population it has, the characteristics of the
people, and finally their general opinion
about it.

Follow up:
Project: Watch this video about the most isolated towns in the world: https://youtu.be/tu-ZLfK7O9E
In groups create an isolated town. Include: Where is it? How many people live there? Where do
people work? How do children and teenagers study? What are the town’s advantages and
disadvantages? Present your town to the rest of the class. Ask questions to your classmates
about their towns.

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 Theme: Enjoy, live and explore.

Topic: 10. An Alchemist’s Dwelling

Aims:
- to develop and reinforce Ss’ speaking skills by asking them to give their opinions
about a certain topic.
- to work with an iconic Uruguayan place and broaden Ss’ cultural background.
- to provide Ss with a friendly environment in which they can freely express their
opinion.
- to reinforce Ss’ reading skills by asking them to answer some questions about a
review.

Stage T’s action Ss’ actions Assessment

T provides Ss with a word cloud.

Uncovering T asks Ss to predict the topic of the lesson. Ss pay attention to T encourages Ss to
the topic of the word cloud. give their opinion.
the lesson bricks rocks dragon eye map At this point, there
(7 mins) portrait statue symbol are no right or
wrong answers.

T asks Ss: All these words are related to an

iconic place in Uruguay.
What do they have in common?

T provides an SOS box with useful

expressions:
Ss make a
- In my opinion, the place is ……. because it connection among
has a lot of ……. words to predict the
- The place can be …… because there are topic of the lesson.
many ……….
- I believe the place is …… because it is
made of …...

Transition: Let’s watch a video to check your predictions. Here you have a list of words that give you hints
of what you will see in the video. What place do you think the video will show?

T provides Ss with a list of words and asks Ss watch the video T acts as a facilitator
them to number them according to the and number the in case Ss need help
10 (minutes) order in which they appear in the video. words according to with vocabulary to
the order in which do the
BATHROOM they appear.

105
 CASTLE while-watching
CHANDELIERS activity.
CUP
DRAGON
EYE
HORSE
INTERACTIVE
BOARD
KING
KNIGHT
MAP
MIRROR
OWL
PORTRAIT
QUEEN
SCREENS
SCULPTURES
STAIRS
STATUE

T checks the order.

Transition: Do you recognize the place? Have you ever been there? Where is it?

T provides Ss with a review about Castillo Ss read the review T monitors the
(10 mins) Pittamiglio. about Castillo reading
Pittamiglio. comprehension
T asks Ss to read the review and answer the Ss answer the activity.
questions. questions.

1- Did you know about this place? https://infogram.co

2- Why do you think it’s so mysterious? m/is-there-a-castle-i
3- What kind of people would be interested n-mdeo-1ho16vox3
in visiting it? me5x4n
4- What called your attention from this
place?
5- Would you like to visit this place? Why? /
Why not?

Transition: Visiting fascinating places can become an extraordinary experience.

(5 mins) T asks Ss to get in pairs. Ss get in pairs and T monitors the

Each pair needs to think of 5 questions they think of 5 questions. activity.
would like to ask the people in charge of the
walking tour at Pittamiglio’s Castle.
T asks Ss to exchange the questions. Ss exchange the
The other pair looks up the answers online. questions and look

106
 for information to
answer their
classmates’
questions.

Follow up: After that, both pairs get together and exchange the information.

PROJECT: An Alchemist’s dwelling. Look for information about alchemists.

PROJECT 2: Choose an iconic landmark and create a brochure. You can choose a spot like
Casapueblo, The Sculpted Hand in PDE, Plaza de Toros in Colonia, Lighthouse in Cabo
Polonio, The Artigas equestrian monument in Minas.

107
 Theme: Enjoy, live, and explore.

Topic: 11. Should I stay or should I go?

Aims:
-To develop Ss’ critical thinking.
-To introduce vocabulary connected to touristic attractions
in Uruguay.
-To foster reading and writing skills.
-To encourage speaking in the second language.
-To provide authentic material.
-To offer differentiated and engaging activities.

Stage T’s action Ss’ actions Assessment

T-P-S. T asks Ss to get in pairs and think Ss get in pairs to To introduce the
Uncovering about tourism in our country. answer the question. topic of the lesson.
the topic of T asks Ss about a place they would like to go Ss participate orally To encourage Ss
the lesson on holiday. Ss make a list of participation.
(7 mins) T asks Ss to name touristic places in tourist places in To activate Ss
Uruguay. Uruguay. schemata.

Transition: Would you like to travel around Uruguay? Why? Why not? What would be your first
destination?

T shows pictures of different places and asks Ss participate orally T elicits vocabulary
Ss to unscramble the letters to label the Ss unscramble the from them.
10 (minutes) pictures. letters and label T monitors while ss
T asks Ss to complete some sentences using each picture. are on task.
the words from the previous activity. Ss use the words to T checks ss answers
complete the orally.
sentences. T helps Ss when they
need it.
T may convey the
meaning of new or
difficult words.

Transition: What do you prefer, going to a river beach or going to a sea beach? Why? One of Guidaí’s
favorite places in Uruguay is in Tacuarembó, can you guess which place is it? Are there beaches in
Tacuarembó?

(10 mins) T asks sts to make a list with some Ss make a list with T encourages ss to
characteristics of river beaches and sea characteristics of express their
beaches. each kind of beach. opinion.

108
 T asks ss to read the text about San Ss classify the T promotes a
Gregorio and classify the pictures into pictures. comfortable class
Sculptures - landscapes- murals. Ss read the text and atmosphere so ss
T asks ss to read the text and complete the complete the mind feel confident to
mind map with information from the text. map. participate.
T monitors while SS
are on task.
T provides feedback
on the board.

Transition: Have you ever been to San Gregorio? If not, would you like to go? Do you know other river
beaches in our country?

(5 mins) T asks Ss to read the brochure about Las Ss say what they see T promotes the
Cañas and complete the mind map using in the brochure. development of
the previous one (S. Gregorio) as an Ss complete the reading skills.
example. mind map. T offers
T asks Ss to write a short description of Las Ss write a short text differentiated and
Cañas using the information from the about the place. authentic material to
brochure and the mind map. engage Ss.
T tells Ss that they can search for more T may help Ss to
information if they need it. organize their ideas
before writing the
text. For example,
calling their
attention to the
previous text
structure.

Follow up: Guidaí loves river beaches, but she wants to know more about sea beaches in Uruguay. Search
for information about your favorite sea beach in Uruguay and create a brochure of it. Then, help her
decide whether to go to a sea beach or stay in a river beach instead.

109
 Theme: Enjoy, Live and Explore.

Topic: 12. Find True North.

Aims:
- to develop Ss’ listening skills by asking them to complete a chart.
- to foster Ss’ speaking skills by asking them to use given structures to express their
opinions.
- to read about different places in the USA.

Stage T’s action Ss’ actions Assessment

T shows Ss four pictures and asks them if Ss pay attention to T encourages Ss to

Uncovering they know which places they are. the pictures and describe the
the topic of describe them. pictures.
the lesson The pictures belong to four ETAs: Maggie
(7 mins) Schaeffers, Bryn Sharp, Colin Rinne and
Erica Miller

SOS box:
- I’m sure picture A is … … … because …
…
- Picture B could be … … because … …
- I believe picture C was taken in … … …
because … …
- Picture D might be … … because …

Transition: The pictures belong to four people that come from the Northern Hemisphere.

T asks Ss to listen to 4 American young Ss listen to 4 T monitors while Ss

people talking about their cities and to American young to the listening
10 (minutes) complete the missing information. people talking about activity.
their cities and
complete the chart.

After T corrects, T asks Ss Ss match speakers

to match the descriptions to the pictures. with the pictures.

Transition: Maggie, Bryn, Colin and Erica mention some celebrities. Could you spot some of the
celebrities mentioned?

(10 mins) T asks Ss to listen to two of the ETAs and Ss listen to two of T acts as a facilitator
answer questions. the ETAs again and in case Ss need help

110
 1- What celebrities do they mention? answer the to complete the
2- What are the people like there? questions. listening
3- What do they like the most about living comprehension
there? activity.

Transition: Erica comes from New York. Let’s see how much you know about her place. New York City, the
city that never sleeps.

(5 mins) T asks Ss to complete the quiz about New Ss do the quiz. T provides help if
York. needed.

https://drive.google.com/file/d/19XGzzVl-w
Qr99PFGoRzMp1v1S1dD1ucr/view?usp=sha
ring

Follow up: Choose one of the three other places mentioned above and do your own quiz. Then share it
with your classmates.

111
 Theme: Enjoy, live and explore.

Topic: 13. Going South: A Frozen Land

Aims:

- to develop Ss’ reading skills by asking them to do some activities about a given
article.
- to foster Ss’ speaking skills by asking them to work in pairs and share their ideas
about important aspects when traveling to a place like Antarctica.

Stage T’s action Ss’ actions Assessment

T starts the class by showing a world map. T monitors Ss as

Uncovering T asks Ss to identify the poles and name they work and
the topic of them. provides help if
the lesson required.
(7 mins) T provides Ss with some sentences and asks Ss write the
them to write them under the correct sentences under the
column: ANTARCTICA OR ARCTIC correct column.

KEY:
- It is an entire continent and it is 98%
covered by ice. ANTARCTICA

- It is considered the land of the polar bear

although other animals, such as foxes,
caribou/reindeer, snowy owls and musk ox
also live here. THE ARCTIC

- It doesn’t belong to any country.

ANTARCTICA

- It extends over six countries; Canada, the

USA (Alaska), Denmark (Greenland), Russia,
Norway and Iceland. THE ARCTIC

- It doesn’t have any permanent inhabitants,

just scientific / military bases with people
that rotate on a regular basis. ANTARCTICA

- Its fauna includes sea lions, sea lions,

whales, seals and elephant seals, amongst

112
 other creatures. In this area, there are also
around forty species of birds. ANTARCTICA

- Here the lowest natural temperature on

Earth was recorded: -128.56°F. ANTARCTICA

- Numerous populations of native peoples

live here. THE ARCTIC

- The largest icebergs in the world are found

here. ANTARCTICA

T checks the answers and explains that the

other sentences are describing the Arctic
(North Pole)

Transition: How do you think life in Antarctica is like? Let’s read an article about a woman who’s been
there.

10 (minutes) T asks Ss to read the article and to do a

multiple-choice activity.
Ss read the text and
1- At first she felt …
complete a
a- nervous.
multiple-choice
b- overwhelmed.
activity.
c- surprised.

2- Which animals mostly represent this

place?
a- Elephant seals.
b- Fur seals.
c- Penguins.

3- Why do people visit Antarctica between

November and March?
a- Because the weather is not so cold.
b- To see humpback whales.
c- To climb the Antarctic mountains.

4- The members of the Instituto Antártico

Uruguayo must ...
a- adhere to certain safety and
environmental rules.
b- be scientists.
c- live there permanently.

113
 5- What items does she suggest for people
traveling to Antarctica?
a- Waterproof boots.
b- A compass.
c- A parka.

Transition:

(10 mins) T asks Ss to read the text again and to

complete a mind map with the words/
phrases Stephanie uses to describe her
experience.

Transition: Let’s imagine we are traveling to Antarctica. Which are the most relevant aspects we need to
consider?

(5 mins) T asks Ss to get in pairs and to choose the Ss get in pairs and
most relevant aspects they need to consider choose the most
to travel to a place like Antarctica and to relevant
give reasons for their choice.

THINGS TO CONSIDER BEFORE TRAVELING

TO COLD PLACES:

- Take moisturizing creams and lotions.

- Ensure your ears and fingers are covered.
- Get plenty of water and stay hydrated.
- Eat anti-inflammatory and antioxidant-rich
foods.
- Dress in layers.
- Pack warm boots with appropriate soles.
- Carry an emergency medical kit.
- Choose a light backpack with multiple
pockets.

Follow up: PROJECT: Surviving Antarctica

T asks Ss to create an oral presentation in which they discuss essential items to survive in Antarctica.
https://blog.tortugabackpacks.com/essential-antarctica-packing-list/

114
 Theme: Enjoy, live and explore.

Topic: 14. The sun rises in the east.

Aims:
- to motivate Ss by asking them to identify different places.
- to promote a friendly classroom atmosphere so Ss can express what they know
about a popular tourist destination.
- to practice reading skills by looking for information to complete the k-w-l chart.
- to develop Ss’ critical thinking by dealing with problem-solving activities.

Stage T’s action Ss’ actions Assessment

T asks the Ss to have a look at the different Ss look at the T promotes a

Uncovering pictures of a place. different pictures of gamified
the topic of a place. environment within
the lesson T asks Ss to guess what each picture is. the lesson.
(7 mins) These pics are different parts of a place in Ss guess what each
Uruguay. picture is.

T provides Ss with an SOS BOX

Ss give their
I think this place is in … opinions by using
In my opinion this might be … some given
I think it can’t be … because... expressions.

Transition: The gang is planning to spend a weekend in Punta del Este. Have you ever been to Punta del
Este? If so, what can you tell the gang about it?

T provides Ss with a K- W - L chart. Ss complete the first

T asks Ss to complete the first column of the column of a K-W-L
10 (minutes) chart with the information they know about chart with the T checks whether Ss
Punta del Este. information they are familiar with
know about Punta how to work with
del Este. this type of chart.

T says: There are 20 students in the class. T encourages Ss to

Nico, Emma, Lua and Simon are in charge express their ideas
of looking for information to plan their on the first column.
weekend there.

T asks Ss to complete the W column of the

chart.

115
 T and Ss undergo a round up of ideas,
completing the W column sharing all the T encourages Ss to
group’s ideas on the board. Ss complete the W think about
column of the chart. information they
would like to find
out. (where to stay,
what to do, prices,
etc)

Transition: What kind of things can you do in Punta del Este? Let’s read and find out.

(10 mins) https://turismo.gub.uy/index.php/en/comp T monitors as Ss

onent/k2/item/2124-punta-del-este-family- Ss check the work.
option Uruguay Natural’s
website to find more
information about
what to do in P del
T asks Ss to check the net to find the Este.
information still missing for their trip.

Transition: Punta del Este is considered a tourist place, but a lot of people have chosen it as their home.
You will probably meet some celebrities when visiting this place.

(5 mins) T asks Ss if they know Chris Roe. Ss write down the T provides help if
Chris is an American actor who has chosen reasons why this needed.
P. del E. as his home. actor moved to P del
T asks Ss to make a list of the reasons to Este.
support his choice.
https://www.guruguay.com/best-digital-no
mad-cities/

Follow up: Do you know if there are any other celebrities who live in Punta del Este? Find out and share
the information with your classmates.

116
 Theme: Enjoy, live and explore.

Topic: 15. Go west young man

Aims:
-To present information about the Uruguayan littoral and hot springs.
-To talk about past experiences.
-To practice reading skills.
-To practice writing skills.

Stage T’s action Ss’ actions Assessment

T asks Ss to listen to five speakers talking Ss listen to the Ss can match the
Uncovering about their experiences while traveling and speakers and match speakers to the
the topic of match the speakers to some pictures. them to the pictures. pictures.
the lesson
(7 mins) T asks Ss to listen again and discuss in pairs: Ss listen to the audio
- What do these trips have in common? again and answer
- Have you ever been to any of these the questions.
places? Oral correction will
- In which region of the country are they? be done.
https://drive.google.com/file/d/12k9vuGnDp0qf7Ko6k
gruYSn7K1H7iPhN/view?usp=sharing

Transition: Have you ever had a bad experience while traveling?

T asks Ss to listen again to the recordings, Ss listen to the Oral correction will
but this time they have to decide if the recordings and be done.
(6 mins) experiences were good or bad. decide.

Transition: Let’s read two texts about some really bad trips!

(7 mins) T asks Ss to read the first text and solve Ss read the second T encourages Ss to
some true or false sentences. T asks Ss to text and do the true share their answers
underline the evidence to support their or false activity. orally.
answers.

(7 mins) T invites Ss to read the second text and Ss read the text and
answer some questions about it. answer the
questions.

Transition: Now, let’s learn some information about our popular littoral hot springs.

117
(5 mins) T asks Ss to read the “Did you know?” Ss read the “Did you T monitors while Ss
section to learn more about the Uruguayan know?” section. read the “Did you
littoral. know section”.

(7 mins) T asks Ss to read a text about the most Ss read the text and Oral correction will
important of the littoral hot springs and complete the chart. be done.
complete a chart about them.
ALMIRÓN, ARAPEY, GUAVIYÚ AND DAYMÁN

(6 mins) T asks Ss to read the brochures again and Ss read the Oral correction will
answer some questions. brochures again and be done.
answer the
questions.

Follow up: Think of a past holiday, was it a good or a bad experience? Write a text of about 120 words
telling me where you went and what you did. Don’t forget to mention why it was a good or bad
experience!

Audio Script

1- I got a new camera for my water tour through the Farrapos Wetlands, in Río Negro. I
took some incredible pictures from the boat. The birds and animals on the river banks
are magnificent.

2- I went hiking to visit the Saint Pio grotto, in Salto. At first, everything went okay, but then
my cell phone didn’t get signal and I got lost. It was really scary when night fell.

3- In 2019 some friends and I planned a motorcycle trip up the littoral, from Montevideo to
Artigas. 600 km of open road and summer sun. However, the weather changed quickly, and
we ended up driving for 2 days in a cold rain.

4- Last year I went snorkeling in the Riachuelo quarry, in Colonia. The water was calm and
clear, but it was cloudy, so I didn’t remember to put on sunscreen. I got a really bad
sunburn.

5- Some years ago, I went to the Beer Fest in Paysandú. It was fantastic, the music was
great and I met a lot of interesting people. I even met the lead singer of “La Vela Puerca”
band, and I got his autograph!

118
 UNIT 4:
IN THE SPOTLIGHT
AT THE END OF THIS UNIT, YOU WILL BE ABLE TO:

● use the target language to talk about emotions and how art can be a
means of expressing them.
● read, write, listen and speak about popular people from Uruguay and
the world.
● have a critical perspective toward the idea of fame and popularity.
● use the target language to talk about new ways of communication
among adolescents.
● critically explore different forms of entertainment.
● work cooperatively through projects and problem-solving activities.

119
 Theme: In the spotlight

Topic: 1. Series

Aims:
-To present vocabulary related to series.
-To practice writing by working on the production of series’ short descriptions.
-To practice reading.
-To revise superlative adjectives.
-To discuss opinions about preferences concerning series.

Stage T’s action Ss’ actions Assessment

Uncovering T shows Ss some pictures of different series Ss answer to the T elicits vocabulary.
the topic of and asks them: questions. T activates Ss’s
the lesson -What are these pictures about? schemata.
(5 mins) -What do they have in common?

Transition: How often do you watch series? Do you consider yourself a series fan? Why? Let’s do a test to
check how good at series you are!

T asks ss to do a test about series. Ss answer the test to T helps ss to

(7 mins) T tells ss to take notes of their results and check if they are a understand difficult
share them with the group. series fan. or new words.
T monitors while Ss
are working.
KEY: Ss share their results
1- Dean and Sam Winchester (Supernatural) with the group.
HORROR T helps ss to check
2- “Diosito” Juan Pablo Borges (El Marginal) the test’s result.
DRAMA
3- Meredith Gray (Gray’s anatomy)
MEDICAL
4- Sheldon Cooper (The Big Bang Theory)
SIT-COM
5- Daenerys Targaryen (Game of Thrones)
FANTASY
6- Loki (Loki) SUPERHEROES
7- Sherlock Holmes (Sherlock) CRIMINAL
8- Eleven (Stranger Things) SCI-FI

Transition: Do you prefer watching new and modern series or old and traditional ones? Why?

120
 T shows Ss photographs of 6 TV series. Ss see the pictures Oral correction will
and try to recognize be done.
DR. HOUSE - CASTLE - TEENWOLF the TV series.
AVATAR: THE LAST AIRBENDER
SUPERNATURAL - GOSSIP GIRL

(7 mins) Ss to read the descriptions and write the Ss read the Oral correction will
names of the correct series. descriptions and be done.
choose the correct
names of the series.
KEY:
1- Gossip Girl
2- Teen Wolf
T asks Ss to surf the web to find pictures of Ss to surf the web to 3- Castle
the series and paste them into the book. find pictures of the 4- Supernatural
5- House MD
series and paste
6- Avatar: The Last
them into the book.
Airbender

(7 mins) T asks ss to look at the IMDb information Ss look at the Some Ss volunteer
about the different series and write some information about to share their
sentences. the different series answers.
T asks Ss to read the “Did you know?” and write sentences
section to learn more about the Internet about that
Movie Database. information. T monitors while Ss
Ss read the “Did you read the “Did you
know?” section. know section”.

KEY:
A. Supernatural. It is
ranked 54
B. Teen Wolf. It started in
2011.
C. Avatar. It has 62
episodes.
D- Avatar. 9.7 rating
E- House MD. It started
in 2004.

(5 mins) T asks ss to read the description about the Ss read the first two Oral correction will
first two series and match the words to the series’ descriptions be done.
definitions. and match the
words to the KEY:
definitions. A- werewolf
B- witty
C- fashion
D- pure
E- gossip

Transition: Which is the best series you have ever seen? What was it about?

121
 (7 mins) T asks Ss to read the first three descriptions Ss read the first Ss share their
and answer some questions. three descriptions answers with all the
and answer the group.
questions. T writes the answers
provided from the Ss
on the board.

(7 mins) T asks ss to read the last three series’ Ss read the last Oral correction will
descriptions and decide if the sentences are three series’ be done.
True or False. descriptions and
decide if the
sentences are True
or False.

(5 mins) T asks Ss to read all the series’ descriptions Ss read all the Ss share their
and decide a rating number for each one. descriptions and answers orally.
decide a rating
number for each
one.

Follow up: Think of two of your favourite series and write a description for each of them, but do not
write their names. Remember to include the most important information about it so as to portrait a clear
description of them. Next class, get in pairs and exchange the descriptions, guess the names of your
partner’s favourite series and their genres.

122
 Theme: In the spotlight.

Topic: 2. Live Streaming

Aims:
- to foster Ss’ speaking skills by asking them to express their ideas.
- to work on Ss’ reading skills by asking them to read an article.
- to develop Ss' writing skills by writing a script.
- to motivate Ss’ by asking them to stream live.
- to work with kinesthetic Ss by letting them work outside the classroom.

Stage T’s action Ss’ actions Assessment

Uncovering T provides Ss with a list of words and asks Ss look at a list of T monitors the
the topic of them to think the way in which those words words and say how activity.
the lesson are connected. those words might
(7 mins) PODCASTS be connected.
TICKETS
INTERNET
MOVIES
CONCERTS
VIDEOS
ENTERTAINMENT
MOBILE PHONES

T asks Ss to listen to the definition of

streaming and tick the terms mentioned. Ss listen to the
SCRIPT: definition of
Streaming refers to any media content – streaming and tick
live or recorded – delivered to computers the terms that are
and mobile devices via the internet and mentioned.
played back in real time. Podcasts,
webcasts, movies, TV shows and music
videos are common forms of streaming
content.

Transition: When do people stream live? Do you usually do it?

T proposes a marker talk/brainstorm Ss go to the board T monitors while Ss

(10 mins) connected to streaming. and write all the work.
T goes over Ss’ ideas and asks for ideas they have
clarification, examples, and complete connected to live
sentences. streaming.

123
 Ss explain the T fosters Ss
meaning of the participation.
T asks Ss read and article and complete a sentences to the
chart with the pros and cons of live teacher.
streaming. Ss read the article
and complete a
http://blog.freedocast.com/11-substantial-p chart with the pros
ros-and-cons-of-live-streaming/ and cons of live
streaming.

Transition: Streaming live fosters people’s creativity, thinking about the scripts and performing them is a
great way to express and share ideas.

(10 mins) T asks Ss to work in trios and prepare a Ss get in groups and T acts as a facilitator
situation for them to live stream, for prepare a situation, by providing Ss with
example, a football player arriving at the write the script and vocabulary in case
bus station. go outside the they may need help
T asks each group to write the script classroom to to write the script.
T invites Ss to go outside the classroom and perform the
perform the recording. recording.
They just need one cellphone.

Transition: Sharing what we make helps us improve and also gives us the chance to see what other people
have created as well.

(5 mins) T asks each group to share their live Ss share their live T monitors the
streaming with the rest of the class. streaming with the activity.
T provides each student with a marking rest of the class.
worksheet to act as jury.
Tipo Got Talent live Each Ss work on a
marking worksheet
to provide their
opinion.

Follow up: T and Ss start planning a streaming live day. The idea is to watch all the videos on a big screen
with the entire High School.

Extra activity: T asks Ss to create a sign for parents with what makes live streaming risky.
Project: Ss choose one of the topics they work with on this unit and create a short film. Ss
choose 5 teachers to be the jury of the competition.

124
 Theme : In the spotlight. CONVERSATION CLASS AVAILABLE

Topic: 3. New ways of being famous.

Aims:
-To talk about the new ways of being famous.
-To foster reading skills.
-To offer differentiated activities in order to motivate and engage the whole
group.
- To promote a friendly and comfortable atmosphere so Ss feel confident to
share their opinions about the topic.
- To encourage Ss’ imagination and creativity.

Stage T’s action Ss’ actions Assessment

T asks ss to work in pairs and brainstorm Ss work in pairs and T elicits vocabulary
Uncovering their ideas about fame. brainstorm their and activates
the topic of T brainstorms ss ideas as a whole group. ideas about the previous knowledge.
the lesson topic T helps ss if they
(7 mins) need.
T promotes a
comfortable
atmosphere so ss
feel free to share
their opinion about
the topic.

Transition: Would you like to be famous? How do people reach fame nowadays? Is it very difficult?

T asks Ss to read the labels and match them Ss label the pictures. T may remind ss
(10 mins) to the corresponding pictures. about the different
reading techniques
T asks Ss to skim the texts and write the (skimming and
correct titles. Ss skim the text to scanning).
write the correct T monitors while ss
T asks Ss to scan the texts and answer some titles. are working.
questions. T checks
Ss scan the texts to understanding by
answer the asking questions.
questions. Feedback is given as
a whole group.

(10 mins) T asks ss to read the texts again and SS read the texts to T may explain the
complete the crossword. complete the keys.
crossword.

125
 T asks ss to work in pairs to complete some T monitors while ss
tips about the topic. Ss work in pairs, are on task.
share opinions and T provides feedback
complete the tips. as a whole group.

Transition: What would you do to be famous? How would you do it ?

(5 mins) T invites ss to participate in a virtual talent Ss complete the T monitors while ss

show. T asks ss to complete a chart about chart with are working.
themselves. T asks ss to think about a way information about T can give some
of being famous on the internet. themselves. examples or ideas to
motivate ss.

Follow up: T asks ss to put their ideas into action and to prepare their videos for the talent show.

Project.
Choose one option to work on.

A- Do you know a famous celebrity from the web? Who is the person? Why is he or she famous? Create a
presentation about your favourite internet star.

B- Imagine you have a website and create a video with at least ten tips to be famous in the internet age.

C- Is the internet a good way to reach fame? Write an essay explaining your opinion about the topic.

126
 Theme : In the spotlight. CONVERSATION CLASS AVAILABLE

Topic: 4. The influencer I want to become

Aims:
- to develop Ss’ speaking skills by asking them to express their
ideas.
- to motivate Ss by using different visual aids.
- to foster Ss’
- to provide Ss with further tools to communicate their ideas in
an organized way.

Stage T’s action Ss’ actions Assessment

Camila would like to be a famous influencer T acts as a facilitator

Uncovering and would like to have lots of followers. by providing useful
the topic of Ss answer what expressions to help
the lesson T asks Ss: what do you need to be an people need to be Ss express their
(7 mins) influencer? an influencer. ideas.
T gives Ss different pictures and asks them Ss look at the
to discuss the different items. pictures and discuss
T tells Ss they need to talk about all the the different items
items and mention the most important one. there.
T gives Ss an SOS BOX

Start a conversation
Shall I start?
Should I start first?
Do you want to speak first?

Give my opinion:
In order to be an influencer you need to…
It is important to …
It is not necessary …
The most important item you need is …

Ask for opinion

What do you think?
Do you agree?
What about …?
And you, what do you think?
What’s your opinion?

127
 Agree
You’re right!
I agree with you.
I think that’s great.
That’s a good idea.
You’ve got the point there.

Transition: Camila’s favorite influencer is a girl called Alejandra Rienzi. Do you follow any influencers?
What does an influencer need to have for you to follow him/her?

Ale is a very popular Uruguayan influencer. Ss look at Ale’s

(10 mins) profile and write
Let’s take a look at her profile and learn sentences about her. T checks instructions
about her. and monitors the
activity.

Write sentences about Ale by looking at her

profile.

Transition: Ale is a really nice person, she is always trying to influence people in a good way.
What important aspects does a person need to have to influence people? Do you think being an
influencer is a stressful job? Why? Why not?

(10 mins) Let’s learn more about Ale. Ss match the T acts as a facilitator
questions with the by eliciting words Ss
T asks Ss to read an interview and match answers. may need to know.
the questions with the answers.

- How did you end up having so many

followers?
- How many followers do you have?
- How much time does it take to prepare the
content you upload to social media?
- So, do you only work as an influencer or
do you have another job?
- What is the best part of your job?
- How did you come up with the idea of
being an influencer?

KEY

1-How did you come up with the idea of

being an influencer?

2-How many followers do you have?

128
 3-How did you end up having so many
followers?

4-How much time does it take to prepare

the content you upload to social media?

5-What is the best part of your job?

6-So, do you only work as an influencer or do
you have another job?

Transition: It’s not necessary to be an influencer in order to influence others.

(5 mins) T asks Ss to listen to Meri Deal talking about Ss listen to Meri Deal T monitors the
the importance of learning English and and write down activity.
write down three ideas. three ideas.
T asks Ss to write 3 things they think English
would be useful in their future.
Ss write 3 things
they think English
would be useful in
their future.

Follow up: T asks Ss to create a presentation about their favorite influencer. Ss can create a poster, video or
PowerPoint presentation.

129
 Theme: On the spotlight CONVERSATION CLASS AVAILABLE

Topic: 5. Me and my cellphone: being famous for a day.

Aims:
-To reflect on the use people do to their cellphones.
-To talk about frequency.
-To practice reading skills.
-To practice listening skills.
-To practice speaking skills.
-To foster creativity by writing a poem.

Stage T’s action Ss’ actions Assessment

Uncovering T asks Ss to imagine they have forgotten Ss listen to the T and Ss share their ideas
the topic of their cellphones at home and they are answer his/her orally.
the lesson coming back home at night. T asks Ss: questions.
(5 mins) -What activities would you not be able to
do?
-What activities would you be able to do?
-What would you miss the most?

Transition: What other activities can you do with your cellphones? Let’s find out!

T asks Ss to read the activities to do with Ss read the activities T mimes the
(5 mins) cellphones with the corresponding pictures. and match them activities and the Ss
with the say what the correct
corresponding activity is.
pictures.

Transition: What activities of the ones mentioned do you generally do? How often do you do
them?

(7 mins) T asks Ss to read the text and complete the Ss read the text and Some Ss volunteer
paragraphs with the missing sentences. look for the to read aloud the
corresponding missing sentences in
sentences to order.
complete the
paragraphs.

130
 (6 mins) T asks Ss to read the text again and look for Ss read the text and Some Ss come to the
this information to complete the table: look for information board to complete
-Advantages of having a cellphone. to complete the the table.
-Features the author uses of his cellphone. table.
-Statements in which the author expresses
that cellphones are widely used and
necessary nowadays.

Transition: Do you agree with the author on the advantages of having a cellphone? Do you think
there are also disadvantages? If you think so, can you mention some of them?

(6 mins) T asks Ss to listen to Duma talking about the Ss listen to a passage Oral correction will
activities he does with his cellphone and and decide if the be done.
decide if the sentences are true or false. sentences are true Ss may need to listen
or false. to the passage more
than once.

Key:
1-F 2-T 3-T 4-T
5-F 6-F 7-T 8-T
9-F 10-T

Transition: Duma seems to have a different experience with his cellphone from the one
mentioned by the author in the text, he has had some trouble due to spending long hours on
his cellphone. Let’s read a poem about another experience with a cellphone.

(3 mins) T asks Ss to read the poem and look for Ss read the poem Ss share the words
words that rhyme. aloud paying they found that
attention to the rhyme.
pronunciation of the
words. Then, they
write down the ones
that rhyme.

(5 mins) T asks Ss to look for some words in the text Ss read the text and Oral correction will
and choose the corresponding definition of choose the correct be done.
those words. definitions of some
words.

Transition: Now that you have read the poem, let’s discuss different aspects about it!

(8 mins) T asks Ss to get in pairs and spin a wheel, Ss choose a colour T monitors to listen
they have to read the question that ends up and answer the to the Ss’ answers
on spot. If the teacher does not provide a question with that and help them with
wheel, the students can choose a colour colour. They go on vocabulary of
without looking at the wheel and his/her until each of them phrases they may
partner reads the question aloud. The other has answered four need to answer.
questions.

131
 student has to answer it. T explains that
then they change roles.

Follow up:

PROJECT: A poem in your pocket. Write a poem about the topic: “Me and my cellphone: being famous for a
day”. Then, stick colourful pockets made of cloth or paper on a bulletin board. Put your poem inside one of
the pockets. Once all the pockets have a poem, choose a poem from one of the pockets and read it aloud.
You may want to make a comment to the author of the poem.

SCRIPT
1. It is 3 am in the night. Well, it is night yes. I usually go to bed at 3. No No. That was pretty
metaphorical. I go to bed at 12, but I don’t sleep before 3. The earlier “go to bed” was meant
to express my literally sleeping… I should definitely sleep now.
2. It is 3:14. The face of my mobile phone clear proclaims that it is indeed, 3:14 in the
morning. I tap some buttons and my Instagram homepage appears on the screen. Don’t ask
me which screen. But wait!! No new notifications?? It was a long 15-minute wait before I
checked it. Something should have happened!
3. It is 3:26. I check for the time from time to time. I know my mother may wake up. She
doesn’t like me sleeping late. I am reading a book: 1984, by George Orwell. It is a great book.
I read all my books on my phone. But it’s time for some rest. The headphones are carrying
some Pink Floyd genius into my ears. I like to listen to good music.
4. It is 3:30 am. Just got a message on my phone. Oh yes! Someone just commented on one
of my pics. Let me answer it. Today was an awesome day at school. We went on an outing
with my close friends. I was too happy about it. So I had to put up a status and all my
pictures on Instagram. I love my cellphone.

132
 Theme : In the spotlight. CONVERSATION CLASS AVAILABLE

Topic: 6. Let’s video chat (with famous people)

Aims:
- to work with kinesthetic Ss by doing a reading activity where they have
to move around the house.
- to develop Ss’ speaking skills by asking Ss to work in pairs to discuss and
express their ideas.
- to foster Ss’ reading skills by working with a dialogue.
- to motivate Ss by doing an interesting activity for reading.

Stage T’s action Ss’ actions Assessment

T starts the class by showing a picture of Ss look at a picture T acts as a facilitator

Uncovering Lola and Salvador. and say if they by eliciting words Ss
the topic of remember who the may need.
the lesson T asks Ss if they remember who they are. characters are.
(7 mins) T provides Ss with a conversation they have T checks
online. instructions.
T asks Ss to read a dialogue between them
and answer.
-What is the topic of their conversation?
-What problem do they need to solve?
-Who says will be in charge of solving the
problem?

Ss read a dialogue
and answer some T monitors.
questions.

Transition: Finding the perfect gift for our beloved ones can be tricky. Sometimes the generational gap
might be a problem, too.

T provides Ss with some options and

(10 mins) proposes a speaking activity for Ss to T monitors the
choose the right gift. Ss get in pairs and activity and acts as a
discuss ideas to facilitator in case Ss
Start a conversation choose the right gift. need help.
Shall I start?

133
 Should I start first?
Do you want to speak first?
Give your opinion
I think … it’s a good idea because…
I believe … it’s a great idea since …
I don’t think … it’s something she would
like because…
In my opinion … could be a great present
because …
Ask for opinion
What do you think?
Do you agree?
What about …?
And you, what do you think?
What’s your opinion?
Agree
You’re right!
I agree with you.
I think that’s great.
That’s a good idea.
You’ve got the point there.
Disagree
I don’t agree
I don’t think so
I’m not really sure about that…
You might be right but …

Transition: Salvador has made some attempts to find out what Lua wants for her birthday. In the end, he
decided to call Emma and find out.

(10 mins) T asks Ss to get in groups of three students. T checks instructions

T places the dialogue in different places Ss get in groups of and acts as a
around the classroom. When time starts, three. Ss decide on timekeeper.
the first student “runs” to the front and the roles (2 writers
memorizes as much text as possible. He or and 1 runner)
she then returns to the writer and reports
what was read. In the meantime, the
writers write. They continue until the text is Runner “runs” to the
complete. front of the class,
T delivers copies of the dialogue to check. reads part of the
dialogue and reports
what he / she has
read.

Transition: How can they solve that problem?

134
(5 mins) Lola and Salvador found out that there is an T acts as a facilitator
app in which you can pay and organize a in case Ss need help
video call with a famous person. With that making questions.
app, you can pay and get a code to access
the call.
T provides Ss with information about the
app. T asks Ss to go through the article and
explain how it works.
https://techcrunch.com/2021/09/17/cameo-lau
nches-cameo-calls-a-service-for-fans-to-video-c
hat-with-celebs/

Ss go through the
T asks Ss to think what questions Lua would article and explain
ask Chris Namús (or another personality) how the app works.

Ss think about
questions Lua would
ask Chris Namús.

Follow up: T asks Ss to think about:

- The benefits of video calling famous people
- The reasons why people do it.
- In your opinion, under which circumstances celebrities agree to do that.

135
 Theme : In the spotlight.

Topic: 7. Going to Art School

Aims:
-to lower Ss’ affective filters by asking them to say what they know about a
character they already worked with in previous years.
-to foster Ss’ reading skills by working with a blog entry.
-to develop Ss’ imagination by asking them to portray a place just by listening to a
description.
-to improve Ss’ writing skills by asking them to create questions.

Stage T’s action Ss’ actions Assessment

T starts the class by showing Ss a picture of Ss look at a picture T monitors while Ss

Uncovering Lua’s father. of Lua’s father and express what they
the topic of T asks Ss if they remember him. say the things they know about Lua’s
the lesson T asks Ss what his profession is. remember about father.
(7 mins) him.
T brainstorms possible places to study Arts
in Uruguay.
T asks Ss: Where can you study art?
What do you know about those places?
Are you planning to attend any of those Ss mention different T encourages Ss to
places? places they know participate orally.
where you can study
art.

Transition: One of Lua’s relatives, Valentín, looks up to Salvador. Let’s learn more about him.
(Look up means admire)

T provides Ss with a list of scrambled words Ss unscramble the T monitors while Ss

(10 mins) and asks Ss to unscramble them. given words and work on the task.
write predictions
guitar about Valentín.
Ciudad de la Costa
music
teacher
artist
passionate
Visual Arts

136
 After Ss unscramble the given words, T asks
Ss to write predictions about Valentín.

Transition: Valentín has written a blog entry on the School web.

(10 mins) T asks Ss to read the text and check their Ss check their T monitors Ss while
predictions. predictions. they check their
predictions.
T asks Ss to read the text again.
T asks Ss to choose two colors. With one of Ss read the text T checks
them, T asks Ss to highlight the facts and again. instructions.
with the other color, highlight the Ss choose two colors
expressions that show Valentin’s personal to highlight in the
opinion to describe the Escuela Nacional de text the facts with
Bellas Artes. one color and the
expressions that he
T asks Ss to share what they highlighted uses to describe
with the rest of the class. Bellas Artes.

T asks Ss to close their books / leave the

text behind.
T reads aloud Valentín’s description of the Ss share what they
school. highlighted with the
T asks Ss to take notes on how they imagine rest of the class.
the place.
(Walls, floor, space, noise, etc)
Ss close their books
and listen to the T
while she reads
Valentin’s
description of the
school.
Ss take notes of how
they imagine the
place.

Transition: You have the chance to ask 5 questions on Valentín’s entry. What would you like to ask him?

(5 mins) T asks Ss to create five questions they would Ss create five T acts as a facilitator
like to ask Valentin. questions they in case Ss need help
would like to ask while making
Valentín. questions.

Follow up:
a) T provides Ss with 3 titles for Valentin’s blog entry.
Which one would describe it the best?
- One day in Valentin’ s life.

137
- Being an artist in Uruguay.

b) T asks Ss to describe the place where they study the same way Valentin did with Escuela Nacional de
Bellas Artes. Which words / expressions would you use to describe your school?

PROJECT: Where can I study? T asks Ss to choose a career connected to Arts and find
information about that place.
- I want to build my own guitar.
- I want to create the best TV publicities.
- I would love to be the next Ma. Noel Ricetto.

138
 Theme : In the spotlight.

Topic: 8. From Paper to Screen.

Aims:
- to activate Ss’ schemata by asking them to work with a very popular movie.
- to lower Ss’ affective filter by working with a well-known topic.
- to develop Ss’ reading skills by asking them to work with information about J.K.
Rowling and reading descriptions of her books’ characters.
- to foster Ss’ speaking skills by asking them to give their opinion.
- to motivate Ss’ by asking them to work in groups with parts of a video.

Stage T’s action Ss’ actions Assessment

T starts the class by showing pictures of Ss say the names of T monitors the
Uncovering books. the books. activity.
the topic of
the lesson
(7 mins) "Harry Potter"
“Life of Pi” -
“The Hunger Games”
“Twilight”
“The Lord of the Rings”
“Twilight”

T provides Ss with some key words and asks

Ss to say which book is being described. T
asks Ss to say which connection with the
book those words have.

J.K. Rowling (She is the author of the

books)
Expelliarmus (Incantation of the Disarming
Charm, a basic spell to disarm an opponent
by making their wand fly out of their hand).
Lord Voldermort (the evil dark wizard that
is the arch-nemesis to Harry Potter. He is so
feared that most wizards refuse to say his
name)
Muggle (a person without magical powers
who lives in ignorance of the world of
wizards and witches.)

139
 Azkaban (Prison fortress where wizarding Ss say the words and
criminals are sent). share what they
Sorting Hat (The hat that decides which know about each
house each student belongs in during their one.
time at Hogwarts).

Transition: J.K Rowling is the author of all the Harry Potter books. What do you know about her?

T asks Ss to read these statements and say Ss read the T acts as a facilitator
(10 mins) whether they are true or false. statements and say in case Ss need help
whether the with the vocabulary.
1- She wrote her first story at the age of six. statements are true
TRUE or false.
2- J.K. Rowling’s Harry Potter Manuscript
was immediately accepted. FALSE (It was
rejected 12 Times).
3- She was the first female millionaire
novelist. FALSE (She was the first female
billionaire novelist).
4- Her most prized possession is a set of first
edition Jane Austen novels. TRUE
5- Before becoming a full-time writer,
Rowling worked as an English teacher in
Portugal. TRUE

Transition: When books are made into movies, is it true that the book is often better than the movie?
What do you think about it?

(10 mins) T asks Ss to read some information about Ss read some T monitors the
the book characters and find the differences information about the activity.
between the book and movie characters. book characters and
find the differences
between the book and
T asks Ss: Why do you think these changes
movie characters.
were made?

Transition: Let’s dive into the Harry Potter universe!

140
(5 mins) T asks Ss to get in groups. Ss get in groups and T acts as facilitator
T delivers envelopes. Inside each envelope, practice the scene and time-keeper.
Ss will find part of a scene from one of provided by the
Harry Potter’s movies. teacher.
T asks Ss to practice the scene and perform T monitors the
it to the rest of the class. activity.

After all groups have performed the scene,

T asks Ss to vote through Mentimeter to
find out which group has done the best
performance.

Follow up: DISCUSS: Taking a great novel and adapting it into a movie can be hard work. In general, the
book is better than the movie, but sometimes, the movie ruins its written version. What is your opinion? Do
you agree or not?

141
 Theme : In the Spotlight

Topic: 9. I want to be a film director.

Aims:
- To make students aware of the many jobs involved in film production.
- To learn about the filmmaking process.
- To investigate the audiovisual careers in Uruguay.
- To practice reading skills.
- To practice speaking skills.

Stage T’s action Ss’ actions Assessment

Uncovering T asks Ss to watch the end of a film and read Ss watch the end of Oral correction will
the topic of the credits. T asks Ss to write down five a film and write be done.
the lesson filmmaking roles from the credits. down at least five
(5 mins) filmmaking roles
https://drive.google.com/file/d/13BaTlaVCDVAWRrp from the credits.
0M-WofRkRnOt9u8ei/view?usp=sharing

Transition: It takes a huge number of people to put together a film. From the director to the actors or
technicians, all roles are important. Let’s see how many you can recognize.

T asks Ss to look at some pictures and Ss look at the Oral correction will
(5 mins) match them to different filmmaking pictures and match be done.
professionals. them to the
professionals.
Key:
5 - 8 - 4 - 7 - 1 - 6 - 2 - 3 - 9 (in the picture’s order)

Transition: Do you know in which part of the filming process do these professionals participate?

(5 mins) T asks Ss to place the professionals from the Ss use the previous Ss complete the
previous activity in their correct place on professions to diagram on the
the film production diagram. complete the film board.
production diagram.
T draws the diagram on the board and asks
Ss to come to the front and complete it.

Key:
PRE-PRODUCTION:
Producer (finances the film)
Screenwriter (writes the script)
PRODUCTION:
Director (supervises…)
ARTISTIC STAFF: actors
TECHNICAL STAFF:

142
 Composer (sound) cameraman (image) special
effects designer (FX) costume director (clothing)
POST-PRODUCTION
Editor (arranges the shoots…)

(5 mins) T asks Ss to get in groups, Ss get in groups and Ss share their

think of other occupations related to the think of other answers with the
process of filmmaking, and write them occupations related class.
down in the correct step of the process: to filmmaking. Ss
pre-production, production, and write them in the
post-production. correct step of the
process.

Transition: Now, we are going to read an interview with an Uruguayan film director.

(10 mins) T asks Ss to read an interview and place the Ss read the article Oral correction will
questions in the correct place. and put the be done.
questions in the
Key: correct place.
7 a - 4 b - 1 c - 5 d - 3 e - 8 f -9 g - 2 h - 6 i

(5 mins) T ask Ss to read the interview again and Ss answer the Oral correction will
answer the questions. questions. be done.

(5 mins) T asks Ss to complete a chart with Ss read the article Oral correction will
information of the three films mentioned in again and complete be done.
the article. the chart.

Transition: Do you know where you can study cinematography in Uruguay?

(5 mins) T asks Ss to read the I.ENBA’s brochure for Ss read the brochure Ss share their
the Bachelor’s degree in Audiovisual and complete six sentences with the
Languages and Media in Playa Hermosa, sentences using class.
Maldonado. information from it.
T asks Ss to complete six sentences using
information from the brochure.

T asks Ss to read the “Did you know?” Ss read the “Did you T monitors while Ss
section with information about the CURE. know?” section. read the section.

Follow up:
Project - Get in groups and investigate which other institutions offer this career in Uruguay. You can
search the web. Try to answer these questions in your search:
● What is/are the names of the institute/s?
● Is it public or private?
● Where is it located?
● How many years do you have to study?
● What are the entry requirements?
● What does it offer?

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 Theme : In the spotlight

Topic: 10. Spoilers.

Aims:
- to learn about the topic of spoilers.
- to reflect on the enjoyment of works of fiction.
- to practice reading skills.
- to practice speaking skills.

Stage T’s action Ss’ actions Assessment

Uncovering T asks Ss to read several sentences and asks Ss read the Ss can recognize the
the topic of them if they know what they are. sentences and they sentences as
the lesson recognize them as spoilers.
(5 mins) spoilers.

Transition: So, if these are spoilers… Do you know where they come from?

(5 mins) T asks Ss to match the spoilers to the book, Ss match the spoilers Oral correction will
film or TV series they belong to. to their origins. be done.

STAR WARS - THE BIG BANG THEORY -

GAME OF THRONES - 300 - MOBY DICK -
ROMEO AND JULIET - CAST AWAY -
APOLLO 13 - TITANIC - SIXTH SENSE

Key:
1- Romeo and Juliet 2- Star Wars 3- The Big Bang
Theory 4- Cast away 5- 300 6- Apollo 13 7- Sixth
Sense 8- Moby Dick 9- Titanic 10- Game of Thrones

Transition: Now, let’s read the definition of spoiler.

(10 mins) T asks Ss to read the definition of spoiler. Ss read the Ss share their ideas
Then, T asks Ss to get in pairs and discuss definition, get in orally.
some questions: pairs and discuss the
- How do you feel about spoilers? questions.
- Do you think that spoilers about your
favorite movie or show ruin your
experience of it?
T asks Ss to share their answers with the Ss share their
class. answers with the
class.

Transition: Now, let’s read an article about Spoiler Etiquette and do some activities.

144
 (10 mins) T asks Ss to read an article about “Spoiler Ss read the article Oral correction will
etiquette” and place the subtitles in the and put the subtitles be done.
correct place. in the correct place.

Key:
1-“Spoiler Alert!” 2- There’s a book! No excuse.
3- Just wait! 4-Use your headphones!
5- Ask first! 6- No quoting!
7- It’s history!. 8- Old show? It’s not a spoiler.

(5 mins) T asks Ss to read the text again and match Ss read the article Oral correction will
some words from the text to their again and match the be done.
meanings. words.

Key:
1. Quote 2. Cliffhanger 3. Free game 4. Within
earshot 5. Get a grip 6. Your bad 7. Binge-watch 8.
Plot twist 9. Catch up 10. Stream

Transition: Nico doesn’t want to learn how his favorite TV series ended, what does he do to avoid
spoilers?

(10 mins) T asks Ss to get in groups, think and write Ss get into groups Ss share their tips
down at least 5 tips for avoiding spoilers. and think of other with the class.
Eg. Install a spoiler-blocking app on your tips to protect
phone. themselves from
spoilers.

Follow up: In the following poster, there are some other well-known spoilers. Do you recognize them?
Can you remember other spoilers from other OLD books, movies, or TV series?

KEY:
Darth Vader is Luke’s father: STAR WARS
It was Earth all along: PLANET OF THE APES
Verbal is Keyser Soze: THE USUAL SUSPECTS
The villagers sacrifice the policeman: THE
WICKER MAN
Dil is actually a man: THE CRYING GAME
Snape kills Dumbledore: HARRY POTTER 6
Kristin shoots JR: DALLAS (TV series)
The kid’s therapist is a ghost: SIXTH SENSE
Neo is the One: MATRIX
Tyler Durden isn’t real: FIGHT CLUB
299 die: 300
The killer’s mother is a part of his split
personality: PSYCHO
Rosebud was the name of his sled: CITIZEN
KANE

145
The protagonists are the Others: THE OTHERS
Soylent green is made of people: SOYLENT GREEN
The village is part of a modern nature reserve: THE VILLAGE
His friends are all a part of his beautiful mind: A BEAUTIFUL MIND
Donnie dies: DONNIE DARKO

146
 Theme : In the spotlight.

Topic: 11. TV Rating

Aims:
-to lower Ss’ affective filters by working with a topic most of them know about.
-to develop Ss’ reading skills by asking them to work with an article about Rating.
-to foster Ss’ speaking skills by asking them to role-play dialogues.
-to motivate Ss’ by doing teamwork activities.

Stage T’s action Ss’ actions Assessment

T asks Ss to read the names of TV programs Ss mention different T encourages Ss to

Uncovering and asks what type of show they are. TV show types and express their ideas.
the topic of answer some
the lesson FRIENDS (sitcom) questions about
(7 mins) GOT TALENT (talent show) them.
SUBRAYADO / BBC World News(the news)
GREY’S ANATOMY (TV series)
VOCES ANÓNIMAS ( mystery show )
TOM AND JERRY (cartoon)

Why are they so famous?

Why do people like watching them?

Transition: How is a TV show’s popularity measured?

T asks Ss to read an article about TV ratings Ss read an article T acts as a facilitator

(10 mins) and complete the chart with information and fill in the chart by eliciting words Ss
from the text. with notes / ideas. may not know.

T: Read the article and jot down some ideas

for each topic in the chart.
- TV AUDIENCE MEASUREMENT
- PANELISTS
- ADVERTISING COMPANIES

T asks Ss to read the article again and Ss answer questions

discuss these questions: about the text orally.
1. Why are TV ratings important?
2. How do companies measure if a rating is
good?
3. Why could ratings become
old-fashioned?

147
Transition: Did you know that there are hundreds of channels that you can use to target TV viewers? TV
advertising is a huge business advantage, people trust TV and it provides scale and reach.

(10 mins) T shows Ss the picture of a vegan soap bar. Ss pay attention to T monitors while Ss
T tells Ss that a programmer of a TV channel the picture. do the activity.
and the advertising sales director of a
skincare company are discussing
advertisement issues.
T provides Ss with an example of a roleplay
to read.

T asks Ss to get in pairs and provides each Ss read an example

pair with a new situation. of a roleplay.
T asks each pair to write a dialogue that fits
that situation. Ss get in pairs and
write a script for a
new situation.

Transition: Now, it’s time for you to share your scripts.

(5 mins) T asks each pair to do the role-play activity. Ss get in groups and T monitors while Ss
T asks the other members of the group to roleplay their do the role-play.
take notes on the products mentioned and dialogues for the
the types of programs. others.

Ss take notes on
their classmate’s
dialogues.

Follow up: Pair work:

Think of a TV show that is very popular nowadays. Discuss these questions with your partner:
1. What type of show is it?
2. Where can people watch it?
3. What is it about?
4. Who are the main characters?
5. Why is it so popular?
Then share your ideas with the class.

EXTRA ACTIVITY:
T asks Ss to think about their favorite TV shows and to discuss which items they would like
companies to advertise there.

EXTRA ACTIVITY: SURVEY TIME!

T asks Ss to prepare a survey. T asks Ss to ask their relatives and neighbors about what type
of programs they watch and what type of products are advertised in those programs.

148
 Theme : On the spot.

Topic: 12. Famous people from Uruguay.

Aims:
- To expand reading skills, listening and writing.
- To talk about different Uruguayan celebrities.
- To encourage ss collaborative work.
- To promote a comfortable classroom atmosphere so ss can express their opinions
about the topic.
- To encourage ss imagination and critical thinking by producing different activities.
- To promote differentiated experiences in order to respect the different learning
styles within the group.

Stage T’s action Ss’ actions Assessment

T asks ss to work with a peer to label the Ss work in pairs to T elicits vocabulary
Uncovering pictures. T asks ss to mention examples of label the pictures. from ss.
the topic of famous Uruguayan people and to share Ss think of different T encourages oral
the lesson their list with the rest of the class. famous people from participation.
(5 mins) Uruguay to complete T monitors ss work.
the different
categories.

Transition: Who is your favourite Uruguayan famous person? Why do you like this person?

T asks ss to read the clues and guess who Ss read the clues and T may help ss by
they are going to read about. try to guess who the giving them more
(7mins) T asks ss to use the information from the famous people are. clues.
clues to write sentences about the famous Ss use information T encourages ss to
people. from the clues to think and discuss
write sentences. their answers.

Transition: Have you ever heard about any of them? Who do you like the most? Why?

(10 mins) T asks ss to read the text about Mario Ss read the text and T may helps ss to
Benedetti to complete a fact file about the complete the fact understand the
writer. file. meaning of new
T asks ss to create their own Haikus poem. Ss read the example words.
T asks ss to use the words from the box to of Haikus and try to T may allow ss to
label the pictures about Gabriela Hearst. create their own search for more
one. information on the
web if they need it.

149
 Ss share their poems T explains what a
with the rest of the Haiku is.
class. T can read and
analyze the example
of haikus.
T may help ss to
create a Haikus
board to share
students’ poems.

Transition: If you were famous, what would you do? Why? Would you move to another country?

(5 mins) T asks ss to watch the video and order the Ss label the pictures T helps ss to
pictures. with words from the understand new
T asks ss to use the pictures to write box. words.
sentences about Gabriela Hearst. Ss watch the video T allows ss to repeat
T asks ss to design a piece of cloth and order the the video as many
explaining the kind, material and meaning pictures. times as they need
of it. Ss use the pictures it.
to write sentences T monitors while ss
about the designer. are working.

Ss design a piece of
cloth and explain it.

Follow up: Who is your favourite Uruguayan famous person? Prepare a short video or presentation about
him or her.

150
 Theme : On the spot.

Topic: 13. It runs in the blood.

Aims:
-To practice reading by working with the topic: A family of artists.
-To work with a reading strategy: Fact or Opinion.
-To raise awareness about the difference between a fact and an opinion in a text.
-To work with a graphic organizer to spot main ideas from a text.
-To practice listening skills.
-To practice writing skills.

Stage T’s action Ss’ actions Assessment

Uncovering T asks Ss to look at the pictures and answer Ss listen to the T elicits vocabulary
the topic of some questions: teacher and answer from the Ss. T writes
the lesson -What can you see in the pictures? his/her questions. the Ss ideas on the
(3 mins) -What do you call these musical board.
instruments?
-How are they similar?
-How are they different?

Transition: Do you like candombe? When do you listen to it? Can you name any candombe
singers?

T asks Ss to listen to a passage and fill in the Ss listen to a passage Oral correction will
(4 mins) blanks. and fill in with the be done.
missing words.
Key:
1- 1943 2- artist 3- thirty 4- singer 5- dance
6- African 7- pop 8- styles 9- Drums 10- songs

Transition: What other music styles do you listen to?

(2 mins) T asks Ss to look for music styles in the text. Ss think of other T elicits Uruguayan
T asks Ss to think of other music styles music styles popular music styles from Ss.
popular in Uruguay and write them down. in Uruguay and
make a list.

Transition: What else do you know about Ruben Rada? Let’s learn a bit more about him!

(3 mins) T inviste Ss to read a magazine article about Ss read the Ss provide their
Ruben Rada. T explains Ss that they have to magazine article and answers and explain
match the four pictures to the match the pictures their options.
corresponding paragraphs.

151
 to the corresponding
paragraphs.

T asks Ss to read the text again and look for Ss read the Ss volunteer to read
(6 mins) information to correct the sentences. T sentences and look aloud their
explains they have to rewrite them in order for information in sentences.
to correct them. the text to rewrite
them with the
correct information.

T explains Ss that a fact is a thing that is Ss get in paris and Ss come to the
(6 mins) known or proved to be true while an look for facts and board to complete
opinion is a view formed about something, opinions in the text the table.
not necessarily based on fact or knowledge. to complete the
T explains that they have to read the text table.
and look for examples of facts and opinions.
T suggests working in pairs.

Transition: The text mentions that Rada has three siblings and that they are also famous, do you
remember their names? Have you ever seen them perform?

T invites Ss to read a text about Julieta Rada Ss read the text and Ss share their titles
(5 mins) and think of titles for each paragraph. think of a title for for the different
each paragraph. paragraphs orally.
Then, T asks them to
choose five among
all the answers
provided.

T asks Ss to read the text again and Ss complete a Ss come to the

(5 mins) complete a graphic organizer about Julieta. graphic organizer board to complete
about Julieta Rada in the graphic organizer
pairs. on the board.

T asks Ss about the meaning of “fact” and Ss complete the Ss provide their
(6 mins) “opinion” and tells Ss to complete a table table. Then, they answers orally.
with facts and opinions from Julieta’s text. share their answers
with a peer.

Transition: Do you know any other Uruguayan famous who has a son or a daughter who is also
famous? Do you think that artistic talent runs in the blood?

T asks Ss to search the net to look for Ss get in pairs and T monitors Ss work
(5 mins) information about a famous Uruguayan look for information and helps them if
person who has a son or a daughter that is about famous necessary.
also famous. people in Uruguay.
They complete two
graphic organizers

152
 about a parent and
his/her daughter or
son.

Follow up: With the information that you found about the famous parent and his/her son or daughter,
write a magazine article about it. Remember to include the reason why they are famous,
how they live the fact that they are both famous, their career goals and any other
information you may consider relevant.

SCRIPT
Omár Rubén Rada Silva, “Negro Rada”, was born on 16 July, 1943. He is a famous
Uruguayan artist who has successfully recorded over thirty albums. Rada is a
percussionist, composer, and singer. He is closely associated with candombe, a style
of music and dance that originated in Uruguay among the descendants of liberated
African slaves. His music, candombe beat, combines pop, rock, and other styles with
Uruguayan sounds, such as candombe drums and murga choruses. Rada has
composed some of Uruguay's most cherished songs.

153
 Theme: In the spotlight.

Topic: 14. The price of fame

Aims:
- to promote critical thinking by working with the pros and cons of being a famous
person.
- to motivate and lower Ss’ affective filters by working with famous people they
already know.
- to develop Ss’ reading skills by using the scanning strategy to enhance Ss’ reading
competence by means of an article about the Price of Fame.
- to foster Ss’ speaking skills by asking them to give their opinion about different
pictures.

Stage T’s action Ss’ actions Assessment

T shows Ss some pictures of famous people. Ss look at some T monitors the

Uncovering What do they have in common? pictures of famous activity.
the topic of Meri Deal / Diego Forlán / Victoria people and say what
the lesson Rodríguez / Fernanda Cabrera / Daniel K they have in
(7 mins) common. T reminds Ss that in
T asks Ss to think of words they relate to this case there are
when they think of the word FAME. no right or wrong
answers as long as
T provides Ss with some incomplete words. Ss think of words they express their
T asks Ss to complete the words with the they relate to when ideas.
missing vowels. they think of the
word Fame.
ANSWER KEY
well-known positive Ss complete the
renowned positive missing vowels to
notorious negative complete the words. T acts as a facilitator
eminent positive in case Ss need help
distinguished positive identifying
leading positive Ss say which of the vocabulary.
prominent positive words have a
infamous negative positive, negative
and neutral
T explains the meanings of the words. connotation.
T asks Ss which of the words have a positive
or negative connotation.

Transition: Emma is reading a magazine and she found a quote by Tom Holland. Fame is a beast that you can't
control or be prepared for. What does it mean?

154
 T tells Ss that Emma is reading a magazine Ss read the title of T checks
(10 mins) article about fame. the article. instructions.

T asks Ss to read the title of the article.

What is the price of fame?
Ss mention reasons T monitors while Ss
T asks Ss to mention reasons why fame has why fame has a work on the task.
a price. price.

T asks Ss to read the first part of the article Ss read the first part
and fill it in with the correct question. of the article and fill
it in with the correct
- Imagine you earned a lot of money question.
after being famous. What would you
buy with that money?
- What are the pros and cons of being
famous?
- Would you donate to any charity?
- Would you like to be famous?

Transition: People can be famous for different reasons. What occupations allow people to become
famous quickly?

(10 mins) T asks Ss to scan the texts and find out each Ss read the given T fosters Ss’ scanning
person’s job. testimonials and of the text.
check if their ideas
Which words/phrases helped you? are mentioned
there.
T asks Ss to read the texts again and to take
notes of the negative aspects that are Ss read the text
mentioned. again and take notes
of the negative
What do you think they’ve gained with aspects that are
fame? mentioned.
Ss make a list
Make a list and share it with your partner. answering the given
question and share it
with a classmate.

Transition: We know many famous people that have succeeded, but others haven’t been so lucky.

(5 mins) T asks Ss to think about famous people that Ss think of famous T acts as a facilitator
have paid a high price for being famous. people who had paid by eliciting words Ss
T asks Ss to research and take notes on a high price for may need.
those famous people. being famous.

155
 Ss research and take
notes on that
famous person.

Follow up: T asks Ss to share their findings. T makes a list of the most repeated names.

EXTRA ACTIVITY 1: WRITING

T asks Ss to write a blog entry, between 80 and 90 words, answering:
How do you think fame would change your life?

EXTRA ACTIVITY 2 : PROJECT

Choose one of these titles for your presentation. Do some research about a person you
think fits that description and prepare a poster or PPT presentation.
A critically acclaimed actor.
A well-known philanthropist.
The most well-known celebrity in my country.
He / She achieved international stardom during childhood.
People hold this person in high esteem.

EXTRA ACTIVITY 3: SPEAKING

Think about a famous person you would like to meet.
You should prepare yourself to tell your classmates:
-Who this person is.
-Why he / she is famous for.
-What would you ask him / her.
-Why you would like to meet this person.

156
 Theme: In the spotlight.

Topic: 15. Sing it out!

Aims:

- to express our feelings through music.

- to work with Ss’ social-emotional learning by letting Ss express their feelings and
emotions.
- to foster Ss’ speaking skills by asking them about music and emotions.
- to develop Ss’ critical thinking by working with expressions from an article.
- to motivate Ss’ by working with the lyrics of a song.

Stage T’s action Ss’ actions Assessment

Uncovering The English T loves listening to music, he Ss answer some T reminds Ss that in
the topic of finds comfort in the lyrics of songs. questions about this case there are
the lesson Do you like listening to music? music and emotions. no right or wrong
(7 mins) How often do you listen to music? answers as long as
What kind of music do you listen to when they express their
you are sad/happy/excited / in love? ideas.

T plays some songs and asks Ss to say how Ss listen to some T acts as a facilitator
they feel when they listen to those songs. songs and say how by eliciting
they feel when they vocabulary Ss may
listen to those songs. need.

Transition: Most people don’t know how to express what they feel or think, fortunately, there are
different ways of letting others know what we feel. Music for instance is a great way to express our
emotions and beliefs. Do you agree? In which ways has music helped you to express yourself?

The T found an interesting article about the Ss read the article T acts as a facilitator
expression of emotion in music. and say what they by eliciting words Ss
(10 mins) T asks Ss to read the article and say what think about the may not understand.
they think about the expressions in bold. expressions in bold.
“music is the window to the soul”

“WITHOUT MUSIC, LIFE WOULD BE A MISTAKE.”

Ss read the first
paragraph of ¨Music
T asks Ss to read the first paragraph of
gives you chills¨ and
“Music gives you chills”.
draw what they

157
 T asks Ss to draw what they imagine when imagine when
they read the paragraph. reading it.

Transition: According to the article, life without music would be a mistake. Do you agree?

(10 mins) T asks Ss to listen to the melody and say if Ss listen to the T monitors while Ss
they know it. melody of a song work.
and say ,if they know
the song. T plays the melody
T provides Ss with the title of the song. of the song as many
“How to save a life”. Ss think in which times as Ss need.
circumstances could
T asks Ss to think under what circumstances have a person write
could a person write lyrics like that. lyrics like that.

T asks Ss to go through the lyrics of the song Ss go through the

and complete the following chart. lyrics of the song
and complete a
chart.

Transition: Music can help people to express their feelings and emotions. Some scientific studies have
shown that animals can react to music in different ways as well. Have you heard of that?

(5 mins) T provides Ss with a chart with animals. Ss predict the effects T checks
T can ask orally whether Ss can predict the of music on the instructions.
effects of music on those animals. given animals.
T asks Ss to go through the article and
complete the chart.

https://www.mentalfloss.com/article/70539 Ss go through an
/7-scientific-studies-about-how-animals-rea article and check
ct-music their predictions.

T goes over Ss answers and rounds up the

topic.

Follow up: Where can music take me? T asks Ss to think about a moment in their lives in which music was
the key. T asks Ss to share that moment with the rest of the class.

EMOTION IN MUSIC, GIVING YOU THE CHILLS

September 27, 2019 by Dennis Beentjes
Authors: Dennis Beentjes & Robin Reumers

158
Editor: Milou Derksen

Music is something special, it is believed that music is the window to the soul. Some call it a
universal language. Music is a form of expression. It’s a way of telling a story. Most people
agree that meeting someone with the same music taste is one of the best things, creating a
deeper connection and in most cases, an emotional bond.

But what makes music move us and stir up our deepest emotions?

In the last decades, neuroscience and cognitive psychology studies played a vital role to
decipher the mysteries surrounding music and our emotions.

MUSIC MOVES US
First, let’s have a closer look at our emotions. The word emotion comes from the Latin word
‘emovere‘, which means ‘to move, remove, agitate or stir up’. We can be “moved” by a piece
of music, where ‘being moved’ describes our emotional state.

From a scientific approach, emotions are chemicals released in response to our

interpretation of a specific trigger. This process usually takes a couple of seconds, where a
sequence of sounds, interpreted by our brain as music, can be the trigger that evokes the
emotion, bringing it to the conscious mind. It influences our thinking, behavior, brings back
memories, and turns it into feelings.

When receiving a sequence of sounds, the brain tries to impose structure and order and, in
effect, creates an entirely new system of meaning, which translates into a pleasant and
rewarding experience or an unpleasant one. When we ‘like’ or ‘appreciate’ a piece of music,
it’s because of our ability to process the underlying structure and to predict what will occur
next in the song. In other words, what makes music pleasant to us humans is the creation of
expectations. And the more we listen to music, the more we fuel our music memory. In this
case, what we know influences what we hear.

BUT HOW DOES MUSIC EVOKE EMOTION?

A closer look reveals that music activates many parts of our brain, including the so-called
limbic system of the brain, which is involved in motivation, emotion, learning, and memory.
In fact, music is now known to stimulate almost every part of the brain.

MUSIC AND MEMORIES

The relationship between music and memory is compelling. Songs from the past can stir
powerful emotions and memories. It’s an experience almost everybody can relate to: hear a
piece of music from decades ago, and you are transported back to a particular moment in
time, like stepping into a time machine. You can feel everything very strongly as if you were
there.

MUSIC GIVES YOU CHILLS.

159
Music pleasure occurs when you, or actually your brain, knows what’s coming next while
listening to a song. And when your playlist strikes all the right chords, the rise of dopamine
can take your body on a physiological joyride by increasing your heart rate, body
temperature rising, redirecting blood to your legs, and activating the mission control center
for body movement. However, the ultimate climax happens when the brain flushed with
dopamine triggers a tingly sensation down your back — the so-called ‘chills’.

These sensations also stimulate our motivation system; making us enjoy a piece of music,
deriving pleasure from it, wanting to listen to it again, ,and being willing to spend money for
it. It almost sounds like a drug.

“WITHOUT MUSIC, LIFE WOULD BE A MISTAKE.”

― Friedrich Nietzsche (Twilight of the Idols)

The Fray - How to Save a Life.

Step one, you say we need to talk

He walks, you say sit down, it's just a talk
He smiles politely back at you
You stare politely right on through
Some sort of window to your right
As he goes left, and you stay right
Between the lines of fear and blame
You begin to wonder why you came
Where did I go wrong?
I lost a friend
Somewhere along in the bitterness
And I would have stayed up with you all night
Had I known how to save a life
Let him know that you know best
'Cause after all, you do know best
Try to slip past his defense
Without granting innocence
Lay down a list of what is wrong
The things you've told him all along
And pray to God he hears you
And I pray to God he hears you
And where did I go wrong?
I lost a friend
Somewhere along in the bitterness
And I would have stayed up with you all night
Had I known how to save a life
As he begins to raise his voice

160
You lower yours and grant him one last choice
Drive until you lose the road
Or break with the ones you've followed
He will do one of two things
He will admit to everything
Or he'll say he's just not the same
And you'll begin to wonder why you came
Where did I go wrong?
I lost a friend
Somewhere along in the bitterness
And I would have stayed up with you all night
Had I known how to save a life
Where did I go wrong?
I lost a friend
Somewhere along in the bitterness
And I would have stayed up with you all night
Had I known how to save a life
How to save a life
How to save a life
Where did I go wrong?
I lost a friend
Somewhere along in the bitterness
And I would have stayed up with you all night
Had I known how to save a life
Where did I go wrong?
I lost a friend
Somewhere along in the bitterness
And I would have stayed up with you all night
Had I known how to save a life
How to save a life
How to save a life

161
 UNIT 5:
THE WORLD OF
SCIENCE
AT THE END OF THIS UNIT, YOU WILL BE ABLE TO:
● use the target language to talk about science, methodology, theories
and legends related to knowledge.
● research scientific topics and share the results with classmates and
teachers.
● write a wide array of scientific and less scientific pieces of writing.
● use the four skills to understand and talk about science.
● learn about famous scientists from the past with a special focus on
female scientists.
● help students understand how science does not only belong in the lab,
but in the real world as well.

162
 Theme: The world of Science. CONVERSATION CLASS AVAILABLE

Topic: 1. Does Science only belong to the lab?

Aims:
-To work with the definitions of science.
-To revise the names of some sciences.
-To practice reading skills.
-To foster critical thinking skills.
-To practice speaking.

Stage T’s action Ss’ actions Assessment

Uncovering T shows Ss a mind map with the word Ss think about T activates previous
the topic of SCIENCE in the center, and asks Ss to science and knowledge about
the lesson complete it with their ideas about the topic. complete the mind the topic.
(5 mins) T draws the mind map on the board. map with their ideas Ss come to the
about the topic. board and complete
the mind map
together.

Transition: Now, let’s read the definition of science to learn more about the subject.

T asks Ss to read a text and answer some Ss get in pairs and T asks Ss to share
(8 minutes) questions. T suggests working in pairs. they read the text their answers orally.
and answer some T writes Ss’ answers
questions. on the board.

Transition: Can you mention some branches of science that you know?

T asks Ss to look at the poster about Ss read the T asks Ss to read the
(6 mins) different branches of science and complete information in the information in the
them with the corresponding words. poster and complete poster with their
the blanks with the answers to check the
Key (in order): corresponding activity.
before - Earth - space - environment - words suggested.
elements - move - bodies - feelings - living -
ancestors - dinosaurs - computers

T asks Ss to classify the different sciences Ss working in pairs Oral correction will
(8 mins) mentioned into natural or social. decide if the be done.
sciences are natural
Key: and social.
Natural sciences:

163
 Astronomy - Physics - Chemistry - Ecology -
Medicine - Biology - Genetics - Paleontology
Social sciences:
History - Geography - Anthropology -
Archeology - Economics - Political Science -
Sociology - Psychology - Social Psychology -
Computer Science

Transition: In science, there are steps to carry out an investigation. In the natural sciences, there is a
scientific method while in the social sciences there is a research cycle. Do you know the steps involved?

T asks Ss to complete the different steps of Ss complete the Ss come to the

(9 mins) the scientific method in the scheme with scheme about the board to complete
the options provided. scientific method. the scheme.

T asks Ss to put the different steps in social Ss put the different Ss share their
(9 mins) research in order. steps in social answers orally.
research in order.

Follow up: Ss create a scheme named: Research Cycle and locate the different steps in social research in
order. Then, they present the scheme they created to the rest of the class orally. They have to explain the
reasons for sequencing the different steps in that way.

164
 Theme: The world of Science.

Topic: 2. The power of pets

Aims:
-To make students aware of the benefits of having a pet.
- To foster reading and writing skills.
- To promote a comfortable classroom atmosphere so Ss
can express their opinion and feelings.
- To encourage oral communication.

Stage T’s action Ss’ actions Assessment

T asks Ss to think about how important are Ss talk about the T encourages oral
Uncovering their pets. importance of pets participation.
the topic of for them. T activates previous
the lesson T asks Ss to read the quotes about animals knowledge about
(7 mins) and write a similar one expressing their Ss read the quotes the topic.
feelings toward animals. and write a quote T elicits vocabulary
about animals. from Ss.
T checks their
answers as a whole
group.

Transition: Why do you think animals can improve our health?

T asks Ss to work in pairs and make a list of Ss work in pairs to T monitors while Ss
5 (minutes) benefits of owning a pet. make a list of work.
benefits of owning a T gives feedback on
pet. the board.

Transition: What are the most common pets among people? Which pet would be perfect for you?

(7 mins) T asks Ss to label some pictures and explain Ss read the text to T may help Ss by
each one with ideas from the text. label the pictures exploiting the
and explain them. pictures and
checking the
example.
T monitors while Ss
are on task.

10 (mins) T asks Ss to read the text and answer some Ss read the text and T may help Ss if they
questions. answer the need it.
questions.

165
 T checks
understanding.
T provides feedback
on the board.

5 (mins) T asks ss to read the text and name the Ss read the text and T may give examples
pets. name the animals. to help Ss
T asks Ss to describe each animal according Ss describe each understand the
to information from the text and from the animal using instructions.
word cloud. information from T monitors while Ss
Sources: the text and word are on task.
https://newsinhealth.nih.gov/2018/02/power-pets cloud. T explains what a
https://www.cdc.gov/healthypets/keeping-pets-and-people-healt
word cloud is, in
hy/how.html case Ss do not know
it.

Transition: Do you consider yourself a pet lover? Can you describe your pet in one word?

(10 mins) T asks ss to complete a mind map about Ss complete the T monitors while Ss
their pet to organize their ideas. mind map with are working.
information about T may help Ss with
T asks Ss to write a short text describing their pet. the vocabulary they
their pet. need.
Ss write a text about T may ask Ss to use
their pets. dictionaries.

Follow up: Play with your imagination and create an amazing word cloud with the shape of your pet. Use
words from your description, remember to include your feelings, emotions, your pet’s main features, etc

166
 Theme: The world of Science. CONVERSATION CLASS AVAILABLE

Topic: 3. Look up at the stars.

Aims:
- to learn about constellations
- to acknowledge that our way of seeing the sky is not the only one
- to find information from a webpage
- to practice reading skills
- to foster imagination
- to practice writing skills

Stage T’s action Ss’ actions Assessment

Uncovering T shows Ss some pictures of celestial Ss match the Oral correction will
the topic of bodies. T asks Ss to match the pictures with pictures to their be done.
the lesson their names. names.
(7 mins)

Transition: Tell me, do you like to look up to the night sky? What are your feelings when you do it? Would
you like to learn more about the night sky?

T asks Ss to read the first text and answer Ss get in pairs and T asks Ss to share
(5 mins) some questions they read the text their answers orally.
and answer some T writes Ss’ answers
questions. on the board.
KEY: the constellation
in the card is Orion.

Transition: Let’s read the Constellation Cards for some of the most recognizable star clusters in our sky
and do some activities.

(7 mins) T asks Ss to get in pairs and read the other Ss get in pairs and T monitors while Ss
four texts and complete a chart with complete the chart work.
information. with information Oral correction will
from the texts. be done.

(7 mins) T asks Ss to read the texts again, look for Ss look for T may give examples
information and write some sentences information in the to help Ss
according to the instructions. texts and write some understand the
T asks Ss to read aloud their sentences. sentences. instructions.
Ss read the
sentences aloud.

Transition: Do you know any other constellations apart from the ones mentioned in the cards? Let’s visit a
webpage to learn more about constellations around the world.

167
(5 mins) T asks Ss to get in pairs and visit the Ss visit the the T may help Ss with
webpage Figures in the Sky at webpage Figures in navigating the
https://figuresinthesky.visualcinnamon.com the Sky and choose webpage.
. T asks Ss to surf the web and write five and write five pieces
pieces of information from the web. of information from Ss read the
the site. sentences aloud.

Follow up: PROJECT: CREATE YOUR OWN CONSTELLATION

What image do you see in the sky? Choose one of the following star maps and…
1. Try to see a pattern, is it an object? A person? An animal?
2. Draw your constellation on the stars.
3. Give your constellation a name.
4. Write an origin story for your constellation. You can relate it to something that is important to you,
a children’s story, a person, an activity, etc.
Remember that bigger dots are brighter stars, so use those as anchors to your picture.

168
 Theme: The world of Science.

Topic: 4. How my body works under extreme conditions.

Aims:
- to develop Ss' reading skills by working with an interview.
- to create a stress-free atmosphere.
- to foster Ss' speaking skills by giving them the opportunity to express their ideas.
- to raise awareness of our health care by asking Ss to research on skin issues.

Stage T’s action Ss’ actions Assessment

T shows Ss two pictures and asks them to Ss look at the T monitors the
Uncovering describe them (hot and cold weather pictures and activity and acts as a
the topic of conditions). describe the facilitator in case Ss
the lesson situations there. need help with
(7 mins) vocabulary.

T provides Ss with some body reactions and Ss read the different

asks them to classify them according to hot body reactions and
and cold conditions. classify them
according to hot or
KEY cold conditions.
How hypothermia impacts the body.
Shivering
Slow, weak pulse
Clumsiness and loss of coordination
Shallow, slow breathing
Slurred or mumbled speech
Numb hands and fingers
How heat impacts the body.
Altered mental state
Alteration in sweating
Nausea and vomiting
Flushed skin
Rapid breathing
Racing heart rate
Headache

Transition: Let’s meet a woman who embarked on a mission to one of the coldest places on Earth.

169
 T asks Ss to read an interview with Dr. Ss read the interview T monitors the
10 (minutes) Silvana Benitez Castro and correct these with Dr. Silvana activity.
statements about her experience. Benítez Castro and
correct the
1- Silvana decided to go to Antarctica to statements. KEY
meet new people. 1- Silvana decided to
2- The operational support team is made up go to Antarctica to
of soldiers. see its landscape
3- Accessing fresh food is very simple. and fauna.
4- In case of an emergency all members of 2- The operational
the base can decide what to do. support team is
5- Flying to Punta Arenas is not complicated made up of the
at all. Chief, a mechanic,
an electrician, a
diver, a cook, a
doctor, a
meteorologist and a
communication
Ss read the interview specialist.
again and complete 3- Access to fresh
the sentences with fruits and vegetables
the correct is not possible.
information. 4- The doctor is the
one that evaluates
T asks Ss to read the interview again and the seriousness of
complete the sentences with the correct the situation,
information. deciding if it is
1- The requirements to take part in this type necessary to
of mission depend on ……... evacuate the person
2- Scientists from all over the world come to by plane to the
BCAA to ………. mainland in Punta
3- Soldiers from the three Armed Forces are Arenas or if
part of the operational staff because treatment can be
………….. deferred.
4- Frozen and non-perishable food is stored 5- Getting to Punta
in ………. Arenas is not simple
5- The emergency equipment includes because the weather
………… conditions are not
always right for
flying.

KEY
1- The requirements to take part in this type
of mission depend on whether the person is

170
 going to integrate within the operational staff of
the base or is going to go on a research mission
2- Scientists from all over the world come to
BCAA to do research projects.
3- Soldiers from the three Armed Forces are
part of the operational staff because of their
training, because of their experience, because of
their discipline and also because of logistical
issues.
4- Frozen and non-perishable food is stored
in a thermally conditioned warehouse.
5- The emergency equipment includes a
cardiac defibrillator, monitor, medication and
appropriate instruments for advanced
resuscitation if it has to be performed.

Transition: Dr. Benitez mentions some things we must consider when exposed to cold weather.

(10 mins) T asks Ss to read the second part of the Ss read the second T acts as a facilitator
interview and take notes on the tips that Dr. part of the interview in case Ss have
Benitez Castro mentions in the article: and take notes on trouble finding the
the tips about taking information needed.
TAKING CARE OF YOUR BODY IN COLD care of our body in
WEATHER. cold weather.

T asks Ss to share their notes orally. Ss share their

findings orally with
the rest of the class.

Transition: Moving from Antarctica to the north of our country, for example, can make our bodies suffer
because of the heat. Let’s look at the information from the World Health Organization.

(5 mins) T provides Ss with 4 pictures that belong to Ss read the T encourages Ss to

the World Health Organization. information from choose the 5 things
the World Health that are more
Organization and important for each
choose 5 things we student according to
T asks Ss to make a list of the 5 most should do to look his/her own
important things we should do to look after after ourselves experience.
ourselves during a heatwave. during a heatwave.

Follow up: Raising awareness of the impact of extreme conditions on our bodies.
T asks Ss to find information about skin cancer in our country.
What things should we do to take care of our skin?
How many cases of skin cancer are detected in Uruguay every year?

171
 Theme: The world of Science.

Topic: 5. Just a matter of elements.

Aims:
- to work interdisciplinary with the Chemistry teacher.
- to use English as a means to talk about another subject.
- to foster Ss’ imagination by asking them to figure out the meaning of some puns.
-to lower Ss' affective filters by playing a game.
-to motivate Ss and create a nice atmosphere by working with some puns.

Stage T’s action Ss’ actions Assessment

T writes these terms on the whiteboard and T acts as a facilitator

Uncovering elicits the words PERIODIC TABLE from the by eliciting words Ss
the topic of Ss. may not know.
the lesson
(7 mins) Elements
Symbol
Period
Group
Atomic number

T asks Ss if they know the names of some Ss say if they know

elements in English. the names of the
elements in English.
T asks Ss to order the words to form the
names of the 5 most important elements Ss order the words
also known as the bulk elements. to form the names
of the five most
important elements.
NYGOEX
BCRAON
RNYDOEHG
TREINNOG
FSUULR KEY
N Y G O E X (OXYGEN)
Information for the T: Living organisms B C R A O N (CARBON
RNYDOEHG
contain relatively large amounts of oxygen, (HYDROGEN)
carbon, hydrogen, nitrogen, and sulfur TREINNOG
(these five elements are known as the bulk (NITROGEN)
elements) F S U U L R (SULFUR)

172
Transition: How much do you know about the periodic table of elements? Let’s revise some information
about it.

T asks Ss to match the two halves to make Ss match the two T monitors while SS
10 (minutes) sentences. halves to make work on the task.
sentences.

T provides Ss with a simple diagram of one Key

element of the periodic table and they have 1-e / 2-h / 3-b / 4-f /
to complete it with the words in bold from Ss complete a 5-a / 6-c / 7- g / 8-d
the sentences above. diagram with the
words in bold from
Key the previous
sentences.

Transition: Some people may think science is boring. However, these puns prove this is wrong.

(10 mins) T invites Ss to play a memory game. Ss play a memory T monitors the
T asks Ss to gather around the board game game. activity and helps Ss
and explains that the game is based on understand the
chemistry puns. puns.
(T must print two copies of each pun cut in
halves)

T asks Ss to go to the board.

The aim of the activity is to get an element Ss go to the board.

for each student.
(Don´t put these pics on the board)

173
 After each S has an element of his/ her own,
T asks Ss to get in pairs.
T asks each pair to get together and explain
their pun to the rest of the class. Ss get in pairs and
T may allow Ss to use Spanish to complete explain their puns to
this activity. the rest of the class.

Transition: Did you know the human body is approximately 99% composed of just six elements? Oxygen,
hydrogen, nitrogen, carbon, calcium, and phosphorus. Another five elements make up about 0.85% of the
remaining mass: sulfur, potassium, sodium, chlorine, and magnesium. All of these 11 elements are
essential elements.

(5 mins) T gives Ss the silhouette of the human body Ss get in pairs and
with different percentages and asks Ss to write the given
pair up and write an element next to each element next to a
percentage. percentage.
T gives Ss these words: OXYGEN, OTHER
CHEMICAL ELEMENTS, NITROGEN,
HYDROGEN, CARBON. KEY

T tells Ss they can ask for help from the

Chemistry teacher or the internet.

Follow up: T asks Ss to think about the following situation.

Emma is suffering from a terrible stomachache, probably due to a huge pizza she had the day
before.
She asks her granny for advice and this is what her granny sends her.
Why do you think her granny advises her to take an antacid pill?

174
 Theme: The world of Science.

Topic: 6. A place worth fighting for.

Aims:
- to develop Ss’ speaking skills by giving their opinions and describing their feelings.
- to foster Ss’ critical thinking by asking them to develop their ideas about how to
protect the world.
- to improve Ss’ reading skills by working with a text about Tucson.
- to create a stress-free atmosphere so Ss can express their ideas.

Stage T’s action Ss’ actions Assessment

T provides Ss with the following headline Ss read a headline T monitors while Ss

Uncovering and asks Ss to interpret it. and interpret it. express their ideas.
the topic of
the lesson ¨The Earth is unique in its capacity for life.¨
(7 mins)
T provides Ss with an SOS BOX

T shares two pictures with Ss. One of the

pictures was taken by Bryn Sharp in the Ss get in pairs and
USA. The other picture belongs to Uy. look at the pictures.
T asks Ss to get in pairs and look at the
pictures.

T asks Ss to write three ideas in which the Ss write three ideas T encourages Ss by
Earth shows its capacity in both landscapes. in which the Earth providing some
shows its capacity in language they may
both landscapes. need.

T asks Ss to share their ideas with the rest of

the class. Ss share their ideas
with the rest of the
class.

Transition: Did you know that each species has a special role to keep the planet healthy?

T asks Ss to watch the first 2 minutes of the Ss watch the first 2 T checks
10 (minutes) video and complete a chart: minutes of a video instructions.
and complete a
https://www.youtube.com/watch?v=JdWQJ chart.
q2OkJs

175
 In your opinion,
-the most breathtaking landscape is... T enourages Ss to
-the most interesting animal is... participate.
-the most impressive animal..
-the weirdest fish is...
-some actions human beings can take in
order to protect the planet are…

T asks Ss to share their ideas with the rest of

the class.

Transition: Being the Earth such a small place in the whole universe it’s incredibly the amount of
landscapes and forms of life possible.

(10 mins) T asks Ss to read the text about Tucson and Ss read the text T acts as a facilitator
answer the following questions. about Tucson and by eliciting words Ss
answer the given may not know.
1.Where is Tucson? questions.
2.Why has it become a popular destination?
3. What sports can you practice in Tucson?
4. Why is November a special month in this
place?
5.Why do you have to keep your eyes open?

KEY
1. It is a city located in the United States.
2. Because It is a place where people can go
and practice different outdoor activities.
3. You can practice rock climbing, cycling,
mountain biking and hiking.
4. During November a cycling charity event
takes place in Tucson.
5. You have to keep your eyes open in order
not to be eaten by a wild jaguar.

Transition: Would you like to visit this place? How do you think it would feel to visit it?

(5 mins) T asks Ss to look at some pictures and Ss look at some T monitors while Ss
choose a place they would like to visit. pictures and choose work on the task.
a place they would
like to visit.
T asks Ss to give reasons for their choices. Ss use an SOS BOX to
T gives Ss an SOS BOX express their ideas.

Follow up: T asks Ss to choose a place they think is worth fighting for and prepare a leaflet about that place.

176
 Theme: The world of Science. CONVERSATION CLASS AVAILABLE

Topic: 7. Caution: Security in the lab

Aims:
- To learn the basic lab safety rules
- To reflect on safety in different situations
- To practice reading skills
- To practice speaking skills

Stage T’s action Ss’ actions Assessment

Uncovering T shows Ss ten safety pictograms and Ss recognize the T elicits vocabulary and
the topic of asks Ss to match the pictograms with pictograms and activates previous
the lesson their meanings. what they stand knowledge.
(5 mins) for. Ss match the
pictograms with KEY:
their meanings. 1- FLAMMABLE
2- RISK OF EXPLOSION
3- POISON
4- CORROSIVE
5- HIGH-VOLTAGE
6- BIOHAZARD
8- RADIATION
7- HIGH TEMPERATURES
9- HAZARDOUS TO THE
ENVIRONMENT
10- ELECTRICITY

Transition: What are safety pictograms used for? In which places is it important to know the risks?

T asks Ss to read a short dialogue Ss read the Oral correction will be

(5 mins) between Linda and Nico in the dialogue and done.
chemistry laboratory and complete complete the
Linda’s possible risks and Nico’s activity.
recommendation about it.

Transition: Do you think it’s important to wear protection when you’re working in the science lab?
What other security measures can you think of? Let’s read the SCIENCE LAB TEN SAFETY TIPS
infographics to learn more.

(10 mins) T asks Ss to read the science lab ten Ss read the T monitors while ss are
safety tips infographics and place the infographics and working.
titles in the correct place. do the activity. T checks understanding
by asking questions.

177
 KEY:
1- TEACHER SUPERVISION
2- DRESS APPROPRIATELY
3- FOLLOW INSTRUCTIONS
4- NO FOOD OR DRINKS
5- BE EMERGENCY READY
6- TURN OFF EVERYTHING
7- HANDLE WITH CARE
8- REPORT, REPORT, REPORT
9- KEEP A CLEAN WORKPLACE
10- CLEAN UP

(5 mins) T asks Ss to match some icons to words Ss match the icons Oral correction will be
from the infographics. to the words. done.

KEY:
1- APRON 2- HEATING APPLIANCES
3- SPILLS 4- FUMES
5- TONGS 6- GLASSWARE
7- GLOVES 8- GOGGLES
9- SINK

(10 mins) T asks Ss to read the tips again and Ss read the T monitors while Ss are
copy at least two instructions related to infographics again working.
these safety areas: and write the T can give some
- Cleaning & disposal procedures instructions examples to motivate
- Proper attire related to those Ss.
- Heating procedures areas.
- Emergency procedures Ss share answers with
- Personal safety the class.
- Use of chemicals

Transition: Now, let’s see if you can put those tips to work.

(10 mins) T asks Ss to get in pairs and read some Ss get in pairs, T monitors while ss are
laboratory scenarios where safety read the working.
measures are not being followed and laboratory T checks understanding
write a piece of advice for each of scenarios and by asking questions.
them. write the pieces of
advice. Ss share the pieces of
T asks Ss to share their pieces of advise Ss share their work advice with the class.
with the rest of the class. with the class.

Follow up: Work in groups. Each group will create a safety poster that illustrates one of the safety
tips covered in the infographics. You will work on the posters in class and present them to the class
after they are completed.

Theme: The world of Science.

178
 Topic: 8. Be careful! There is an apple falling down!

Aims:
- To talk about Newton and his gravity law.
- To foster reading skills.
- To promote a comfortable atmosphere.
- To encourage Ss oral participation.

Stage T’s action Ss’ actions Assessment

T asks Ss to look at the pictures and try to Ss look at the T elicits vocabulary
Uncovering find a secret word connected to a great pictures and try to from Ss.
the topic of discovery from the 17th century. find a connection T activates previous
the lesson Pictures from: between them. knowledge.
(5 mins) www.pixaby.com Ss find the secret T encourages oral
www.wikicommons.com word (gravity) participation.
https://png.pngtree.com T lowers the
https://freesvg.org/decorative-r effective filter.

Transition: Have you ever wondered why do astronauts float? Or why do things fall down?

T asks Ss to complete the introduction of Ss complete the T monitors while Ss

7 (minutes) the text using words from the previous introduction using are working.
activity. words from the Feedback is done
previous activity. orally.
Picture from: www.pinterest.com

(10 mins) T asks Ss to read the text again and find Ss read the text and T may explain what
antonyms. find antonyms. an antonym is, and
T asks Ss to use the antonyms to write Ss write sentences give some examples.
sentences about Newton. using the antonyms T monitors while Ss
are on task.
T may help Ss if they
need it.
Feedback is given on
the board, as a
whole group.

(10 mins) T asks Ss to read the text again and write Ss read the text T monitors while Ss
questions to the answers given. again, then write the work.

179
 questions to match T may check
each answer. understanding by
modeling an
example.
T may review
question words.

Transition: Do you consider Newton’s gravity force law an important discovery? Do you know other
Newton’s laws? Which ones?

(7 mins) T asks Ss to read about three more laws and Ss match Newton’s T monitors while Ss
match the definition to the correct one. laws to the correct are working.
description. T may help Ss if it is
necessary.

Transition: What have you learned today? What did you like the most about the topic? What else would
you like to learn more about?

(6 mins) T asks Ss to unscramble the words to write Ss unscramble the T monitors while Ss
some fun facts about gravity. words to write fun are on task.
facts about Gravity.
T asks Ss to read the short explanation
about weight and mass and to solve the Ss read the T monitors and gives
physics problem. explanation and feedback on the
solve the problem. board.

Follow up: T asks Ss to create an infographic to explain the Gravity force law.

180
 Theme: The world of Science.

Topic: 9. The power of green.

Aims:
-To read about medicinal plants.
-To work with vocabulary related to health care and illnesses.
-To revise phrases for making suggestions.
-To enhance the reading strategy: identifying the main ideas in a text.
-To deal with the importance of dividing the texts into paragraphs.

Stage T’s action Ss’ actions Assessment

Uncovering T asks Ss to come to the board Some Ss smell something T elicits different
the topic of and smell something that is in a that is in a bag. They try to words from the Ss.
the lesson bag. T tells them they have to guess what the hidden object
guess what the hidden object is. is.
(5 mins)
T shows them what is inside the
bag. A chamomile plant. T asks Ss answer the T’s questions.
Ss:
-What do you know about this
plant?
-Have ever tried a chamomile
tea?

Transition: This plant is considered to have some benefits for your health. Plants that have benefits
can be called: medicinal plants.

T asks Ss to read the text about Ss get in pairs. They read the Oral correction will
(6 mins) medicinal plants and label the text about medicinal plants be done.
pictures with the corresponding and label the pictures with
words or phrases. T suggest the corresponding words or
working in pairs. phrases.

Transition: Do you know any other medicinal plant? Let’s learn more about other medicinal plants?

(7 mins) T asks Ss to read the text again Ss read the text again and Ss come to the board
and find: look for some information to write the answers.
1-To types of medicines: required.
2- The disadvantages of herbal
remedies:

181
 3- The people who shouldn't use
herbal medicines:
4- The risk manufactured
medicines may have:
5- The person you should talk to
before taking a herbal medicine:

Transition: What kind of benefits do you think these medicinal plants have? Let’s find out!

(8 mins) T asks Ss to match the pictures Ss match the pictures and T asks Ss to read
and the possible benefits to the the possible benefits to the aloud their answers.
corresponding medicinal plants. corresponding medicinal
T asks Ss to read the text again to plants.
check their answers.

Transition: Do you remember the medicinal plants’ benefits? What herbal remedy would you suggest
to these people according to their medical situation?

T asks Ss to read some sentences

(6 mins) and make suggestions to the Ss read the medical Ss share their
people according to their situations presented and answers orally.
medical situation. T tells Ss to make suggestions to the
use phrases from the SOS Box. people.

Transition: Why do some people take herbal remedies? Let’s find out!

T asks Ss to read a text about the Ss read the text and fill in the Ss read the text
(6 mins) reasons why people take herbal blanks. aloud to do the
remedies and to complete it with correction. T writes
words from the table. the answers on the
board.

T asks Ss to read the text again, Ss read the text and T asks each pair of Ss
(7 mins) look for important ideas and underline the most to share their
underline them. T explains that important ideas. Then, they answers with
once they have found those divide the text into another pair of
main ideas, they have to divide paragraphs according to the students.
the text into paragraphs. T number of main ideas that
explains Ss what a paragraph is. they found.
T asks Ss:

-Why are paragraphs important

in a text?
-How many paragraphs could be
created?
-Where would each paragraph
begin and finish?

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Project: Work in pairs and look for five more medicinal plants. You may want to ask your grandparents
or any other relatives. Ask them if they take herbal medicines and the reasons for taking or not taking
them. Take notes of the ones they mention, where they can be found, how they should be taken, the
benefits they may have, etc. Make a video explaining who provided you the information and all your
findings to your classmates.

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 Theme: The world of Science.

Topic: 10. The strength of my brain.

Aims:

- to lower Ss’ affective filters by creating a stress-free atmosphere.

- to motivate Ss by working with different visual aids.
- to foster Ss’ speaking skills by asking them to give their opinions about a certain
topic.
- to develop Ss’ reading skills by asking them to answer some questions about an
infographic.

Stage T’s action Ss’ actions Assessment

T shows some pictures and asks Ss what Ss look at some T monitors while Ss
Uncovering they see. pictures and say work with the
the topic of what they see. pictures.
the lesson T provides Ss with an SOS BOX
(7 mins) Ss use an SOS BOX to T encourages Ss to
express their ideas. speak in L2.

Transition: How much do you know about our brain? Nico is doing some research about it. Let’s see what
he found.

T writes on the board two truths and one Ss read at three T fosters Ss’ oral
10 (minutes) lie: sentences and participation.
predict which are
The brain is 90% water. true and which one T encourages Ss to
The brain cells are called neurons. is a lie. express what they
We have 65,000 thoughts a day. think in L2.

KEY
The brain is 90% water. (LIE)
The brain cells are called neurons. (TRUTH)
We have 65,000 thoughts a day. (TRUTH)

T provides Ss with an infographic so that Ss check their

they can check their answers. predictions with an KEY
infographic. 1- 25 %
T asks Ss to read the infographic and answer 2- Because it is busy
some questions. processing
QUESTIONS everything that has

184
 1- How much oxygen does the brain need? happened during the
2- Why is the brain more active when we day.
are asleep? 3- Oxytocin.
3- What’s the name of the chemical that Ss read the 4- The right
makes you feel love? infographic and hemisphere.
4- Which hemisphere is in charge of answer the given 5- The cerebellum.
creativity? questions.
5- Which part of the brain controls our
body’s coordination?

Transition: Working with others helps us reach higher levels of understanding. Let’s work in pairs and
find out more interesting facts about the brain.

(10 mins) T asks Ss to get in pairs. Ss get in pairs and T checks instructions
T provides each Ss with an incomplete part ask questions to and acts as a
of the infographic and questions. their partners to facilitator by
T asks each Ss to ask questions to his/her complete the providing vocabulary
partner to complete the missing missing information Ss may not
information in their part of the infographics. in their part of the understand.
infographic.

T asks each Ss to share the most interesting

fact they learned in the previous activity
with the rest of the class.

Transition: People may go to the gym to get more muscles and train their bodies. But do people exercise
their brains?

(5 mins) T shares 7 train exercises to strengthen your Ss read 7 exercises T monitors the
mind and asks Ss to think of examples for each to strengthen their activity.
of the brain exercises. minds and think of
examples for each
1- Take Care of Your Body brain exercise.
2- Learn Something New
3- Try Using Your Non-Dominant Hand
4- Socialize
5- Meditate
6- Play Brain Games Ss create a poster to
encourage people to
T asks Ss to create a poster to encourage do brain exercises.
people to do brain exercises.

Follow up: T asks Ss to think about the following question.

Does the heart control the brain or is it the other way around?
T asks Ss to give their reasons to support their posture. T asks Ss to surf the net and check if their posture
was right or wrong.

185
 Theme: The world of Science.

Topic: 11. How do others influence me?

Aims:

- to promote critical thinking by asking Ss to come up with ideas to solve different

situations.
- to foster team work by asking Ss to work cooperatively.
- to develop Ss' speaking skills by providing them with the chance to express their
ideas.
- to motivate Ss by working with the trailer of a movie.

Stage T’s action Ss’ actions Assessment

T starts the class by telling Ss that the teens Ss get in groups of T acts as a facilitator
Uncovering are taking part in a workshop. four. by eliciting words Ss
the topic of T asks Ss to get in groups of four. may need.
the lesson Each group receives a card with a situation Ss come up with a
(7 mins) and Ss need to come up with a solution for solution for a given
the problem. situation.

SITUATION A: Camila is worried about one

of her friends, Nadia. Nadia has changed a
lot since she started going out with a new
group of friends. Camila has even seen
Nadia smoking outside school, and Camila
had never done that before.

SITUATION B: Nico is worried about one of

his friends, Pedro. Pedro´s family is
undergoing a very difficult economic
situation and he had to take a part-time job
to help his parents. The problem was that
the other day after class, Nico saw Pedro’s
classmates laughing at him. Apparently,
Pedro has no time to spend with his friends
so he decided to quit his job.

SITUATION C: Emma’s best friend has been

feeling very overwhelmed lately. Her
parents get on her about doing homework.
They always check her notebooks and they

186
 make her do the school work as soon as she
gets home from school. That’s why she
doesn’t have much free time.

SOS BOX
In my opinion, …… should /shouldn’t …….
If I were in Emma’s / Camila’s / Nico’s shoes,
I would ……
I would tell ……. to ………
I would recommend that ……… should /
shouldn’t …….

Transition: In our everyday lives we have to solve and try to overcome different issues but it is sometimes
better to solve them with others. Every group had a situation to solve. Let’s share the situation and the
results.

T asks one member of each group to share One member of T encourages Ss to

10 (minutes) their situation with the rest of the class. each group shares participante.
the situation with
the rest of the class.
T elicits from Ss ways in which others can
influence every person. Ss say in which ways
others can influence
every person.

T asks each Ss to think of a situation in Ss think of a

which others tried to influence them in situation in which
order to change their behavior. others tried to
influence them in
order to change
their behavior.

Transition: Changing the way in which we act according to the people we are surrounded by can cause
certain difficulties.

(10 mins) T invites Ss to watch the trailer of the film Ss watch the trailer T plays the trailer as
“Happiest season”. of the film. many times as Ss
T asks Ss to answer the following questions: require.

-Who are the characters of the film?

-What time of the year is it?
-Where do they decide to go?
-What is the main characters’ family like? Ss answer the given
-Which is the conflict of the story? questions.

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 T corrects the answers orally.

Transition: How much do you let other people influence your life?

(5 mins) T asks Ss to get in pairs and discuss some Ss reflect on some T monitors while Ss
quotes. quotes. work.

Follow up: T shows Ss an acrostic and asks Ss to answer some questions. What message is the person trying
to convey? In which situations do we try to influence others?
T asks Ss to work in pairs and create their own acrostic.

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 Theme: The world of Science.

Topic: 12. I am a social being.

Aims:
-To work with the characteristics of human beings as social species.
-To practice reading skills.
-To enhance the reading strategies: identification and organization of main ideas.
-To practice speaking.
-To work with social and emotional learning by describing a special person in Ss’ lives.
-To practice writing.

Stage T’s action Ss’ actions Assessment

Uncovering T plays a song and asks Ss to listen to it (and Ss listen to the song Ss share their
the topic of not to watch it at this point) and say what and try to guess answers and explain
the lesson they think the song is about. T suggests what it is about. the reasons for their
(4 mins) choosing an option from the ones provided. choices.

T shows the video of the song and asks Ss if

their guesses were correct.

Ss watch the video

of the song and
check their guesses.

Transition: So, now that you watched the video, do you think having friends is important? Why?
We human beings are social beings, what do you think that this concept involves? Let’s read the text and
find out!

T asks Ss to read the text and look for Ss read the text and Ss come to the
aspects mentioned about each of the look for aspects board to complete
(8 mins) points: mentioned about the graphic
-Importance of social life some points to organizer.
-Characteristics of social interaction complete the
-Ways of improving my social life graphic organizer.
to complete the graphic organizer.

T asks Ss: Ss read some Ss read aloud their

-What does the text indicate about these sentences and answers.
(6 mins) ideas? Are they GOOD IDEAS (G.I.) or BAD decide if they are
IDEAS (B.I)? Why? GOOD IDEAS (G.I.) or
T asks Ss to write G.I. or B.I. next to each BAD IDEAS (B.I.)
sentence and justify their answers. depending on what

189
 they find in the text.
Ss justify their
answers with ideas
from the text.

Transition: As the text mentioned, social relations are important in our lives. What activities do you usually do
with your friends or family?

T asks Ss to have a look at some activities Ss working in pairs T asks Ss to mention

(9 mins) people may do with their friends or family look at the pictures the different
and mention what activities they are. For and mention what activities.
example: Number 1: Eat out activities they are. T monitors to check
Then, they look at Ss are finding the
T asks Ss to look for the 13 free time those activities in activities in the text.
activities represented in the pictures in the the wordsearch
wordsearch puzzle. puzzle. KEY:
1.Eat out
2.Go camping
3.Read a book
4.Go to the movies
5.Watch a series
6.Go for a walk
7.Visit your family
8.Listen to music
9.Play a team sport
. 10.Ride a bike
. 11.Play a board game
. 12.Play video games
. 13.Go dancing

Transition: Do you usually do some of these activities? Let’s find out about our peers!

T asks Ss to work with a peer and ask Ss work in pairs. T monitors Ss are in
(9 mins) him/her the questions from the table. T They have to ask task. T checks
explains they have to add two more each other the pronunciation.
questions. questions from the
table and ask two
Then, T explains they have to write down more questions.
their friend’s answers in the “Friend 1”
column. Then, they have to
listen to their
partner and
complete “Friend 1”.

T asks Ss to go to another group and report Ss go to another T monitors and helps

(4 mins) their friend’s answers. group and report if necessary.
For example: Luciana eats out with her their friend’s
friends once a month. answers.

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 T explains that when they finish reporting, Ss listen to a friend
they have to listen to a friend from another from another group
group talking about his/her partner and reporting on his/her
complete the “Friend 2” column in their partner and
table. complete the
“Friend 2” column in
the table.

(5 mins) T asks Ss to write some sentences Ss write some Ss share some of

describing the activities their friend does in sentences describing their sentences.
his/her leisure time. the activities their
For example: José sometimes goes camping friend does in
with his family. his/her leisure time.

Follow up: Write about a special person for you, it can be your best friend, your sister, a cousin or any
other person that you consider special. Explain the reasons why the person is so special, how long you
have known each other, describe the person’s character and you can also include an anecdote of the two
of you together.

(The following class, the students are going to exchange pieces of writing and make some comments or
questions on their friend’s writing.)

Project:
First part: Write about a special person for you, it can be your best friend, your sister, a cousin or any
other person that you consider special. Explain the reasons why the person is so special, how long you
have known each other, describe the person’s character and you can also include an anecdote of the two
of you together.

Second part: Read the text that you write to that special person and take a picture of the two of you
together (if possible). What did the person tell you? How did he/she feel? Write his/her reaction under
your piece of writing. Then, prepare a bulletin board in the classroom with all the texts and pictures.

191
 Theme: The world of Science.

Topic: 13. Women in science

Aims:

- to motivate Ss by working with some riddles.

- to develop Ss’ reading skills by working with a text about a famous
scientist.
- to foster Ss’ writing skills by working with a chart with information
about different scientists.
- to lower Ss’ affective filter by working with different visual aids.

Stage T’s action Ss’ actions Assessment

Cami is reading about important women Ss pay attention to T acts as a facilitator

Uncovering through history. While reading an article she the T. in case Ss need help
the topic of found some information about Caroline with vocabulary.
the lesson Herschel.
(7 mins)

T sticks a photo of a woman on the board

and tells Ss her name is Caroline Herschel. KEY
Although I’m not a
T asks Ss to solve some riddles to see if they window
can guess the woman’s profession. I am something you
look through
Although I’m not a window I’m often on a tripod
I am something you look through Things in space I
I’m often on a tripod help you view
Things in space I help you view. (Telescope)
Ss solve the riddles
There are millions of these things to guess the There are millions of
Which are seen in the sky at night woman’s profession. these things
The closest one to planet Earth Which are seen in
Is called the sun which shines so bright. the sky at night
The closest one to
I am something in the sky planet Earth
That seems to shine at night Is called the sun
However, I’m not a star which shines so
I am Earth’s satellite. bright (Stars)

This can be seen up in the sky

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 But it is not a kite I am something in
It is a giant ball of gas the sky
Which gives you heat and light. That seems to shine
at night
However, I’m not a
star
I am Earth’s satellite
(The moon)
T elicits the word “astronomer”
This can be seen up
in the sky
But it is not a kite
It is a giant ball of
gas
Which gives you
heat and light. (the
sun)

Transition: When people think of scientists they tend to think of men. Did you know there are lots of
women who have contributed to the world of science? Can you name some of them?

Caroline Herschel was the first woman T acts as a facilitator

officially recognized in a scientific position. by eliciting words Ss
10 (minutes) may not know.
T asks Ss to read about Caroline and fill in
the blanks with the correct option. Ss read the text and
complete it with the
correct option.
T asks Ss to interpret the inscription on her KEY
tombstone. 1- A
"The eyes of her who is glorified here below Ss discuss the 2-A
turned to the starry heavens." meaning of the 3-C
inscription. 4-A
5-B

Transition: Cami would like to know about other women who contributed to science. Let’s learn more
about these great women.

(10 mins) T asks Ss to get in groups of four. Ss get in groups of T monitors while Ss
four. work on the task.
T gives each group a chart with missing
information about important women who Ss surf the internet, T encourages Ss to
contributed to science. ask another T or ask for help to
even their complete the chart.
T asks Ss to surf the internet, ask another T classmates and
or even their classmates and complete the complete the chart.
chart.

193
Transition: Marie Curie was also a great woman who greatly contributed to science. Let’s read something
she claimed.

(5 mins) T shows Ss a quote from a famous scientist Ss read the quote T acts as a facilitator
and asks them to give their opinions about from a famous in case Ss need help
it. scientist and give to express their
their opinion about opinions.
“Life is not easy for any of us. But what of it.
that? We must have perseverance and,
above all, confidence in ourselves. We must
believe that we are gifted for something,
and that this thing, at whatever cost, must
be attained”. Marie Curie

Photo source:
https://elpais.com/elpais/2011/11/22/muje
res/1321941840_132194.html

Follow up: T asks Ss to create a presentation about the scientist they got in the complete the chart activity.
T tells Ss to use the expressions in bold from the text about Caroline Herschel.

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 Theme: The world of Science.

Topic: 14. The role of science

Aims:
- To foster reading skills
- To encourage Ss oral participation using L2
- To make Ss aware of the importance of Science
- To introduce new vocabulary connected to the topic
- To promote critical thinking

Stage T’s action Ss’ actions Assessment

T asks Ss if they are interested in Science Ss express their To lower the

Uncovering and asks them to mention where in the opinion about the affective filter.
the topic of class they can see “science”. importance of To encourage oral
the lesson T asks Ss to think one word to each letter of science. participation.
(7 mins) the word Science. Ss observe the To elicit vocabulary
classroom and say from Ss.
where there is To activate Ss
science. schematta.

Transition: In which ways does Science change the way we live?

T asks Ss to match some words to the Ss match words from T monitors while Ss
correct definition. 1- 5 with definitions work.
7 (minutes) A- high-yield from a- d. T may help Ss if they
B- biologists need it.
C- antibiotics T provides feedback
D- fertilizers on the board.
E- disease

Transition: Can you imagine a day in your life without science? How would it be?

(7 mins) T asks Ss to read the text and write the Ss read the text and T monitors while Ss
correct title in the paragraphs. put the correct titles are working.
in the paragraphs.

195
 T checks
understanding by
asking questions.

10 (mins) Tasks Ss to read the text and answer some Ss read the text and T monitors while Ss
questions. answer some are working.
questions. T provides feedback
as a whole group.

8 (mins) T asks Ss to read the text again and solve Ss read the text to T may help Ss by
the word search. find words in the exploiting the
T asks ss to label the pictures. wordsearch. pictures.
germs - battery - food - magnetism- light- Ss label the pictures T may model an
vaccination- harvest- faucet- chemistry - when they find the example to ensure
pesticides. correct word. Ss understanding.

Transition: In your opinion, which is the most important scientific discovery? Why?

(6 mins) T asks Ss to complete an exit ticket before Ss complete the exit T monitors while Ss
they leave the class. ticket. work.
T encourages oral
participation to
share their opinion.

Follow up:
Guidaí needs your help to prepare her science project.
Choose one of the following topics and create a tri fold board:
Topic 1: Science is everywhere!
Topic 2: How useful is science in our lives?
Topic 3: Science from past to the present.

196
 Theme: The world of Science.

Topic: 15. How can things be explained in terms of “ordinary”

and “extraordinary”?

Aims:
- to motivate Ss by working with a topic most of them like.
- to create a stress-free atmosphere by working with a sound from
nature.
- to foster Ss’ speaking skills by asking them to express their ideas.
- to foster Ss’ social emotional learning by asking them to express their feelings by
listening to a sound made by a bird.
- to develop Ss’ reading skills by working with a text about a special bird.
- to develop Ss' writing skills by asking them to write a text using some given questions
as a guidance.

Stage T’s action Ss’ actions Assessment

T starts the class by telling Ss Freddie is with T tells Ss there are

Uncovering a bird fan called Osvaldo. He is a member no right or wrong
the topic of of a group called "Aves de Salinas Uruguay". answers in this task.
the lesson They’re in the countryside watching birds
(7 mins) and listening to their songs. This is a sound
that called Fredie’s attention.
T asks Ss to listen and take notes on T fosters Ss
sensations they feel. participation.

T tells Ss that that sound belongs to a very

strange bird called “Pájaro Fantasma” and
asks Ss: What message do you think the bird
tries to transmit?

T tells Ss that there’s a legend about this

bird.

T asks Ss to read about it and answer some

questions orally:
1- What does the Urutaú look like?
2- Where can they be seen?
3- Who are the main characters in the Ss listen to a sound
legend? and take notes on
4- What happened to Ñeambiú at the end? sensations they feel.

197
 Ss say what message Key
they think the bird 1- It has black and
wants to transmit. brown plumage to
camouflage itself
among trees. It has
Ss read the legend huge eyes and a
and answer some wide mouth.
questions orally. 2- On dead
branches.
3- Ñeambiú (a young
Guaraní girl),
Cuimbaé (an
imprisoned warrior),
Caá-Porá (a
horrifying monster)
and Aguará-Payé
(the wizard of the
tribe).
4- She was soon
transformed into a
bird: the urutaú.

Transition: There are other legends in the countryside. Let’s read about a very famous one.

T asks Ss to read the first part of a text Ss read the text and T monitors while Ss
about the “luz mala” and say whether the say if the statements work with the text.
10 (minutes) statements are true or false. Ss have to are true or false.
correct the false ones. Then, Ss correct the
false ones. T acts as a facilitator
1- The fluorescence can be seen by eliciting words Ss
everywhere. may need.
2- Some people believe that if you see the
“luz mala”, you will die. KEY
3- If the light you see is green, it means it’s 1- The fluorescence
good. can be seen
4- To save yourself from the “luz mala” you everywhere. (F) It
have to bite a gun. can only be seen in
5- Some people think that the lights they cemeteries and in
see in Sierra de las Ánimas represent the the countryside,
spirits of dead Charrúas. especially in taperas.
2- Some people
believe that if you
see the “luz mala”,
you will die. (T)

198
 3- If the light you see
is green, it means it’s
good. (F) The
greener the light, the
more evil it is.
4- To save yourself
from the “luz mala”
you have to bite a
gun. (F) You should
bite the sheath of
the knife.
5- Some people
think that the lights
they see in Sierra de
las Ánimas represent
the spirits of dead
Charrúas. (T)

Transition: Let’s see what science has to say about it.

(10 mins) T asks Ss to read the second part of the text Ss read the other T checks
and complete the sentences about it. part of the text and instructions.
complete the given
sentences.
1- One of the two scientific explanations of T monitors while Ss
“luz mala” says that the “luz mala” is caused work on the text.
by ………...
2- Fatuous fire is ………..
3- In 1776 Alessandro Volta ……… KEY
4- Nowadays, we know that most fireworks 1- One of the two
………… scientific
5- Photon emissions are caused by …... explanations of “luz
mala” says that the
“luz mala” is caused
by the reflection of
the light of the
moon in the bones
of dead animals in
the field.
2- Fatuous fire is a
phenomenon
consisting of the
inflammation of
certain materials
that rise from animal
or vegetable

199
 substances in the
process of decay.
3- In 1776
Alessandro Volta
first attempted to
find a scientific
explanation for the
phenomenon.
4- Nowadays, we
know that most
fireworks are caused
by the oxidation of
phosphane,
diphosphane and
methane.
5- Photon emissions
are caused by the
decomposition of
organic matter.

Transition: Do you believe in legends? Or do you have a more scientific mind?

(5 mins) T asks Ss to take this quiz and find out how Ss take the quiz and T acts as a facilitator
superstitious they are. share the results by eliciting words Ss
with the class. may need to take
HOW SUPERSTITIOUS ARE YOU? they quiz.
1- Would you ever open up an umbrella
inside your house?
2- Do you cross your fingers to wish for
luck?
3- If you’re walking down the street and you
see a ladder, would you walk under it?
4- If you break a mirror, do you think you’ll
get 7 years of bad luck?
5- If a black cat crosses your path, do you
run away?
6- Do you believe that Friday the 13th is an
unlucky day?
7- Is it good luck to find a horseshoe?
8- Will you throw a coin into a fountain to
bring you good luck?
9- Do you have any lucky charms?
10- Do you believe in ghosts?

QUESTIONS 1 and 3
YES: 0 point

200
 NO: 1 point

QUESTIONS
2, 4,5,6,7,8,9,10:
YES: 1 point
NO: 0 point

RESULTS
0-2 points: You definitely believe in what
you see. These things don’t interest you at
all.
3- 5 points: You are still not so sure whether
things can be explained through science or
not. You need to find more evidence to
make up your mind.
6-7 points: You are 100% superstitious! You
pay a lot of attention to black animals
crossing by and will probably stay home on
Friday 13th.

T asks Ss to share their results.

Follow up:
WRITING: Write a text about the Aruera legend in about 100 words. Use these questions as a guide to help
you.

1- Who was Aruera?

2- What did she do every time she fell in love?
3- What happened when she got tired of being betrayed?
4- What’s the role of the tree in the legend?
5- When does the Aruera “cry”?
6- How do you explain what happens with the tree?

201