Académique Documents
Professionnel Documents
Culture Documents
1. INTRODUCTION ......................................................................................................................................................... 1
2. METHODOLOGY......................................................................................................................................................... 2
3. UNIT OUTLINE............................................................................................................................................................ 3
4. ACTIVITIES. ................................................................................................................................................................ 5
5. EVALUATION............................................................................................................................................................ 46
6. CONCLUSION ........................................................................................................................................................... 48
7. BIBLIOGRAPHY and WEBOGRAPHY.......................................................................................................................... 49
8. ANNEXES.................................................................................................................................................................. 51
1. INTRODUCTION AUTONOMOUS COMMUNITY: MINISTRY OF EDUCATION, CULTURE AND SPORT. EDUCATION OFFICE IN THE
UNITED KINGDOM. LONDON. LEVEL: 1ST BACCALAUREATE
Materials:
Title: Around the world School: Diversity: -English Grammar in Use
Topic: Trips, cities, travelling Spanish public school placed abroad Baccalaureate’s students: -How Languages are Learned
skills, places and people whose organization is governed by the 75% Spanish origin. -Language, Literature and Culture in
around the world. Spanish basic regulations for educational 25% Spanish-speaking countries origins. English Studies
Justification: centres in Spain and by the specific rules Baccalaureate’s students: -Cutting Edge Advanced Workbook
-Very useful topic in everyday use of of Acción Educativa Española en el 60% female students -Ready for CAE Student’s book
English. Exterior. 40% male students -YouTube (web)
-Several situations to inter- Located in London: Native Spanish speakers. -Transport for London. (web)
act and role play according -A bilingual syllabus has been developed 12 students per classroom -BBC (web)
a communicative approach. where both Spanish and English are Despite living in UK, average knowledge of -Popular mechanics (web)
-Possibilities to use a lot of considered learning languages. the subject. -The Teacher’s corner (web)
actual tools and resources to This school focuses its educational efforts Good motivation: either they are living with -Kahoot (web)
live a real-life experience. from a triple perspective: their families in London or they have been -Word Reference dictionary (web)
-Enjoyable topic that enables - to encourage the communication of the sent by their families to study abroad and -Self-created Handouts
the students’ participation civilizations highlighting the knowledge learn the language. -Self-created Worksheets
telling their own experiences. and understanding of British and Spanish Digital natives. Access to the Internet at home -Self-created Flashcards
-Wide range of activities and tools cultures. or in their mobile devices. Resources:
used. - to satisfy the necessities of their Middle-class families. Many of the parents -Overhead projector
students: to enable the access to university graduates. -Screen
University and facilitate the integration Around 16-17 years old, set in the formal -Computer (internet connected)
into the labour market. operational stage according Piaget’s theory. -Laser printer
- to prepare the students to respond the Deductive reasoning. -Blackboard
demands of the society of the 21st century Understanding of abstract ideas -Markers
Europe. Ability to systematically solve a problem in a -Speakers
logical and methodical way.
They can become disorderly if not well
managed.
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2. METHODOLOGY
General principles
Ways in which the following approaches and methods
- Learning language as a communication mean, through CA techniques and strategies
are reflected in the Didactic Unit, according to CEFRL:
interaction.
Communicative approach (notional-functional) -Authentic materials
- Importance of the communicative competence:
- Priority given to interaction and meaning above
communication is the objective - Scrambled sentences
form (fluency)
- Learner-centre learning (learning styles)
- Language always used in a meaningful and real - Information-gap activities
CA principles
context
- Language used in a context (social) - Role-plays
- Authentic materials
- Students verification of learning progress thanks to - Student’s motivation and involvement as key factors - Activities containing stories
formative assessment - Mistakes as a source of learning
- Three stages: presentation, controlled practice and free - Real communicative strategies to infer meaning, as they
Task-based learning practice. are used by native speakers
- Contextualized and real tasks prevail. Pedagogic - Focus on fluency rather than accuracy - Working on the four skills
tasks kept to a minimum TBL principles
- Challenge of students’ critical thought and - Concentration on acting and creating with language as an TBL techniques and strategies
involvement instrument for task development
- Encourages pupil’s autonomy (learning to learn and - Problem-solving tasks
Action-oriented approach - Craft activities
- Learning through experience (e.g. Geocaching task). learning by doing)
- Objectives: fluency, accuracy and complexity - Following instructions to accomplish tasks
- Learnings that imply social engagement as citizens - Web quests
(e.g.: linguistic and cultural diversity) AOA principles - Real role plays
- Topic oriented to multilingualism, communication - Games
and culture. - Learners as social agents, who develop language activities
to carry out tasks in real life (linguistic or non-linguistic) - Strategies to focus on meaning rather than form
- Variation in Evaluation: self, formative, summative - Students make the most of their language and the
and peer- assessment - Plurilinguality and pluriculturality (European context:
CEFRL) strategies at their disposal
- All languages activities represented (including
interaction and mediation) - Learner’s autonomy and learning to learn (self-assessment AOA techniques and strategies
- Students as autonomous and responsible learners. and peer-assessment)
- General and communicative competences - Strategies are how language activities are performed to
- There are four domains: public, personal, professional and carry out a task.
educational. - Four types of activities: oral/written reception,
production, interaction and mediation.
- Activities with practical application in reality.
2
3. UNIT OUTLINE
UNIT 7. AROUND THE WORLD. 1ST BACCALAUREATE - 2ND TERM. 3RD, 4TH AND 5TH WEEK OF MARCH OF 2017. 7 SESSIONS OF 50 MINUTES
KC KC2 KC KC KC KC KC ACTIVITIES
1L MST 3 4L 5S 6 7
C C DC L CC SIE CA
LEARNING E
OBJECTIVES LISTENING
1. To express and interact orally in a spontaneous, understandable and
respectful way with fluency and accuracy about the world of travel X X X X Song: “Antarctica” by Al Stewart
Video: Trailer of “Midnight in Paris” by Woody Allen
2. To understand global and specific information from oral and Video: “New York City. Lonely Planet”
written texts about travels. X X X Travel trips from San Francisco Airport
3. To write well-structured and clear texts about travels in a suitable Slow travel
way to the addressed readers and the communicative intention. X X X X
4. Employ techniques of active reading, critical reading, and informal SPEAKING/INTERACTING
reading response for inquiry, learning, and thinking about trips. X X X Men Wanted. Activity about explorers.
5. To acquire and develop different learning strategies, using all Guess the picture. Interactive activity.
reachable means, including ICT, about trips. The world’s 18 strangest hotels. Chat about weird hotels.
X X X X X Pronunciation of UK place names.
6. To learn the main social and cultural features of English for a better Fancy a trip? Oral activity.
understanding of different cultures through travel and trips. X X X X
7. To value foreign languages as a way of access to different cultures
and countries when travelling X X X READING
Text about Antarctica
CONTENTS Key Competences Journalistic piece about The world’s smallest hotel
Comprehension of interpersonal communication about X City of Lights.
BLOCK 1. LISTENING, everyday and abstract topics, or of messages transmitted by Dining in the city. TripAdvisor’s reviews.
SPEAKING AND media produced by speakers with different accents when
INTERACTING speaking about trips and transport. X
Participation in conversations about travels with spontaneity WRITING
and fluency using cohesive strategies. Write a composition about Endurance Expedition
X X X
Comprehension of specific and general information from texts My favourite spot in London. Project.
excerpted from media and literary texts about travels X X Write a review about a hotel or restaurant in any travel
BLOCK 2. READING AND review website.
Production of texts of a certain complexity as descriptions,
WRITING Making and confirming a booking.
narratives, reports, reviews with lexical adequacy about the
world of travels X X X X X
Use of graphic and paratextual elements about travels to make
easier the comprehension in both paper and digital support. X X
3
Use of phrasal verbs related to travel: check in, take off, see
BLOCK 3. Linguistic off, drop off, etc. X X GRAMMAR
LANGUA functions Contrast between past tenses. Past Perfect Continuous, Past Phrasal Verbs.
GE and Continuous and Past Perfect. X X Compound Nouns. Moonlight in Paris
SKILLS grammar Formation and use of different kinds of compound nouns. X X Past Perfect. Epic Travel Video
Lexis Related to unit topic: travels, tourism, means of transport,
cities, geography, places. X X
Expressions and language used to interact face to face or on
the internet related with the field of travels. X X X VOCABULARY
Phonetics Production of different patterns of accentuation, rhythm and Detect False friends.
intonation needed to interact in different situations related to A to Z word race
the topic. Guess what?
X X
Pronunciation of several place names of UK in both British
and American English REINFORCEMENT ACTIVITIES
X X Holidays around the world. A Kahoot game.
Reflection Autonomous use of different learning resources, such as At the airport. Specific vocabulary activity.
on learning digital or bibliographic sources. An almost perfect date in a restaurant. Revising the past
X X X X perfect.
Identification of language varieties: differences between
formal and informal, spoken and written language EXTENSION ACTIVITIES
X X X Europe’s Hidden Coasts. Writing activity
Perception of mistakes as a part of learning process, Hotel California. Listening
identifying their causes and applying strategies for their King’s Cross to Cambridge. Role play about trains and
correction travels
X X X
Ross and Chandler in a hotel. Listening activity with
BLOCK 4. SOCIO- Reflection on similarities and differences between customs,
worksheet
CULTURAL ASPECTS behaviours, values or beliefs that prevail among English and
AND INTERCULTURAL Spanish speakers.
AWARENESS X X X
Knowledge of different places around the world and literary
characters living in those places.
X X X
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4. ACTIVITIES.
1st session.
1. Evaluation activity. Around 10 min. Guess what? The teacher writes in the board several words
related with the topic: plane, train, explore, cities, hotels, travel, trip, tram, sail, booking. The
students must deduce the topic of this unit and think of a title for it. Then, the students should
write all the words they know about this topic. After that, the teacher would ask some questions
using the present perfect, e.g. “Have you ever been to …? or “Have you ever travelled by…? to
anticipate some aspects of the unit such as Past Perfect by using Present Perfect as one of the
grammatical contents of this Unit. A checklist is made in order to collect the data generated by
the activity. See Annexes 8.3.
2. Activity 2. Around 15 min. The students take turns reading aloud a text about Antarctica and
then working in pairs, they must answer the questions asked at the end of the worksheet. After
that, all the answers are brought together and discussed. Some students write figures in words
on the board for the first activity and the final discussion is performed, in the first place, by
pairs and then the whole group discuss the conclusions.
Antarctica
Geography: Antarctica is the icy continent at the South Pole. It is covered by permafrost
(permanently frozen ground), is surrounded by water, and is about 1 1/2 times larger than the
United States. The world's largest desert is on Antarctica. 98 percent of the land is covered with a
continental ice sheet; the remaining 2 percent of land is barren rock. Antarctica has about 87% of
the world's ice.
Climate: The South Pole is the coldest, windiest, and driest place on Earth. The coldest
temperature ever recorded on Earth was at the South Pole; it reached -128.6°F (-88.0°C)! On
average, most of Antarctica gets less than 2 inches of snow fall each year.
5
People: Although scientific expeditions visit Antarctica, there are no permanent human residents
(because of the extreme weather, which includes freezing temperatures, strong winds, and
blizzards). There are about 4,000 seasonal visitors to Antarctica.
Location: Antarctica hasn't always been located at the South Pole. It has drifted, like the other
continents, and has ranged in location from the Equator (during the Cambrian period, about 500
million years ago) to the South Pole. During the time of the dinosaurs (the Mesozoic Era about 65
million to 248 million years ago), Antarctica was more temperate and home to dinosaurs and
many other life forms. Now, there is very little indigenous life.
Numbers:
(Write out all the numbers in words)
1. If the highest temperature ever recorded on Earth is 56.7ºC (134.1ºF) in Death Valley (USA),
can you tell me what is the difference in degrees Centigrade and Fahrenheit between the
hottest and coldest temperature on Earth.
2. The area of the USA is 9.800.000 km2 and the Antarctica is one and a half larger. What is
its area?
3. How many degrees below zero have been recorded in Antarctica?
4. What is the percentage of ice that we can find in the rest of the world?
Questions:
1. Has Antarctica always been located at the South Pole?
2. How was the weather in Antarctica during the time of the dinosaurs?
3. Is there some life in Antarctica now?
4. Is Antarctica near North America?
5. Are there permanent human residents
6. Has Antarctica ranged in location from the Equator to the North Pole?
Discussion.
If you received a good job offer, would you live for a year in Antarctica? Explain your
reasons.
Source: http://nymyachts.com/current_news/Antartica.htm
3. Activity 3. Around 15 min. The topic about Antarctica continues, specifically an activity
consisting in listening an Al Stewart’s song called Antarctica. This activity is thought to
review and assess the use of the simple past. The students listen to the song for a first time
and they say what they are capable to understand: words, sentences or the general meaning
of the song. They write these words in three columns depending on their class: noun,
adjective or verb. The teacher tries to elicit the meaning of the words and the verb tenses.
6
After that, the students listen to the song for a second time, now with a fill-the-gap sheet to
discover the missing words. After that, teacher and students talk in a group discussion about
the meaning of the song.
Antarctica
Al Stewart & Peter White
7
4. Activity 4. Around 10 min. The teacher explains that the historical character that appears
in the previous song is Ernest Shackleton, a polar explorer who led three British
expeditions to the Antarctic and considered one of the greater explorers of 20th century.
The students read an advertisement published by Shackleton in The Times around 1913
and then discuss the questions in the worksheet.
Homework. The students must write an essay about Endurance Expedition as the
worksheet says.
8
Can-Do List for Self-Assessment
Directions: Put a check mark (X) in the box that best describes you. Put only one
check for each row.
Here’s what I can I can do I do OK most This is a little This is very I can’t do
do. this. of the time, difficult for difficult for this. No
No except when me, but I can me. I can way. It’s
problem. things are do it with only do it much too
5 points complicated. some help with a lot of difficult.
4 points. from others. help from
3 points others. 1 point.
2 points
Talk about my
country and my
city with a friend
or neighbour
Ask for directions
on the street or
ask where
something is in a
store
Understand the
news on TV
Pick a story in the
newspaper and
read it
Explain to the
doctor in detail
what’s wrong
Figure out my
phone bill or
electricity bill
Understand the
notes that my
teacher sends
from school
Explain about
myself in an
interview
Fill out a form
(name, birthdate,
address, phone)
Ask someone to
speak more
slowly or to say
things in a
different way
Total
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2nd Session.
1. Warm-up activity. Around 5 min. Guess the picture. One person comes to the front and
starts to draw a picture of a city. Then, the students must try to guess what city is before
the person has finished drawing it. The person who guesses correctly comes to the front
to draw another picture. They only need the blackboard and a marker.
2. Activity 2. Around 10 min. Some students are asked to volunteer and read their
compositions about Men Wanted. Conducted by the teacher, all these readings are
commented by the students trying to understand the reasons of an explorer. The rest of
the compositions are handed to the teacher to read later.
3. Activity 3. Around 20 min. The next activity is called Moonlight in Paris. The teacher
writes these words on the blackboard: moon, free, kill, load, joy, light. Then, the students
say whether they know the words or not. If not, the teacher tries to elicit the meaning of
the unknown words. Then, the teacher writes the next definitions:
-The light of the moon
-A person who spoils the pleasure of others
-To take advantage of the generosity of others
The students must form three words whose meanings are the previous definitions. The
teacher elicits the right answers: moonlight, killjoy, freeload and explains these words
are called compound nouns. Then, the Moonlight in Paris trailer is projected.
In a first viewing, the students watch the video without subtitles. The students write
down the compound nouns they are able to notice and they share them with their
partners. Then, they watch the video with subtitles trying to get the most of it. After that,
they answer several questions related with the video in pairs. A third viewing is needed
to finally get the full meaning of it.
Midnight in Paris Trailer: https://www.youtube.com/watch?v=FAfR8omt-CY.
Midnight in Paris.
1. According to the girl, the man is in love…
a) with a fancy
b) with her
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c) with a city
d) with a fantasy
3. When they want to spend some time together, what does the man say?
a) That he is delighted
b) That they are tired
c) That they have a lot of commitments.
d) That he didn’t want to be with them.
6. When they are going to go to dancing, what does not the blonde man want to be?
a) A party spoiler
b) A boring guy
c) A killjoy
d) A bull fighter
Where does Gill travel every night? What happens at midnight? Imagine the rest of the plot
of the film.
11
Then, the teacher explains the three kinds of compound nouns: open or spaced,
hyphenated and closed or solid. The students must provide some examples they can
remember for each kind. After that, the teacher writes on the board these words:
basket living blue roller sea not self break private full birth mother food
dog law in fast day time detective ball room jeans coaster esteem
The students must form compound nouns with these words and then in a conversation
with a partner use three of these words to answer this question: If you were to Paris this
weekend, what would you do?
4. Activity 4. Around 15 min. This is an activity about Paris called City of Lights. This is an
interactive activity about Paris, its monuments and why it is called City of lights. The
teacher writes on the board several reasons why Paris is called that way:
• Because it was a vast centre of education and ideas during the Age of Enlightenment
• In 1828, Paris began lighting the Champs-Elysées with gas lamps.
• Paris has many sunny days during the year.
• The electricity was discovered in Paris by French scientists.
The students should discuss and find out the right reasons why Paris is called this way,
in a whole class discussion.
Then, the students take turns to read aloud to discover which one is the real one.
If you’ve ever wondered why Paris is called the “City of Lights “, here are some
interesting Paris facts that will enlighten.
City lights – There are over 296 illuminated sites in Paris covering hotels, churches, statues,
fountains and national buildings and monuments. Furthermore, 33 of Paris’ 37 bridges are
illuminated at nightfall.
Champs-Elysées – The world’s most beautiful and romantic boulevard lights up during the
Christmas illuminations. This is truly a sight to behold! There are over 2.4 km of lights
from the Place de la Concorde to the Arc de Triomphe, including 450 decorated trees – 330
trees sparkle along the avenue and 120 trees on the pavement.
12
Illuminations at the Grands Magazins – The façade of Galeries Lafayette on the Grands
Boulevards is decorated in 2,000m² of light during the festive season, using some 250,000
light bulbs. This is one amazing Paris fact.
Lighting on the Paris tramway – In the south of Paris, all along the Boulevard des
Maréchaux, over 4,000 luminous points set off the new tramway at night.
Public lightings contribute to 113,251 above ground light sources, 14,443 underground
light sources and over 50,000 street lights.
Paris is synonymous with cinema and cinema lights add to Paris’ night lights!
Source: http://www.travelsignposts.com/France/sightseeing/interesting-facts-paris-lights
3rd Session.
1. Warm-up Activity. Around 5 min. Today’s lesson starts with a word cloud related with
the lesson’s topic. Guess what? is the name of this activity and its aim is to find out the
subject of the next activity guessing through several tag words excerpted of the
journalistic article that the students read later.
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2. Activity 2. Around 15 min. The name of the second activity is The world’s smallest hotel
and it is a reading activity devoted to finding out the difference between scanning and
skimming a text. Students read only the first paragraph and the last paragraph of an
article called Welcome to the world’s smallest hotel. The teacher writes these questions
on the board:
In what kind of publication do you think you can read this text?
They then work in pairs to discuss the questions. The teacher explains this technique is
called skimming: to look through a text quickly to get the general idea or the gist.
What kind of business was it placed in the building before War World II?
The students must answer the questions. They don’t have to read the article thoroughly,
but to scan it to find the answers. The teacher explains this technique is known as
scanning: a kind of fast reading where the reader looks for specific information.
World's smallest hotel has opened in Copenhagen, with only one tiny bedroom above the city's
smallest coffee shop.
Despite its diminutive appearance, the room comes with bathroom, flat screen and mini bar.
For £170 per-night you can enjoy the novelty of staying in the world's smallest hotel.
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A double room measuring just eight-foot
by ten-foot wide is the only room Central
Hotel, which fits neatly onto the floor
above Copenhagen's Central Café. With
just five indoor seats, the Central Café can
also claim to be Copenhagen's smallest
coffee shop.
Owner Leif Thingtved explained how the quirky little hotel located in the city's trendy
Stronget district may be small but is booked out from August to September. 'This is certainly
the hottest spot in Copenhagen,' he said. 'No matter how much you pay for a room you don't
really want to sit inside it all night - you want to go out.
The double bed is a Swedish design known as Hestens and the duvet is a Geismar; it's made
of goose feathers.' The historically decorated room has a mixture of finely-polished wooden
beams and furniture, retro bedside lamps and a padded door for extra sound-proofing.
According to Leif, the small iPhone dock, complete with iPhone and the TV tucked away
behind a pull-down wooden panel adds modernity to the room, as does the urban view from
the window of the street below.
It was a goldsmith’s and café in the late 40’s of last century, but previously it had been a shoe
repairer from 1905 until the Second World War. Leif has owned the building and has run the
coffee shop downstairs since 2010. 'It was always part of the plan to have a hotel room
upstairs,' he said. 'We opened back in June and August is already fully booked. 'This building
is little crazy but it's looking good.'
Then the teacher gives this handout to the students to help remember the information
and explains these techniques can be very helpful to understand a text in a better way.
15
Skimming and Scanning
Skimming refers to the process of reading only main ideas within a passage to get an overall
impression of the content of a reading selection.
How to Skim:
• Read the title.
• Read the introduction or the first paragraph.
• Read the first sentence of every other paragraph.
• Read any headings and sub-headings.
• Notice any pictures, charts, or graphs.
• Notice any italicized or boldface words or phrases.
• Read the summary or last paragraph.
Scanning is a reading technique to be used when you want to find specific information quickly.
In scanning you have a question in your mind and you read a passage only to find the answer,
ignoring unrelated information.
How to Scan:
• State the specific information you are looking for.
• Try to anticipate how the answer will appear and what clues you might use to help you
locate the answer. For example, if you were looking for a certain date, you would quickly
read the paragraph looking only for numbers.
• Use headings and any other aids that will help you identify which sections might contain
the information you are looking for.
• Selectively read and skip through sections of the passage.
3. Activity 3. Around 10 min. In the previous activity, the students have read a text where
these sentences are found: It was a surprise for this reporter that had never stayed there
before and It was a goldsmith’s and café in the late 40’s of last century, but previously
it had been a shoe repairers from 1905 until the Second World War. So, this is the
opportunity to practice the past perfect tense.
The teacher gives the students the next worksheet:
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What happened first?
You have read a text about the smallest hotel in the world where you can find these two
sentences: It was a surprise for this reporter that had never stayed there before.
It was a goldsmith’s and café in the late 40’s of last century, but previously it had been a shoe
repairers from 1905 until the Second World War.
What happened first?
1st Sentence: a) the surprise b) the reporter staying there
2nd Sentence: a) a goldsmith’s and a café b) shoe repairers
Draw a time line placing these two events and the present time on it.
Past Future
Write the verbs used to express the different events or actions. What are the differences?
Write sentences using the right verb tenses according to these time lines.
17
4. Activity 4. Around 20 min. This activity is to carry on ordering events using the past
perfect. It is based on a YouTube video called Guy Quits Job to High Five the World -
Epic Travel Video. In this video, a man is presented quitting his job and doing amazing
things around the world. The video is played showing only the first ten activities. The
first image says Last day of work and the teacher elicits the meaning of the expression
to quit job from the students. The students are divided into pairs and they must remember
the order of this man’s activities and places he visited without taking notes. The teacher
plays the video twice and hands these flashcards to the students. They have to put the
activities and places in order. The video is watched again to check answers. The teacher
writes on the board ordinals: first, second, then, after, after that… The teacher writes on
the board:
Craig ____________. Then he ___________
The students put cut-outs ‘quits job’ and ‘BASE jumps’ over the corresponding gap.
Craig quits job. Then he BASE jumps.
The teacher asks: What happened before Craig BASE jumped? (‘He quit his job’)
“Craig _____ ______ job before he BASE jumped.” The teacher elicits the structure
of past perfect (had + past participle).
Other examples:
Craig had visited Cape Town when he went to Tomorrowland.
The students practice using the cut-outs on the board as a class. Then they practice with
a partner.
Guy Quits Job to High Five the World - Epic Travel Video:
https://www.youtube.com/watch?v=-Rqnzec4WhI
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Quits job BASE Welcome Dives with sharks Attends a music
jumps dances festival
4th Session.
1. Warm up activity. Around 10 min. Pronouncing places. The image sown below is
projected on the blackboard. The teacher elicits the differences between CITY, TOWN,
VILLAGE according to the three photos. Then writes a list of UK place names on the
blackboard and the meaning of the suffixes. One student must choose one of the places
and state: “I’ve been to…”, addressing a classmate. This classmate says in which
categories it fits. The students practice the pronunciation of places ended in -minster, -
ford, -mouth, -chester, -cester, -bury, -ham, -wich and their origins. Using the
application Google Maps projected on the board, all places are located on a UK map.
All the process is explained by the teacher.
List of UK place names: Leominster, Castleford, Manchester, Lancaster, Nottingham,
Greenwich, Canterbury, Abbotsbury, Tottenham, Leicester, Bournemouth, Oxford,
Newham.
Meanings: indications that the place is the site of a Roman castrum, meaning a military
camp, place situated where a river flows into the sea, monastery, place where a river can
be crossed, fortified place, farm, settlement.
Evaluation Rubric: Speaking Skills Rubric. See Annexes 8.2.5.
19
2. Activity 2. Around 20 min. Since the time of the previous session was over, an activity
called World’s most unusual hotels is performed following the sub-topic of the
aforementioned session. It is an online presentation of unique and strange hotels around
the world. The students are provided with a sheet with ten hotels descriptions. On the
screen, several pictures are projected. According to the brief description of the hotel, the
students must identify each establishment with the description. Then, they take a vote
on their favourite hotel and they must explain their reasons to choose it.
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Explorers looking to quell their inner speleologist can stay at the Aydinli Cave House Hotel, which
opened in 2008. Located high above the old village center in the heart of old Göreme, Turkey, the 14-
room family-run hotel and all its facilities are carved from natural rock
3. Activity 3. Around 10 min. False Friends Activity. The students scan the previous text and
find these three words: actually, facilities and sanity. They must explain their meaning.
The teacher elicits the answers. It is possible that some students make a mistake misled
by a bad translation. The teacher explains that these words are called False Friends.
4. Activity 4. Around 15 min. This is a project related to the topic of this didactic unit. The
students should make a presentation about their favourite spot in the city. They are free
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to choose the support of this project. This activity will be performed in an individual
way. They are free to film a video, sing a song, write a composition, make a collage in
a poster board, etc. This project is to be turned in the seventh session of this didactic
unit. The students must in the classroom in the seventh session of this didactic unit and
the students should answer to questions from their classmates and teacher.
Think about your favourite place in the city. Is it a park, a café, a street, a museum or a
house? What do you do in that place? Do you go alone or accompanied with someone?
Do you use to read or listen to music in there? What feelings does this spot inspire you?
Write a presentation about this place. You must think about a special place of your
interest, not just a landmark of the city. Use pictures, maps, music or any element you like
for a better description of this location. You can make this task in any support: paper, video,
ppt presentation…
Homework. Students must search the Internet for information about the winner hotel on
the voting and another two of their choice. They must gather the next information: price,
dinning, parking, services and facilities. They must write a brief fact sheet with these
data.
In addition, students must complete the next worksheet about false friends.
22
FALSE FRIENDS.
English Translation Spanish Translation
Actually Actualmente
Apology Apología
Argument Argumento
Carpet Carpeta
Compliment Complemento
Conductor Conductor
Constipation Constipado
Deception Decepción
Dessert Desierto
Disgust Disgusto
Diversion Diversión
Embarrassed Embarazada
Eventually Eventualmente
Exit Éxito
Fabric Fábrica
Facilities Facilidades
Large Largo
Lecture Lectura
Library Librería
Misery Miseria
Molest Molestar
Once Once
Preservative Preservativo
Relative Relativo
Resume Resumir
Rope Ropa
Sanity Sanidad
Sensible Sensible
Spectacles Espectáculo
Support Soportar
Sympathy Simpatía
Realise Realizar
Topic Tópico
Record Recordar
23
5th Session.
1. Warm-up activity. Around 5 min. A to Z word race is an activity where the vocabulary of
the subject can be revised in a fun way. The teacher writes the alphabet from A to Z on
the board and the topic in question: Means of Transportation. S/He divides the class into
two teams and each team must nominate a writer who comes to the front and stands by
the board. Each writer needs a different coloured board pen. As soon as the teacher says
start, students must race to write an appropriate word next to each letter. Team mates
help by shouting out suggestions and giving spelling tips. It is better not to stop students
from using any resources they have to hand such as textbooks and dictionaries. Only
one word can be written for each letter so the first to start writing claims the letter. After
a five-minute limit, or when all the letters have been used, a point is given for every
word each team has managed. If there are any spelling mistakes, half a point is deducted
for every misspelled word. Then the teacher elicits the correct spelling from the class.
2. Activity 2. Around 20 min. This is a listening activity extracted from a San Francisco
Airport podcast. In this podcast, the students listen to some tips intended for travellers.
After the first listening, the teacher asks: Where can you hear this kind of information?
What means of transportation are they talking about? and elicits the general meaning
from the students. Then, using the provided test the students try to answer the questions
on it. The purpose of the activity is not only to listen but to speak and create and
interaction among students. So, after the second listening and the solution of the test,
the students talk in pairs about advantages and disadvantages of travelling through San
Francisco Airport.
Source:
http://www.podcasts.com/san_francisco_international_airport_podcast_the_sound_of
_sfo
1. The night before Mya Kramer travels from SFO airport ...
her son plans what they're going to do at the airport
24
her daughter plans what they're going to do at the airport
she checks the interactive maps on the website to know where their gate is
she decides to kill time while they wait at the terminal
2. Tom Gilhuley tells us about taking the .......... to get to the airport.
Bay Area Rapid Transfer
Bay Area Road Transfer
Bay Area Rapid Transit
Bay Area Road Transit
3. Tom Gilhuley takes BART to go to the airport because ...
he can't drive
he saves on petrol
the Bay area is too far from the airport to drive
it's difficult to park at the airport
4. For Neil Cohen, the best garages to park your car at the airport are ...
the international garages
the national garages
garages E and J
the long-term parking garages
5. The garages cost ...
$30 a night for outdoor parking
$20 a night for outdoor parking
$20 a night for indoor parking
$30 a night for indoor parking
6. Frequent traveller Neil Cohen always ........... at the airport
has his shoes cleaned
buys the best shoe shine cream for $5 to $7
buys some spirits
has his shoes repaired cheaply
7. At SFO you are advised to arrive ............. hours before departure for international flights
and ............. hours before domestic flights.
four / two
three / one
two / one
three / two
8. Some domestic carriers will stop checking-in luggage ..........minutes before departure.
30
15
45
100
9. Which of the following DOESN’ T Linda Rhoades mention among the things you can
do at the airport?
Visit the airport museum
Have a cup of coffee
Use the airport spa
Buy some duty-free goods
25
10. For Teresa Rodriguez-Williamson San Francisco Airport ...
is a place she goes to when she wants to do some shopping
is the only airport she travels from
is the best place in San Francisco to eat healthy food
offers top range services and the highest standards
3. Activity 3. Dining in the city. The teacher asks students if they enjoy eating out, where
they normally like to eat and what kind of restaurant they prefer: fast food, casual food,
oriental, fine dining, etc. Then, the teacher encourages students to talk about different
things related to restaurants not just the food. The comments are written on the board.
The students must identify particular categories the comments fall under. The categories
should be: atmosphere, food, clientele, service and price, but there may be others.
Now, the teacher hands out a copy of two reviews published online on tripadvisor.co.uk
and asks some students to read them out loud. The teacher focuses on vocabulary or
expressions that are unknown or idiomatic and draws students' attention to descriptive
sentences in the texts. The students discuss the review asking these questions: What are
the positive and negative points? Would you eat there? Students are placed into groups
of two and try to identify the various categories aforementioned.
26
Then, the teacher passes out a handout called How to write a review and tries to solve
the students’ doubt about the topic.
27
Remember:
- try to mention different features of the venue such as: atmosphere, food, clientele,
service and price.
- try to back up your opinions with facts.
- use a simple language, but with a range of interesting vocabulary to make
descriptions more vivid.
- try to connect ideas and paragraphs in a clear way.
- at the end of the review, recap the main points and make a recommendation.
Sources: www.tripadvisor.co.uk
http://www.rubenvalero.com/english/content/fce-review
4. Activity 4. Around 5 min. The teacher employs the last minutes of the season to talk to
the students about the project This is my favourite spot. The students ask questions and
the teacher tries to solve the possible issues and doubts.
Homework. The students must write a review about 100 words about a real experience in
a restaurant of their choice and publish it in a reviewing website. They must send the
link to the classroom’s blog.
6th Session.
1. Warm up Activity. Around 5 min. Fancy a trip? This interactive activity where the
students tell where they want to go on holidays. The teacher divides the board on four
squares and writes a word or phrase on each one: Beach, Mountain, City, Somewhere
else. The students must guess which category will be the most popular. Each student
says a specific place and the teacher writes it down in the suitable box. They explain
their reasons to choose that place. The students count how many answers fit in every
division. At the end, they know who has guessed the winner category.
28
2. Activity 2. Around 20 min. This activity presents ten phrasal verbs related with travels
and means of transportation in the context of a dialogue. The teacher tells the students
they are going to read a conversation between two friends and then writes these
questions on the board:
- Where do you think they are?
- Do you think Monica will get up early next day?
The teacher hands out the worksheet:
S: Thank you, but that won’t be necessary. I’ll get on the half past seven train that gets in at
the airport at eight.
M: I think that is the best option. At that time, traffic is usually backing up for several miles.
What time does the plane take off?
S: At five to ten.
M: Good, you’ll have time to check you in for the flight. Is Patrick picking you up at Dublin’s
airport tomorrow?
S: Yes, he is.
M: Ok. I’ll be at the reception desk tomorrow to see you off. Good night.
29
The teacher gets feedback from the students that both friends are staying in a hotel and
Monica will get up early because she wants to be at the reception desk at seven o’clock.
Then, the teacher asks the students to read the dialogue again and underline all the verbs
that appear accompanied by a preposition. After completion students compare with their
partners to check they have underlined the same verbs. The teacher asks the students if
the meaning of the verbs remain the same changing the preposition. Then explains when
a verb is combined with a preposition is called a phrasal verb. At that moment, the
teacher hands out the next worksheet:
1. Get on
2. Drop off
3. See off
4. Take off
5. Get in
6. Check in
7. Check out
8. Set out
9. Pick up
10. Back up
30
Once this worksheet is finished, the teacher gives the students the next gap fill
worksheet. The students will need 5 minutes to complete the exercise. Then, they check
answers in a group activity.
Complete the sentences with the following phrasal verbs in the correct tense.
3. Activity 3. Around 20 min. The third activity of this lesson consists in viewing a video of
a guide of New York by Lonely Planet. Before the viewing, the students try to guess
which city they are going to talk about answering the first question of the worksheet.
Then, the video is watched for a first time while the students jot down the relevant
information. They say what they have understood. Then, a second viewing is made.
Once finished, the students work in pairs telling how their travel would be according to
the information listened.
31
CITY TRAVEL GUIDE
1. Who am I? Read the sentences and find out which city is being described.
1. I am an apple.
2. I’m multicultural.
3. I’m famous for my theatres.
4. I love shopping.
5. And old lady welcomes you.
6. Yellow is my word.
7. I’m an island.
8. Visit me if you love museums.
9. Look up!
10. Film, film, films.
Watch the video, listen to the text and try to fill in the gap
New Yorkers like to think their 1 ……………………………………… is the centre of the world. And who
can blame them? Home to over 8 million people, the city is 2 ………………………………… and fast, and
posed with energy. America’s biggest city can be overwhelming for 3 ………………………………………
but you’ll find the street names make navigation 4 ……………………………………. And those yellow cabs
are a great way to get around. Manhattan is the 5 ……………………………. and soul of the Big Apple.
And within its neighbourhoods, there’s a distinct 6 ……………………………. and pace. Lower
Manhattan, the city’s 7 ……………………………………. district bustles from Monday to Friday. The 8
…………………………………. of Time Square and Broadway burns bright in Midtown. While dominating
the Upper East End West sides are Central Park, 9 ………………………………………… boutiques and
those 10 …………………………………………………………. brown-stone homes. Make your way down to
New York 11 ……………………………………. and jump on a ferry to Liberty Island. Taking the 12
………………………. of the Statue of Liberty, a gift from France, commemorating the centennial of the
Declaration of 13 …………………………………... It’s been a peak in freedom to immigrants arriving to
New York since 14 …………………………………………. New York is one of the 15 ……………………………………
hubs of the world. Don’t miss the city’s famous art museums: The Museum of Modern Art or MoMa,
the Soloman R. Guggeinheim Museum and the 16 ………………………………. Museum of Art. And look
to the south Bronx and Queens, where a new wave of artists is making their 17
…………………………………. on the street. New York has always been a thriving home for 18
……………………………. Check out the beats in the Bronx, the 19 ……………………………………… of hip-hop.
Or head to Greenwich village for New York’s jazzy. From jazz clubs to Broadway extravaganzas to
the latest Chelsea bars in the city that never sleeps there are plenty of reasons to stay out late 20
………………………………. into the night.
32
2. Definitions. Find the corresponding expressions in the text.
a. lively, being at work =
b. a new circle/gang of =
c. large, immense, enormous =
d. special =
e. flourishing, growing, prosperous =
f. cultural centre point =
g. sophisticated, fab, posh =
h. top, highlight, high point =
3. Collocations – Try to match the above expressions with their other parts or words they go
with. Check them out in the text.
a. ………. for visitors
b. cultural …… of the world
c. ……….. boutiques
d. …………. home for music
e. ………... style and pace
f. ………….. from Monday to Friday
g. a new …….. of artists
h. it’s been a …………………. in freedom
4. Based on the text, answer the questions:
A. If you want to do some shopping where would you go?
B. If you are interested in arts which museums can you visit?
C. How can you get to Liberty Island?
D. Why is the Statue of Liberty important to immigrants?
E. Where can you find street art?
F. How about music? What kind of music can you hear at different parts of the city?
5. Imagine that you are travelling to New York! Prepare a wish-list, what you would like to visit
and why!
4. Activity 4. Around 5 min. The last activity of this lesson is one intended to make and
confirm a booking. The students are provided with a worksheet with directions to make
a reservation by e-mail. The teacher explains the activity.
33
Making and Confirming a Booking
You are going on holiday for one week. Write an email booking a hotel room. Use the
information below. Then, write a reply email confirming the reservation.
Hotel venue: Santibury Beach Resort, Koh Samui. http://www.santiburisamui.com/
Date: 7th August for one week
Guests: You and your partner
Room: Choose one of your choice.
Useful language:
I would like to book...
I would like to reserve ... I would require...
I would be grateful ... for the week/month of ... from the 1st July
a room with bath and shower an air-conditioned room
a room which faces the sea
I would be grateful if you would confirm this reservation.
Please reply as soon as possible.
I am writing to confirm...
Homework. The students must visit the hotel’s website to find the e-mail address and
different types of room. They write an e-mail booking a room of their choice and another
confirming the reservation.
Self-Evaluation Activity. The students must complete a self-evaluation worksheet to
self-assess their performance during the seven sessions of this didactic unit.
34
Didactic Unit: Around the World
35
7th Session. Summative Evaluation.
This last session is conceived as the final evaluation of this didactic unit.
1. Activity 1. Around 15 min. Slow Travel Listening. The students listen to the first two
minutes of an interview with a blogger talking about slow travel. The record is played
twice and then the students must answer the worksheet.
Source: https://vimeo.com/105632532
Evaluation Rubric: Listening skill rubric, see Annexes 8.2.3.
Dan talks about slow travel. Read the questions carefully and answer them according
to what you hear.
2. What is a backpacker
6. Do you like the idea of slow travelling? Why? Explain your reasons.
36
2. Activity 2. Around 35 min. This is my favourite spot presentation. The students give their
project to the teacher. They perform a brief presentation about their project, and their
classmates and the teacher can ask questions that they must answer.
Evaluation rubrics: Presentation rubric and Project rubric, see Annexes 8.2.2. and 8.2.6.
Reinforcement Activities.
1. Activity 1. Around 15 min. Holidays around the world. This is a game played through an
app called Kahoot. This is an interactive program where the teacher can make some
texts on the topic of his/her election and play with the students with the help of mobile
phones. Since the classroom has internet access and the use of mobile devices is allowed
37
in the classroom for didactic purposes, it is possible to play this game. The test lies in
twenty questions about holidays around different countries. Specific vocabulary of the
topic is used.
Source: https://create.kahoot.it/
2. Activity 2. Around 15 min. At the airport. This a vocabulary activity related with airports
and planes. Since our students are frequent travellers between UK and Spain, this is a
good activity to reinforce the specific vocabulary.
38
AT THE AIRPORT
Finish each sentence on the left with the appropriate word or phrase on the right.
39
3. Activity 3. Around 20 min. An almost perfect date in a restaurant. The main purpose of
this activity is to revise and reinforce the use of past perfect tense and the differences
with the rest of the past tenses. They watch this video with subtitles: Desperate
Housewives. An almost perfect date.
https://www.youtube.com/watch?v=UGWjeK2SUa4&t=3s
The activity is fully explained in the Description box of the YouTube video. The
students can also leave comments about the activity or the clip, if the teacher, as
uploader of the video, considers them appropriate.
Extension Activities.
1. Activity 1. Around 20 min. This reading activity starts with an article devoted to French
vacation destination. After reading it, the students solve a crossword using the words
present in the text.
40
camping, gentle cycling and even gentler electric boats on Aureilhan lake,
nearby.
One hundred years ago, the only sporting activity was hunting. Chateau
Woolsack, a mock-Tudor hunting lodge, was built for the second Duke of
Westminster in 1911 and modelled on Rudyard Kipling’s house of the same name
in Cape Town. The duke entertained Coco Chanel, Salvador Dalí and Winston
Churchill there and spent his summers chasing boar, deer and woodcock with a
huge pack of hounds through the forest.
Chateau Woolsack is now in private hands, but can be seen through the trees on
the banks of Aureilhan lake.
The first hotel to open in the Landes region is a converted manor house in Mimizan
Plage. L’Emeraude des Bois (doubles from €89) has 17 rooms, bikes for hire and a
direct link to the coastal cycle path from its back garden
41
Down Across
1. A tree that has nuts that can be eaten. 2. The first course of a meal.
2. A narrow walk or way. 4. A breed of dog used in hunting.
3. A building that offers accommodation 6. An area along the edge of the sea.
for travellers. 8. The tower of a church.
4. A continuous area. 10. A traveller who does not stay
5. A place with facilities for vacationers. overnight.
9. A temporary residence used by 12. A movement on the surface of
hunters. water.
11. A place where people sleep in tents. 13. The killing of game and wild
animals.
2. Activity 2. Around 15 min. Ross & Chandler in a Hotel. In this activity, the students watch
a scene from Friends placed in a hotel. Before watching it, a discussion is engaged about
hotels with questions like: What is tour best/worst experience in a hotel? When you
travel where do you usually stay? Then, the students watch it for the first time and then,
they talk about the problems the characters have found in the hotel. After a second
viewing of the video, the students have to answer the next worksheet in pairs.
Source: https://www.youtube.com/watch?v=on2_ooaUc4Q
42
Receptionist: I don't know what to say.
Ross: She doesn't know what to say!
Chandler: Just give us the 8. room you have.
Receptionist: Unfortunately, the only thing we have available is our 9. ______________, and 10.
__________________ six hundred dollars.
Chandler: That's insane!
Ross: Totally insane. Dude, let's drive home, we'll 11. all the maple candy stores on
the way back and if... if they're closed maybe we'll tap a tree and make some ourselves.
Chandler: Does that room have a closet I can 12. ? We'll take it.
Receptionist: Great.
Chandler: What? 13. !
Ross: Dude, don't worry about it! I know how we can make your money back! This is a
nice hotel, you know, plenty of amenities, we just 14. those! Like those
apples. Instead of taking one, I'm... I take six!
Chandler: Great, at a hundred dollars an apple, we're there!
Ross: C'mon, you get the idea, ow-ow-ow we'll make our money back in no time
Chandler: Dude, you're shaking!
Ross: I think it's the sugar, could you hold the apple?
43
44
4. Activity 4. Around 15 min. Listen to the song called Hotel California performed by The
Eagles. In addition of improving the listening skills, through this activity the students
reinforce the use of past tenses and the conjugation of irregular verbs.
45
5. EVALUATION
46
UNIT 7 – EVALUATION DESIGN
47
6. CONCLUSION
This didactic unit is thought and designed for the students of 1st of Baccalaureate of a
Spanish public school placed in London. The students of this academic year have been split into
two groups: the first one is made up by English native speakers and the second one has Spanish
native speakers. This didactic unit is intended for this second group. The specific situation of
these students, Spaniards living in an English-speaking country, determines all the activities that
are intended to be absolutely practical. The topic selected (Travels, cities and means of transport)
and all the contents related to it will prove to be very useful for our students because they can
put them into practice every day in their way back home.
The advantages, in my opinion are clear, very practical topic introduced with real-life
material (train timetables, documentaries, newspapers articles and online reviews), a vast variety
of interactive activities and the constant use of ICT to support our teaching, as the use of online
resources intended to different purposes as learning devices. From my point of view, this didactic
unit called Around the world! is a good opportunity to improve the student’s skills from a
communicative approach in an instructive but enjoyable way.
This didactic unit presents a great number of socio-cultural topics about English speaking
countries and other nations around the world in a varied, attractive and amusing way. Thus, the
students can think about similarities and differences between other cultures and their own in an
active way. In my opinion, this is an important issue to teach students of 21st Century in a global
world. As digital natives, the use of ICTs is particularly important. So, in this didactic unit we
have used several digital tools: YouTube, Kahoot, review sites (TripAdvisor), travel and hotels
booking sites, Google Maps, etc. Therefore, not only are contents acquisition evaluated but also
the knowledge of 21st Century competences.
When the teacher wants to accomplish all the tasks or activities of this didactic unit, there
is the possibility to find a problem: the possible lack of collaboration of the students, a condition
without which the achievement of the goals is not possible. As we said before, this is a didactic
unit where the communicative approach is quite important, and that is the reason why the
contribution of the students is so paramount. We need to get the students involved in every
activity and collaborating with each other. This is an active collaboration carried through with
conversation and interaction in the classroom’s activities.
48
7. BIBLIOGRAPHY and WEBOGRAPHY
Official Documents
Academic staff. (2014). Annual General Programme. December 4th, 2014, Spanish School
Vicente Cañada Blanch. Website:
http://www.educacion.gob.es/exterior/centros/canadablanch/es/06documentosinstitucionales/P
GA1415.pdf
Academic staff. (2014). School Educational Project. December 2nd, 2014, Spanish School
Vicente Cañada Blanch. Website:
http://www.educacion.gob.es/exterior/centros/canadablanch/es/06documentosinstitucionales/pe
c.pdf
Order ECI/385872007, December 27th, 2007. Website:
http://www.boe.es/boe/dias/2007/12/29/pdfs/A53751-53753.pdf
Royal Decree 1105/2014, December 26th, establishing the Core Curriculum for Compulsory
Secondary School and Baccalaureate. Website:
http://www.boe.es/boe/dias/2015/01/03/pdfs/BOE-A-2015-37.pdf
Bibliography.
CUNNINGHAM, Sarah & MOOR, Peter. (2003). Cutting Edge Advanced. Harlow: Pearson
Education Limited.
García Hoz, Víctor. (1988). Educación personalizada. Madrid: Ediciones Rialp.
MURPHY, Raymond. (2011). English Grammar in Use with Answers: A Self-study Reference
and Practice Book for Intermediate Students of English (The ‘blue’ one). London: Cambridge
University Press.
LIGHTBOWN, Patsy M. & SPADA, Nina. (2013) How Languages are Learned. Oxford: Oxford
University Press
NORRIS, Roy & FRECH, Amanda. (2012) Ready for CAE Coursebook with Key. London:
Cambridge University Press.
RODRÍGUEZ, Beatriz & VARELA, Raquel (coords.) (2010) Language, Literature and Culture
in English Studies. Madrid: Alianza Editorial.
49
Webography.
Anglophenia, How to pronounce UK place names. Website:
https://www.youtube.com/watch?v=9q7VjLVU8Ec
Daily Mail. Website:
http://www.dailymail.co.uk/news/article-2399920/Welcome-world-s-smallest-hotel-just-
ONE-room-measuring-8ftx10ft-booked-summer.html
Kahoot. Interactive activity. Website:
https://create.kahoot.it
Learning English. Website:
http://www.rubenvalero.com/english/content/fce-review
Lonely planet. New York. Website:
https://www.youtube.com/watch?v=prNQF0s9hu0
NYM, Antarctica. Website:
http://nymyachts.com/current_news/Antartica.htm
STEWART, Al, Antarctica. Website:
https://www.youtube.com/watch?v=tIUU8o3L8-o.
The Vacation Times. Website:
http://thevacationtimes.com/2016/09/worlds-most-unusual-hotels
The world’s 18 strangest hotels. Website:
http://www.popularmechanics.com/technology/design/g472/the-worlds-18-strangest-hotels/
Tool for Creation of Evaluation Rubrics
http://www.iRubric.com
Trains schedules. Website:
http://www.thetrainline.com
Travel Sign Posts. Website:
http://www.travelsignposts.com/France/sightseeing/interesting-facts-paris-lights
Word cloud. Website:
https://worditout.com
YouTube. Midnight in Paris. Website:
https://www.youtube.com/watch?v=FAfR8omt-CY
YouTube. An almost perfect date. Website:
https://www.youtube.com/watch?v=UGWjeK2SUa4&t=3s
50
8. ANNEXES.
8.1. Transcripts.
1. Antarctica. Session 1 / Activity 4.
Antarctica
Al Stewart & Peter White
51
- No, he was never married to Rose.
-I hope you're not going to be as antisocial tomorrow
-I'm not quite as taken with them as you are.
-Well, he's a pseudo-intellectual.
-Slightly more tannic than the '59, and I prefer a smoky feeling.
-So, Carol-- Carol and I are gonna go dancing. We heard of a great place. Interested?
- No... I don't want to be a killjoy but I need to get a little fresh air.
-What time did you get in last night?
-Not that late… I'll probably end up going on another hike tonight.
-Where'd Gil run off to?
-Work. Been walking around Paris.
-Where do you think Gil goes every night?
-He walks, and gets ideas.
-Gil, why are you so dressed up?
-I was just doing a little writing.
-You dress up and put on cologne to write?
-You know how I think better in the shower, and I get the positive ions going in there
-I had... a private detective to follow him.
-And what happened?
- I don't know. The detective agency says the detective is missing.
-I’m in a very perplexing situation.
SFO Traveller’s Aid, Bob Hirsch: Welcome to the podcast from San Francisco International
Airport.
Narrator, Carolina Silver: I’m your host Carolina Silver. Today we’re heading to SFO to
catch a flight… and along the way we’ll share some tips and strategies to make your trip more
efficient and more fun – plus a few off the wall airport activities you’ve probably never heard
of.
52
Of course, your trip doesn’t start at the airport. For busy moms like Mya Kramer, it starts with
planning ahead.
Frequent traveller, Mya Kramer: I've got a 12-year-old daughter and a 6-year-old son…. the
night before we travel she'll get on FlySFO.com, which is the airport website …They’re these
interactive maps. So, she’ll figure out what gate we’re flying out of and then she’ll figure out
where she wants to eat before we go to the gate, where she wants to shop before we go to the
gate, and how to get from that terminal to another terminal just to kill time.
CS: And then, there’s getting to the airport. You have a lot of options: taxi, shuttles, car – or
public transportation…
BART passenger, Tom Gilhuley: My name is Tom Gilhuley and we’re here at the BART
station about to head out to the airport.
CS: BART stands for Bay Area Rapid Transit – it runs trains from downtown San Francisco,
and even from the East Bay, straight to the airport. Tom says it’s his secret to stress-free travel.
TG: I definitely always take BART to get to the airport, frankly because I really hate driving
and I hate sitting in traffic, and there’s a lot of it here in the Bay Area. So, any time I can avoid
traffic, save some money on parking and gas, I'm all for it.
SOUND OF BART ANNOUNCEMENT OVER P.A. SYSTEM: “Now arriving San Francisco
International Airport"
CS: The train lets you out at the international terminal, so you can walk to most flights. If you’re
flying domestic, a free Air Train shuttle will take you where you need to go. But, as convenient
as BART is, some travellers prefer to drive... like marketing consultant Neil Cohen.
Business Traveller, Neil Cohen: I travel a lot. I'm probably in and out of San Francisco Airport
somewhere upwards between 15 to 20 times a year, maybe more.
CS: On one of those many trips, Neil discovered the best-kept secret in SFO parking. It
happened when he made a wrong turn on his way to the long-term parking garage…
NC: I wasn’t paying attention. … I drove international… I’m driving around and I saw these
two garages and just figured out, okay, that’s pretty cool.
CS: He stumbled on garages, “A” and “G”, also known as the “international garages.”
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NC: …but there’s nothing really international about them except they're close to the
international terminal. Anybody can park there … But they’re awesome – the most awesome
place to park.
CS: The garages cost about 20 dollars a night for indoor parking – and on top of that, you’re
right next to the terminal.
NC: So that’s my big inside tip for people coming into the airport. Nobody knows about those
garages.
CS: Okay. So, what other nuggets of wisdom have you developed through your years of
frequent traveling?
NC: …there’s a couple of great shoe-shine guys once you get through security. They’re
awesome. They do a great job. It’s fairly inexpensive; you know, usually 5 to 7 bucks with a
tip and you just can’t beat it… nothing makes you feel better or picks up your spirits like a
shoe shine; it’s kind of funny. And so that’s always been part of my routine when I come to
the airport.
CS: So here we are at SFO, with two hours left until departure. Yep, I said two hours. Gone
are the days when you can arrive an hour before a domestic flight and waltz right onto the
plane.
SFO Traveler’s Aid, Linda Rhoades: We recommend for an international departure, three
hours; for a domestic departure, two hours.
CS: That’s Linda Rhoades, an airport customer service agent. She says the reason for the extra
time is…
Most of the airlines have a baggage cutoff time and I think people are not aware of it. For
instance, for the domestic carriers, a lot of them, it’s 45 minutes. And if you get here an hour
before your flight, that leaves you only 15 minutes to stand in line. And sometimes there can
be as many as 100 people in line ahead of you.
CS: So, people could save themselves a lot of stress if they could just give a little bit more
time before coming to the airport.
LR: There’s a lot to do here at the airport, so, what LR: we’d like to have you do is come early,
check in. Then you’re out of the stress, you can go through security, then you can take the time
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to relax, have your cup of coffee, go to the shop, pick up a newspaper. We even have a spa
here. We have a museum, a kids play area.
CS: The airport promotes San Francisco businesses and restaurants – in fact, eighty percent of
the food and beverage options in the terminals are locally owned. That means good coffee,
tasty burritos, and authentic Asian cuisine.
Frequent Traveler, Teresa Rodriguez-Williamson: And I think the thing that people have
to understand is that no matter who you’re flying, destination of airport does make a difference.
CS: Teresa Rodriguez-Williamson is author of Fly Solo: The 50 Best Places on Earth for a
Girl to Travel Alone; and founder of TangoDiva.com, a social network for women travelers.
TR-W: Planes are late. Weather happens. People are trying to do the best that they can … And
being at SFO is great because, guess what? If I happen to miss a flight or my flight’s delayed,
oh my gosh, I’ve got a great place that I can get a noodle bowl or a great coffee, a fabulous
sandwich, and I’m not stuck in an airport where all I’ve got to eat is fattening food and t a k e -
out.
... So, take that into consideration and know that SFO is not only a departure, it’s a destination.
CS: Besides eating, you can buy cosmetics, rent a DVD for your flight, or see a cutting-edge
art exhibit – all before going through security. And when it is time to head to your gate, SFO
makes it easy to get screened fast.
Once you get through security, it’s time to board the plane and fly off to your next destination.
New Yorkers like to think their home is the center of the world and who can blame them. Home
to over 8 million people the city is loud and fast and pulsates with energy. America's biggest
city can be overwhelming for visitors but you'll find the street names make navigation easy and
those yellow cabs are a great way to get around.
Manhattan is the heart and soul of the Big Apple and within its neighbourhoods there's a
distinct style and pace. Lower Manhattan, the city's financial district, bustles from Monday to
Friday.
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The neon of Times Square and Broadway burns bright in Midtown while dominating the Upper
East and West sides are Central Park high-end boutiques and those famous brownstone homes.
Make your way down to New York Harbour and jump on a ferry to Liberty Island: take in the
views of the Statue of Liberty: a gift from France commemorating the centennial of the
Declaration of Independence. It's been the beacon of freedom to immigrants arriving in New
York since 1886.
New York is one of the cultural hubs of the world. Don't miss the city's famous art museums:
the Museum of Modern Art or MoMA, the Solomon R Guggenheim Museum and the
Metropolitan Museum of Art and look to the South Bronx and Queens where a new wave of
artists is making their mark on the street.
New York has always been a thriving home for music. Check out the beats in the Bronx the
birthplace of hip-hop or head to Greenwich Village for New York's jazz scene from jazz clubs
to Broadway extravaganzas and the latest Chelsea bars. In the city that never sleeps there are
plenty of reasons to stay out late well into the night.
Todd: So, Dan we’re talking about your travels and living overseas, and you have a concept
you call slow travel. Can you explain what slow travel is?
Dan: Yeah, I mean especially maybe because I'm a blogger, we're always seeking to define
things in unique ways. And there’s a lot of terms out there. There’s expat; people that have left
their native country. There’s backpacker, which is someone who tries to keep their cost very
low and they’re continually moving from place to place. There’s flash packer, which is a term
that means you still have income from somewhere and you have more tech and toys, and you
stay at maybe nicer hotels.
But what I did was always a little bit different, which is I would go and get long term leases or
medium-term leases at apartments. So, I would go and get a house or an apartment in a place
for anywhere from one to six months, and enjoy what it feels like to actually live somewhere.
And that to me is so exciting, you know. Although the sights and everything are cool, and
hanging out with tourists can be fun, I much prefer to go down to the local café, open up my
laptop, talk to the people that are working there, and really get a sense for what it’s like to live
in a city.
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And over the course of my career what that’s looked like is you really develop a deep connection
with the places that you live in. You might hire people there. You have really good friends
there. One of the downsides of being a tourist is that you never really can develop friendships.
And so what I found is that I go back to revisit a lot of the places that I once lived because I
have lifelong friendships there.
So that to me has really been the benefit of slow travel and I have a theory about friendship. I
think, you know, really you can't go to place for just one month. People won’t invest their time
in you. So, if at least you’re going to stay in a place for three to four months, I think that's sort
of the turning point with a lot of people and they’ll say, “Hey, yeah, you know what, let’s go
try to be friends. Let’s go out and do something together.”
Mary Alice: (Narrating.) Exactly one year had passed since the night Mike Delfino and Susan
Mayer were supposed to become engaged. So, when Mike took Susan to her favorite restaurant,
she just knew he was going to pop the question.
Mary Alice: ... she'd be ready with her answer. But as the evening wore on, the moment Susan
had been waiting for failed to materialize. And though many opportunities presented
themselves, the question was never asked. Until the thought began to dawn on Susan that
perhaps it never would.
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Chandler: New York.
Ross: The big apple!
Chandler: I'm sorry, he's a little wound up, we had to stop at every maple candy stand on
the way here.
Ross: Yeah, I ate all my gifts for everybody.
Receptionist: I am sorry Mr. Bing, there’s no record of your reservation in the computer.
Chandler: Well, that's impossible, can you check again, please?
Ross: Check again please!
Receptionist: I'm sorry, it's not here.
Ross: Not there.
Chandler: Well, let me get this straight. I called yesterday trying to cancel my reservation
and I was told it was not refundable, then we drove six hours all the way up here and now
you tell me that we don't have a reservation?
Receptionist: I don't know what to say.
Ross: She doesn't know what to say!
Chandler: Just give us the cheapest room you have.
Receptionist: Unfortunately, the only thing we have available is our deluxe suite, and the
rate is six hundred dollars.
Chandler: That's insane!
Ross: Totally insane. Dude, let's drive home, we'll hit all the maple candy stores on the
way back and if... if they're closed maybe we'll tap a tree and make some ourselves.
Chandler: Does that room have a closet I can lock him in? We'll take it.
Receptionist: Great.
Chandler: What? They are totally ripping us off!
Ross: Dude, don't worry about it! I know how we can make your money back! This is a
nice hotel, you know, plenty of amenities, we just load up on those! Like those apples.
Instead of taking one, I'm... I take six!
Chandler: Great, at a hundred dollars an apple, we're there!
Ross: C'mon, you get the idea, ow-ow-ow we'll make our money back in no time
Chandler: Dude, you're shaking!
Ross: I think it's the sugar, could you hold the apple?
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8.2. Evaluation Rubrics
is not evident. is evident, but clear with a sense of is clear and well articulated and
Topic as often too developed ideas. developed. thoroughly developed.
expressed is simplistic. Topic Topic is interesting Topic is Topic is interesting,
superficial or is also simplistic and significant, but interesting, significant, and
undeveloped. and one- not deeply explored significant, and intellectually
dimensional. in needed areas is engaged from challenging.
several angles.
No Argumentative Argumentative Argumentative Argumentative
argumentative structure is structure is evident structure is structure is clearly
structure is rudimentary. but sometimes evident. evident. Objections
Argument
from credible evidence, but from credible valid, reliable credible sources and
sources, making support is sources, making the sources, so that effectively synthesized
the paper inconsistent, paper for the most the paper is in a very convincing
unconvincing making the paper part convincing. generally manner.
less than convincing.
convincing.
59
Ideas appear The paper is The introduction The The introduction
unconnected. organized, provides some introduction sets skilfully captures
Paper shows though context for the the context for reader attention while
serious lack of simplistically. An paper and states a the paper and establishing the
unity and introduction and thesis, though in a states a clear context for the paper.
coherence. conclusion are predictable way. thesis. Main All the main ideas are
Introduction attempted but are Main points are points are clear clear and logically
and/or perfunctory or logically structured. and logically structured.
Organization
inappropriate inappropriate generally suitable for voice and tone, word choice create an
voice/tone voice/tone the paper’s ideas and and vocabulary inviting paper.
and/or and/or imprecise only occasionally enhance the
imprecise vocabulary work against its paper’s ideas.
vocabulary. distract from the ideas.
paper’s ideas.
Numerous Several errors in Errors in grammar There are There are very few or
errors in grammar, usage, usage, spelling, and occasional errors no mechanical errors
grammar, usage, spelling, and punctuation are in grammar, in the paper.
spelling and punctuation noticeable, but do usage, spelling, Documentation of
Conventions
punctuation distract the reader not seriously impede and punctuation sources is correct.
seriously and impede the reader. that do not
impede meaning. Documentation is impede the
meaning. Problems with usually correct. reader.
Necessary needed Documentation
documentation documentation of sources is
is missing. exist correct.
Ideas are Overall Paragraphs are Paragraphs are Paragraphs are
asserted rather organization and typically organized well organized skilfully organized and
than developed support need and add to the and contribute add to the
Overall Impression
Total
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8.2.2. Presentation rubric
Total
Category Scoring Criteria Points Score
The type of presentation is appropriate for the topic and 5
audience.
Organization
Information is presented in a logical sequence. 5
(15 points)
Presentation appropriately cites requisite number of 5
references.
Introduction is attention-getting, lays out the problem 5
well, and establishes a framework for the rest of the
presentation.
Technical terms are well-defined in language appropriate 5
for the target audience.
Content
Presentation contains accurate information. 10
(45 points)
Material included is relevant to the overall 10
message/purpose.
Appropriate amount of material is prepared, and points 10
made reflect well their relative importance.
There is an obvious conclusion summarizing the 5
presentation.
Speaker maintains good eye contact with the audience and 5
is appropriately animated (e.g., gestures, moving around,
etc.).
Speaker uses a clear, audible voice. 5
Presentation Delivery is controlled and smooth. 5
(40 points) Good language skills and pronunciation are used. 5
Visual aids are well prepared, informative, effective, and 5
not distracting.
Length of presentation is within the assigned time limits. 5
Information was well communicated. 10
Score Total Points 100
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8.2.3. Listening Skills Rubric
Rubric:
Listening Skills
Listening rubric for
Around the World
Didactic Unit
Listening Skill
62
8.2.4. Reading Skills Rubric
COMPREHENSION SKILLS
63
8.2.5. Speaking Skills Rubric.
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8.2.6. Project Rubric
Project Rubric
65
8.3.Check list.
Checklist.
Unit 7. Around the world.
1st Session.
Initial Evaluation Activity
Yes No
TOTAL
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