UNIVERSIDADE FEDERAL DE MINAS GERAIS

Faculdade de Letras
Curso de Especialização em Inglês

TEACHING ENGLISH TO BEGINNERS

VIVIANE CAMPOS
Orientadora: Profª. Adriana Maria Tenuta de Azevedo

Belo Horizonte
1º/2011
Introduction:

This work has three thematic units, followed by its assessments and the teacher’s

guide. Moreover it has a rationale with the theory background used to help in the

production of the whole work. The units work with different students level, from the

first to the second years of English studies and from English courses and regular school.

The age of students varies from 12 to 20 years old.

The themes are bullying, music and environment, and each theme is appropriate

for the age and level of students. Moreover the activities aim to motivate students

during the learning. The units are in communicative approach that aims in the

interaction between students and the language goal is the communication.

All units work with the four abilities, reading, writing, listening speaking.

Moreover units also deal with pronunciation and grammar. The assessments follow the

same theme from the units. This work is also composed by a CD with the listening

activities and the videos used in each unit. This CD also contains a digital version of the

final work and the links to all the videos and listening used.

This is the mandatory final project for Curso de Especialização em Inglês (CEI) done as

demand for the course conclusion.

This work has no commercial purposes and no part of this publication may be

reproduced without the author’s permission.

1
Rationale
All units are based on the communicative approach that establishes the language

as a way of communication. They are also based on the learner-centered approach, in

which students, and not the teacher, are the centre of attention in class. They are asked

to work in pairs and in groups but also individually. With this, students participate ore

of the class and the teacher only monitors their work. Moreover, they are asked to

participate more, to express their point of view and preferences, during class discussions

students can become more critic about information in general. The activities are

focused on the students’ progress. The units were developed to help students to activate

their autonomy in the learning process as they are asked to do searches and researches,

aiming to acquire more information, as they are exposed to lots of inputs, and later they

have activities in which they have to use the knowledge learned.

The units were constructed in order to let learners comfortable about the

activities to be done. Units start with a warm up to elicit students’ schemata about the

topic. Later more input is presented with a reading activity and as the unit continues

more information is obtained and at the end students are able to create written and oral

production of the topics. At the units, students are only asked to produce when they feel

comfortable, because they have enough information or to express their point of view.

This view follows Krashen’s Monitor Theory (VANPATTEN AND WILLIAMS,

2007), which states that comfortable learners have their affective filters set low,

allowing free access to comprehensible input. Additionally, learners with a low

affective filter learn more.

Dealing with units’ structure, Leffa, 2003, presents how should be the order of

activities in a unit. According to him, the unit should start with what is simplest and

easiest for students and gradually becoming more complex and difficult. The author also

2
states that activities should involve students’ attention, let them interested at the unit’s

topic and they should also trigger students’ previous knowledge. Tomlinson, 1998,

reinforces this idea stating that materials should achieve impact and such is achieved

when learners’ curiosity, interest and attention are attracted.

In this work each unit has different students level. I decided to work with regular

school children, with the age of 12 and 13 years old, that are students of the 7th grade. I

also worked with basic teenagers from 16 to 20 years old, at the second year of studies.

At last I chose teenager students, from 14 to 17 years old that are finishing the first year

of English studies. Each theme was appropriate for the age and level of students.

For regular students I chose the theme bullying since it is a relevant topic but

there are few materials at schools to actually help teachers and students to deal with this

matter. It is an attempt to give students and teachers a description of what is bullying

and how to deal with it. For the third group I chose to work with environment, because

it is an important matter to teach. Everybody should be aware of the damages we cause

in nature and how it reflects on us. As bullying, environment is what PCN calls “temas

tranversais”. For the second group I chose a pleasant topic that is music, because it is

something many people like. However, I decided to use a different approach to deal

with music. The main point was to work with music itself and not specify kinds of

music or musicians.

According to Larsen-Freeman (2003) the grammar of written texts differs from

that of spoken texts. The author also stated that the speech grammar should not be seen

as something less than written grammar. I chose to teach spoken grammar used in

songs, at the unit “Everybody loves music”. For this I chose examples of sentences

taken from different artists and different kinds of music, such as pop and hip hop. The

examples show that since it comes from spoken language, those contractions happen in

3
a big variety of songs. Besides, students have the opportunity to check their favorite

music, and after learning this they can pay attention to other songs in the future, and

learn and understand other contractions. The writing activities are supported by

Hughes’s (1989) theory that it is important to “test only the writing ability and nothing

else”. According to the author the activity should not depend on imagination or

language comprehension, because of this the instructions should not be big or difficult

and the teacher must know what to expect from students text. It is necessary to restrict

the writing to what is being asked, in this way the teacher know what to expect and

students will write what has been asked. This is important to evaluate students equally.

Moreover, to restrict students is important to provide information in form of notes.

The units were constructed with authentic material taken from the internet. As

stated by Berado, (2006) internet is one of the most useful sources of this kind of

material. Additionally, according to Cook, (1981) an authentic material means using

examples of language produced some real purpose and not designed just for the

classroom. Berado, (2006) states that with authentic materials learners gain authentic

information. All the reading activities were taken from the internet, so they present real

information about topics. Some of the readings are real news from well known

newspapers, so learners have access to the same information as natives speakers.

Learner production gets more real as the information they received are also real,

and they become more motivate when creating something meaningful. Furthermore, the

use of technology in class helps in gaining students motivation, so it is used in activities

to be performed by students such as researches and to make an online poster. There is

an activity in which students are asked to produce a video to be posted at internet. Many

people know how to do it, but it is learning to other people. And this learning can be

4
used outside of classroom with postages in English, once they already got the

confidence to do so.

To sum up, this work was based on the teaching of English in the

communicative approach in which language is used for communication and the classes

are focused on students’ development. The activities offer opportunities for learners to

interact and present their own experiences and point of view. Besides sharing their

knowledge about the topic, help students to gain confidence and get comfortable in

language use. This feeling of confidence and comfort is reinforced by the amount of

input presented during the activities. In addition, authentic materials were used in the

units structure to motivate students and to show them that they can use the language in

real situation. All material development had their base on the knowledge acquired

during the course.

5
References:

Berado, Sacha Anthony. The use of authentic material in the teaching of reading. The
reading matrix Vol6, number2, September 2006

Cook, Vivian. Using authentic materials in the classroom, 1981. at

http://homepage.ntlworld.com/Vivian.c/Writings/Papers/AuthMat81.htm. 11/01/20011

Hughes, Arthur. Testing writing IN Testing for language teachers. London: Longman,
1989. Chapter 9

Larsen-Freeman, Diane. The grammar of discourse IN Teaching language: from

grammar to grammaring, Boston: Thomson/Heinle, 2003. Chapter 7

Leffa, Vilson J. Como produzir materiais para o ensino de línguas IN Produção de

materiais de ensino: Teoria e prática. Pelotas: EDUCAT, 2003

Tomlinson, Brian. Materials development in language teaching. CUP: 1998.

Introduction

Vanpatten, Bill and Williams, Jessica: Early theories in second language acquisition In
Theories in Second Language Acquisition: An Introduction. USA: Lawrence Erlbaum
Associates, 2007. Chapter 2

6
Unit 1:

Say no to
bullying
Google images - Complete references on page 44
Warm-up:
1) Look at the pictures below; do you know what they represent?

Google images
Complete references on page 45

Have you ever suffered, witnessed, or committed any of these actions?

If so, where did it happen?

Pre-reading:
In pairs, match the words with their meaning:

1.Bullying ( ) A person who sees someone being bullied

2.Bully ( ) Physically or psychologically aggressive behavior
3.Bystander ( ) Repeated harm inflicted through mobile phones or the internet.
4.Target ( ) The victim of bullies.
5.Cyber bullying ( ) A person who hurts, persecutes, or intimidate others.

Reading:
_________________________________________

Bullying is one of the nastier, darker sides of human nature. We see it everywhere, from
our early days at school to our place of work. What is it that makes bullies want to
tease, hurt, humiliate and injure anyone?

Many terrible things happen in school – children are beaten every day. If this happened
to an adult on the street, the bully would be called an attacker or mugger and would be

7
arrested. In school it’s called “part of growing up”. The bully gets away with criminal
assault; the bullied child suffers long-term physical or emotional damage.

Bystanders play a significant role in bullying. They can encourage bullies by watching
and doing nothing. However when bystanders do intervene, the bullying is more likely
to stop quickly.

Victims of bullies used to feel safe in their home. The school or office bully could not
reach them there. This has all changed with cyber-bullying. Today, cyber-bullies
victimize people online. They spread malicious gossip about them on facebook and
other social network sites. Bullies blackmail people, threaten them, attack their families.
They feel they have a lot of power hiding behind their computer. There are many
websites to help those being bullied online. A good place to start is cyberbullying.us.
On this Anti-Bullying Day, take some time to look at this site and think about how
harmful all forms of bullying are. Maybe one day we can put a stop to it.

Adapted from: www.eslholidaylessons.com/12/anti_bullying_day-q.htm

www.bullyingnoway.com.au/talkout/spotlight/bystandermain.shtml
Post-reading:
a) In your own words, what is bullying?
b) Where can it happen?
c) Which kinds of bullying happen on text?
d) What is the difference between bullying and cyber-bullying?
e) Where do victims of cyber bullying can look for help?
f) Create a title to the text and check with a partner. Are your titles alike?

Grammar:
“We see it everywhere.”
“What is it that makes bullies want to tease, hurt, humiliate and injure anybody?”
“They can encourage bullies by watching and doing nothing.”
Complete the rules with Things, Places or People:
Use something, anything, and nothing for __________________ .
Use somebody, anybody, and nobody for __________________ .
Use somewhere, anywhere, and nowhere for __________________ .

In groups, complete the sentences with your own examples:

Something sweet _______________ Somewhere cold _______________

Something interesting _______________ Somebody nice _______________
Something boring _______________ Somebody smart _______________
Somewhere cozy _______________ Somebody rich _______________
Somewhere hot _______________

Pronunciation: Word stress:

To know the stress of a word is very important in any language. It is related to the
pronunciation and a right word stress can avoid misunderstandings.

Let’s learn the word stress of some words taken from the reading activity:

1) Rules and examples:

8
a. Nouns and Adjectives of 2 syllables: stress 1st syllable:
Examples:
Adjective: nasty
Noun: nature

b.Verbs of 2 syllables :stress 2nd syllable

Example: attack

c. Verbs of 2 syllables-ending with OW, EN, Y, EL, ER, LE, ISH : stress 1st syllable
Example: happen
Rules from: http://useit.vn/content/view/589/285/lang,english/
2) Now underline the stress on these words:
criminal arrest threaten office

Pre-listening
You are going to watch a video.
Explain what happened in the video.
www.youtube.com/watch?v=nWJut7KQhI4&feature=related

In groups, discuss and write down at least three things you can do to stop bullying.

Listening:
Be a kid against bullying: What can you do?
Watch the video about bullying.
Pay attention to what is suggested as actions against bullying and bullies.
www.pacer.org/bullying/bpaw/videos/What%20You%20Can%20Do.wmv

Post listening:
In groups:
1. Write three things the kids present to stop bullying?
2. Is any suggestions presented on the video similar to any discussed by your group at
the pre-listening activity? If yes which one? If not, which you is the best suggestion in
you opinion?
3. What do they mean with the sentence “Tell is not telling.”
4. Add suggestions to the video:

Writing:
At the reading activity, it was presented the term “Anti-bullying day”.
Make a search on the internet and answer the questions creating an e-mail to your
school principal about the Anti-bullying day.
The goal of this e-mail is to present the event and to convince the principal to celebrate
an Anti-bullying day at your school.
Your email should have the following information:

1. When is the Anti-bullying day celebrated?

2. What is the other name for this event?
3. Where did it start?
4. Which activities happen in the Anti-bullying day?
5. Give at least three reasons to celebrate this event at your school.

9
Sites to support your search:
 en.wikipedia.org/wiki/Anti-Bullying_Day
 www.standupday.com
 www.pinkshirtday.ca
www.gmail.com

Writing and Speaking:

Poster and oral presentation
In groups and based on the information you gathered, prepare a poster to celebrate an
anti-bullying day at your school.
Suggestion: You can do your poster online at www.glogster.com
Prepare the poster to present to your class and school.
Suggestions:
What is bullying;
How to prevent it;
Actions to be taken from targets and bystanders;
What is the anti-bullying day;
Activities to be celebrated on this event (create or choose your own activities).

10
That is an example of a poster created at Gloster:
http://vivicampos.glogster.com/say-no-to-bullying/

Google images - Complete references on page 45

11
Unit 1 – Assessment

Say no to bullying
1) Complete the text with the missing words.

Bully Bystander Targets Bullying Cyber bullying

Understanding the problem:

_____________________is defined as deliberately hurtful behaviour, repeated

over a period of time, where it is difficult for those being bullied to defend themselves.
The participants of a bullying incident are the victim, also called
_____________________, the_____________________, students who witness or are
aware of bullying and the _____________________the student or students who are the
aggressors.
The three main types of bullying are: physical, verbal (name calling) and indirect
(spreading rumours, excluding someone from social groups). Bullying can also happen
online and it is called _________________________.

Adapted from: http://www.teachernet.gov.uk/management/atoz/a/antibullyingpolicy/ - February

http://comunidad.cmsfq.edu.ec/bullying/english/default.aspx- March 14th

2) Now you are going to watch a video. Pay attention to the following points.
http://www.youtube.com/watch?v=1j6YA03hm4k&feature=related

1. Where are they?

2. What happened?
3. Based on the text above, is this a kind of violence? Why (not)?
If yes, what kind of violence is presented?
4. According to the text, can an isolated action be called bullying?
5. What are the four types of bullying presented on the text? In your opinion, which
one happens more frequently?

3) Complete the sentences with WHERE, THING or BODY.

1. I don’t know any________ at this school.

2. My mother drives every________ she wants to go.
3. She is a great actress. Every ________ loves her.
4. Michael knows every________ about computers.
5. I travel to no________ interesting on vacation.

12
4) Underline the stress of these words:
define bullying victim suffer

5) Listen to news about education and answer the question.

Before you listen:
Homeschool - is the education of children at home, typically by parents but sometimes
by tutors, rather than in other formal settings of public or private school.
en.wikipedia.org/wiki/Homeschooling

1. What is the percentage of children who do not attend school?

2. What is the reason for parents to take their children from school?
3. Choose the best option:
a. The children who do not attend school…
a) stay at home watching TV
b) do not study at all
c) have classes at home
d) do not need to study
b. The government
a) will do not about homeschooling
b) approves homeschooling
c) believes that homeschooling is better than regular school
d) wants to incentive parents to send their children back to school.

6) Write an e-mail to the parents of the homeschooled children, telling them to let their
children go to regular school. In order to convince them you should present some
actions against bullies and bullying.
Remember: Be a kid against bullying! www.gmail.com

13
Unit 2

Everybody
Google images
Complete references on page 44
loves music
Warm-up:
1. Do you like music?
2. What are some popular musicians from your country?
3. What kind of music do they play? Do you enjoy those music stiles?
4. You are going to listen to some kinds of music. Match the sounds with the pictures
and write the correct name of each kind of music.

________________ ________________ ________________ ________________

Google images
Complete references on page 45 and 46
Pre-reading:
1. When do you listen to music?
2. Do you believe that in some countries people are fonder of music than in others?
Why (not)?
3. How important is music in you life?
Answer this question in a scale from 1 to 10, in which the numbers represent:
1- “I couldn't care less”
5- “I listen sometimes”
10- “I'd listen every minute of the day if I could”

Reading: Google images

Complete references on page 46
Music makes the world go round

It's probably no surprise that music is the world's favourite

pastime. Respondents were asked to rank their passion for music on a
ten point scale, ranging from 'I couldn't care less' (1) to 'I'd listen every
minute of the day if I could' (10). Across all the markets surveyed, the
majority of people (63%) consider themselves passionate about music,
ranking their passion at level 6 or above. This was highest in Brazil
(80%), Spain and the UK (79% each), while Australia ranked lowest on the music
passion scale at 27%.
Among those who consider themselves passionate about music, 14% would
listen to music 'every minute of every day' if they could, with this again highest in

14
Brazil at 49% and lowest in Australia at 2%. Only 6% of people across the world say
they 'couldn't care less' about music.
"Music is entrenched in many aspects of Brazilian life," said Jesus Caldeiro,
head of client relationships for Synovate in Brazil. "It is not just entertainment but the
'soundtrack of life' here as it's present in homes, on the street, bars, in neighborhoods,
the beach, the mountains and the schools. Brazil's music culture is vastly rich and
crosses many influences - local, African, European, and all possible combinations. As
the late Brazilian musician Antonio Carlos Jobim once said, 'Brazil is music - music is
Brazil'."
www.synovate.com/consumer-insights/infact/issues/201001/segment1.shtml?id=5

Post-reading:
1.Which country has the most passionate people about music? Did you expect that?
2.Do you agree that “music is the world's favorite pastime.”? Why (not)?
3.Despite listen to music, there is another thing you like to do in your free time?
4.In your opinion, there is another thing that could be considered as the world’s favorite
pastime? What? Why?
5.In you opinion, why do Australians do not like music so much?
6.Search what is Australians favorite pastime and compare it to music?

Pre- listening
1. Have you ever be in a concert?
If yes: Where? When?
Which band was playing?
Why did you go there?
2. Do you play any instruments?
If so, what do you play?
How long have you been playing?
Are you good at it?
3. Do you sing in the shower?

Listening: Music and Such

You are going to listen to an interview. Does Matt sing in the shower?
www.elllo.org/english/0001/023-Matt-Music.htm
Post-listening:
1. What kind of music Matt does not like?
2. How expensive are new CD’s at Matt country?
3. Which instruments does Matt play?
4. What kind of concerts does Matt likes to go?
5. Why did not Matt want to sing?
6. Have you ever made part of a band?
How was it like?

Pronunciation: Saying lists:

1. What’s you favorite kind of music?

englishtips.org/1150830542-touchstone-2-sb-audio-cd.html

15
Notice that speaker one finished the sentence, and speaker two did not finish.
2. Circle the class asking our classmates what are their favorite…
…kind of music? …musician? …song?

Grammar and Vocabulary:

The grammar of music: Informal English
Lots of songs use contractions of words to keep their melody. Now we are going to
learn some of these abbreviations.
Look at some examples.

Do you know what do these sentences mean?

1. In pairs, match the abbreviation with the no contracted structure:

1- ain't ( )give me
2- gimme ( )am not / are not / is not / has not / have not
3- gonna ( )you
4- gotta ( )going to
5- kinda ( )let me
6- wanna ( )kind of
7- whatcha ( )have (got) a / have (got) to
8- lemme ( )want to / want a
9- ya ( )what are you

2. In pairs, rewrite the sentences bellow without contractions.

1- I gotta a problem. 7 - I gotta go now.

2- Can you gimme a hand? 8 - She's kinda cute.
3- I ain't sure. 9 - I wanna go home.
4- You ain't my boss. 10 - Whatcha going to do?
5- She ain't finished yet. 11 - Who saw ya?
6- Nothing's gonna change my love for you. 12 - Lemme go!
www.englishclub.com/vocabulary/contractions-informal.htm

16
Writing:
Write an article about music importance in Brazil and in
you life.
This article should be about 150 words long and should
include the following information:
 Brazilian rhythms and your opinion about them;
 Most famous Brazilian musicians and bands and if you
like it or not;
 Your favorite kind of music, and where is it from. Google images
Complete references on page 46
Speaking:
Do you know ello.org?
It is a site about English learning in which everyone can post a video related to a topic
already presented.
 You are going to prepare a video to be posted at ello.org. Your video is going to
be a response to this unit listening “Music and Such”
 At the video you should present the kind of music you like and where is it from.
 You can also sing, dance or play a song of your favorite musician.

Check an example at:

www.elllo.org/video/1051/V1086Wedding.htm

17
Unit 2 – Assessment

Everybody loves music

Listening:
You are going to listen to a dialogue between Nicola and Kate.
Kate talks about what kinds of music she likes to listen to, pay attention to the listening
and answer the following questions.
http://www.elllo.org/Text0201/231-Kate-Music.htm

1 - How did she listen to the Beatles? 3 - What does she want to do?
a. On a record player a. Buy every album
b.On a tape cassette b.Go to Liverpool
c. On the radio c. Meet a Beatle
d.On the internet d.Record a CD
2 - Kate listen to all those artists 4 - What’s her Beatles’ favorite song?
bellow, except: a. Happiness is a warm gun
a. Rolling Stones b.Help
b.Simom and Garfunkel c. Imagine
c. Michael Jackson d.White Album
d.The Beatles

5- Why does she like the Beatles?

6- Who was her favorite Beatle?
7- Who is her least favorite Beatle?
8- What is her favorite song from John Lennon’s individual work?

Reading: Google images

Complete references on page 46
The Beatles

The Beatles were an English rock band,

formed in Liverpool in 1960. They are one of the
most commercially successful and critically
acclaimed acts in the history of popular music. From
1962, the group was consisted of John Lennon
(rhythm guitar, vocals), Paul McCartney (bass guitar,
vocals), George Harrison (lead guitar, vocals) and
Ringo Starr (drums, vocals).
They achieved mainstream success in the United Kingdom in late 1962, with
their first single, "Love Me Do". Gaining international popularity over the course of the
next year, they toured extensively until 1966, and then retreated to the recording studio
until their break-up in 1970. Each then found success in independent musical careers.
They are the best-selling band in the history of popular music, and four decades
after their break-up, their recordings are still in demand. According to the RIAA
(Recording Industry Association of America), they have sold more albums in the United
States than any other artist. The Beatles placed number one on Billboard magazine's
fiftieth-anniversary list of all-time top Hot 100 artists in 2008. They were collectively
included in Time magazine's compilation of the 20th century's 100 most influential
people.
Adapted from: en.wikipedia.org/wiki/The_Beatles

18
After reading the text answer the questions bellow:
1. How many integrants did the band have?
2. How many years did they stay together?
3. Which instruments were played?
4. What did Beatles integrants do after the end of the band?
5. Cite two reasons why Beatles success is considered until nowadays.

Grammar:
1. Rewrite the sentences bellow without contractions
a. I'm not gonna tell ya.
b. I wanna coffee.
c. I ain't wrong.
d. Gimme your money.
e. Lemme tell ya.

Writing:
Do you the Rolling Stones?
Using the information bellow, write an article to be published at en.wikipedia.org.
Choose the information you consider relevant.
Your article should be about 150 words long.

Began: 1962

Original Members:
Brian Jones- Guitar – (1962 -1969)
Geoff Bradford – (1962 -1962) Nowadays formation:
Stu Stewart - Piano – (1962 -1963) Charlie Watts - Drums
Dick Taylor- Bass – (1962 -1962) Keith Richards - Guitar/Vocals
Charlie Watts - Drums Mick Jagger – Vocals
Keith Richards - Guitar/Vocals Ronnie Wood - Guitar
Mick Jagger – Vocals

Significant Facts:
 The Rolling Stones began as a blues band. Their
greatest success came when the group reinvented
itself as a rock band.
 By the mid-1960's The Stones were second only
to The Beatles in popularity.

Career History:
 Formed in 1961 by schoolmates Mick Jagger
and Keith Richards, what has become known as the
world's greatest rock & roll band originally performed covers of other artists' hit songs.
 Their first album, in 1964, contained only one Jagger and Richards composition,
"Tell Me".
 Working virtually nonstop since their beginning, the group has released more than
50 albums.
http://classicrock.about.com/od/bandsandartists/p/rollingstones.htm
http://www.rollingstones.com/people
Google images – Complete reference on page 46

19
Unit 3

Planet Matters
Warm up:
Google images
Complete reference on page 46
1. In pairs, match these topics with the correct definition:

1 - Carbon footprint 2 - Fossil fuels 3 - Plastic bags

( ) Any naturally occurring carbon or hydrocarbon fuel, such as coal, petroleum, peat,
and natural gas, formed by the decomposition of prehistoric organisms.

( ) The total amount of greenhouse gases produced to directly and indirectly support
human activities.

( ) A bag made of thin plastic material. www.thefreedictionary.com

timeforchange.org/what-is-a-carbon-footprint-definition

Now that you know what Carbon footprint, Fossil fuels and Plastic bags mean. Answer
the following questions:
2. What do these topics have in common?
3. Are they a problem to Earth?
4. Are there any alternatives to avoid the use of fossil fuels and plastic bags? Do you
know any?

Pre-Reading:
1. In pairs, match the pictures with the appropriate name:

( ) Flood ( ) Hailstorm ( ) Wildfire ( ) Drought ( ) Tsunami ( ) Famine

Google images – Complete reference on page 46 / 47

2. Are these natural disasters or are they caused by human beings?

3. Which one can happen on Brazil?

20
Reading:
What is a natural disaster?
A natural disaster is a disaster caused by nature, such as floods, volcanic eruptions,
earthquakes, tsunamis, avalanches, drought, hailstorms, and wildfires. Epidemics
caused by bacteria or viruses are sometimes considered natural disasters.

Some disasters are on the edge of natural and non-natural. Famines, the chronic lack of
food, may be caused by a combination of natural and human factors. This is considered
the deadliest natural disaster. In the Soviet Union there were several man-made famines
that killed millions, blamed on the collectivist policies of Stalin, the leader of the
country at the time. Famines have a history of bringing out the worst in people,
including atrocities and cannibalism.

Another of the deadliest natural disasters are epidemics, most notably the Spanish flu of
1918-1919, which killed 50 million — more than World War I, which occurred just
before. Rather than killing infants or the aged, the Spanish flu struck down people in the
prime of life. Having a good immune system was no protection against this virus — in
fact, it was a liability. Is believed that the virus killed its victims primarily through
overactivating the immune system in a process called a cytokine storm.

Historically, volcanoes may have been the biggest type of natural disaster. Some
scientists believe that the eruption of Mt. Toba in Indonesia over 73,000 years ago
killed off most of the human species.

Adapted from: http://www.wisegeek.com/what-is-a-natural-disaster.htm - May 14th

Post- Reading:

1. Which natural disasters can be also non-natural?

2. What were the consequences of the Spanish flu virus in the victims?
3. Which nature disasters presented on the text already happened in Brazil?
4. What did human begins do to increase nature disasters?
5. What can we do to help the earth to heal?

Grammar: Simple past statements – Regular Verbs

Use of Simple Past: The Simple Past is used to talk about actions or situations that
started and finished in the past.

1. In pairs, match the unfinished sentences with the rules:

Famines killed millions of people.

Job loss blamed on natural disasters.
Natural disasters played a huge role in 2010.
Scientist studied last decade tragedies.

a. Add -ed ( ) If the verb finishes in consonant + y

b. Add -d ( ) If the word finishes in –e
c. Replace -y for -i and add ed ( ) General rule, applied for most verbs.
d. Double the last consonant and add -ed ( ) If the word is monosyllabic and
( ) If the verb finishes in vowel + y finishes in consonant +vowel + consonant

21
2. Complete the sentences with the correct verb form in the simple past:

China evacuates 500,000 as flooding breaks worst drought in 50 years

Water levels on 40 rivers, including the Yangtze, above safety limits as authorities warn
of dykes and dams under pressure

a.China __________________ more than 500,000 people from deadly floods that are
devastating areas in the south of the country following the worst drought in 50 years.
(evacuate)
b. The flood and the landslides __________________at least 105 people and another
65 are missing. (kill)
c. According to China Daily, this natural disaster __________________ 550,000 people
to leave their homes. (force)
d. The dramatic shift is in line with weather trends __________________ by the
Beijing Climate Centre. (identify)
e. The worst __________________ province is Zhejiang, where some stretches of the
Qiantang river have risen to their highest level since 1955. (affect)
f. Troops __________________ 122,400 residents evacuate from vulnerable lowlands
in Jiangxi province. (help)
g.The government __________________ roads and bridges __________________ in
the floods. (close / collapse)
h. Monitoring stations on 40 rivers __________________ water levels above the
safety limit. (record )
i. Meteorologists __________________ that the torrential downpours are forecast to
move southwards or inland. (warn)
j. China's weather news website __________________ Li Xiaoquan saying that the
rains were expected to affect Sichuan, Chongqing and Guangdong provinces before
easing on Sunday. (quote)
Additional reporting by Cecily Huang
Adapted from: www.guardian.co.uk/environment/2011/jun/17/china-evacuation-floods

Pronunciation: Simple past sounds – ED endings

Listen to the words below. Do they end in , or ?

helped signed
grabbed laughed
pleased added
objected hugged
marched graded

http://www.elearnenglishlanguage.com/esl/grammar/simplepast-pronunciation.html
Pre- Listen:
1. Look at the images bellow: Do you know what the represent?
Match these words with the pictures.
Mixed paper Compostable
Compare your answer with a partner:
Student A: I think Picture A is Compostable.
StudentB: Really, I don’t thin so. I think….

22
2. Do you know what “compostable” means? Discuss with a classmate its meaning.

Picture A

Picture B

Google images – Complete reference on page 47

Listen:
1. How did the actors actions changed?
2. What is the relevance of recycling?
www.youtube.com/watch?v=kWMPNiEzAkw

Post-Listen:
In the video we notice recycle recipients everywhere. Do you have recycle recipients
everywhere you go?
Do you recycle your home garbage? Why (not)?
If yes, how do you do it?

Writing:

Write a composition comparing:

to increase natural disasters damage?

What did we do
to help the earth to heal?

You have to state the actions that increased pollution on Earth and the actions that
helped Earth.
Remember it is on the past so write about measures that already happened.

Guide:

23
Research the following topics on internet to help you to understand problems and
solutions.
 Live Earth
 Live 8
 Kyoto protocol
 Recycle
Decide what is relevant to be on your essay.

Sites suggestions:
http://en.wikipedia.org/wiki/Live_Earth
http://liveearth.org/
http://www.live8live.com/
http://unfccc.int/kyoto_protocol/items/2830.php
http://www.recyclenow.com/
http://www.recyclenow.com/why_recycling_matters/recycling_symbols.html
http://en.wikipedia.org/wiki/Waste_sorting

Speaking:

Trial: Earth wants to defend itself and the life that depends
on it. So it called a trial to expose human beings actions
and demands repairs.

The class will be divided in three groups: Human beings

lawyers, Earth lawyers and a group of judges.
Based on your role at this trial and in what you learned at
this unit you have to:
Google images – Complete reference on page 47

Human beings lawyers

You have to make a list to justify pollution human beings have done on earth.
Also expose what has been done to decrease pollution.

Earth lawyers.
You have to explain the damages caused by human beings, and how it increases the
natural disasters.
What is extremely urgent to be done to save Earth, and all life in it.

Jury.
You have to analyze the arguments and decided which group best defended it interests.

Before you begin: Steps in a jury trial

1. The prosecutor (Earth lawyers) opens the trial and presents the case.
2. The defense (Human beings lawyers)offers its case
3. Both sides offer rebutting proves and evidence
4. Each side gives closing arguments.
5. The jury deliberates and gives the decision.

Adapted from: http://www.realmagick.com/jury-trial-procedures - June 2nd

24
Unit 3 – Assessment

Planet Matters
Brazil floods: worst ever natural disaster as death toll rises
The death toll from mudslides and floods in Rio de Janeiro state in Brazil has risen
to 541, making it the country's worst-ever natural disaster.
Rescue teams interrupted pulling bodies from the debris of the cities and searching for
survivors on Friday morning as moderate rainfall returned to the area, provoking fears
of further landslides.
More bodies are expected to be found when the search resumes as rescuers and
firefighters reach villages in the mountains north of Rio de Janeiro cut off by the
destruction of roads and bridges.
The worst affected towns were Novo Friburgo, which had recorded 247 deaths,
Teresopolis, with 231 deaths, and Petropolis, with 43 deaths, according to municipal
officials.
The number of dead surpassed the estimated 437 killed by mudslides in 1967 in
Caraguatatuba in Sao Paulo state in what was previously considered Brazil's worst
disaster, according to Brazilian media.
"It's very overwhelming. The scenes are very shocking," President Dilma Rousseff said
after visiting the area on Thursday, less than two weeks after being sworn in.
By Robin Yapp, Sao Paulo 12:06PM GMT 14 Jan 2011

Adapted from: www.telegraph.co.uk/news/worldnews/southamerica/brazil/8259444/Brazil-floods-worst-

ever-natural-disaster-as-death-toll-rises.html - May 14th

1. Circle the regular verbs in the simple past, and write them in the infinitive form
2. Which natural disasters were presented on the text? How was it classified?
3. Are floods a common natural disaster in Brazil?
4. Which human activities can increase floods damage?
5. Choose the best definition from the word in bold:
“Rescue teams interrupted pulling bodies from the debris of the cities and searching for
survivors on Friday morning…”
a) A heavy fall of rain, snow, or hail.
b) The remains of anything broken down or destroyed; ruins.
c) Wet and soft earth
d) To break or fall to pieces with noise.
Definitions from: dictionary.reference.com

Pronunciation:
Listen to the words below. Do they end in , or ?

breathed resumed
decided saved
fixed stayed
looked tasted
missed tried

http://www.elearnenglishlanguage.com/esl/grammar/simplepast-pronunciation.html

25
Grammar:
1. Complete the box with the words bellow according to the simple past rules:

affect ban call change commit dedicate

deny include stage stay watch study

Cross out the Y and Double the last

+ ED +D
+ IED consonant +ED

2. Use the same verbs in exercise 1 to complete the following sentences. Remember to
write the verbs in the simple present form.

a. Tony Blair __________________ Britain to ambitious targets on aid and debt relief.
(commit)
b. Museums __________________major exhibitions __________________to the
continent's art. (stage / dedicate)
c. Live 8 __________________on eight world leaders in a Scottish hotel to make
poverty history. (call)
d. Bob Geldof argues that we really __________________things. (change)
e. Nine million people in Britain __________________the Hyde Park concert on
television. (watch)
f. The promised aid __________________the figures for debt relief. (include)
g. Oxfam _________________ away from the dispute. (stay)
h. The American Insurance Association __________________the risk of landslide.
(deny)
i. The landslides __________________a total of six other homeowners. (affect)
j. Scientists __________________the natural disaster. (study)
k. To prevent wildfires, the firemen __________________ smoking near woods. (ban)

Some sentences were adapted from: www.guardian.co.uk/politics/2005/dec/28/development.live8

www.nytimes.com/2011/06/14/nyregion/creeping-landslide-puts-ny-house-on-precipice.html

26
Listening:
You are going to listen to two women talking if they have been in a natural disaster. The
first speaker is Jess from U.K. and the second is Pernais from Jamaica.
Adapted from: www.elllo.org/english/Mixers/T097-Disaster.htm

1. Circle the natural disasters you listen:

tsunami flood mudslide fire famine epidemics
2. Who have been in a natural disaster?
3. What natural disaster was it?
4. How did she / they escape from the disaster?
5. How old was Jess when she had the experience she described?
6. What does she compare it to?

Writing:
Pretend you are in the future.
Write a paragraph about human actions that helped the Earth to heal.
This paragraph will be a testimony to be present on TV for the generations to know the
importance of preserving nature balance.

You can cite solutions to:

Garbage;
Fossil fuels;
Carbon footprint;
Natural disasters that can be caused by human actions;
Natural disasters that can have its damage increased by human actions.

27
Teacher’s guide

Unit 1 - Say no to bullying!

This unit is designed to regular school 6th grade (7th year) students, at the age of 12 and
13 years old.
The aim of this unit is to expose bullying as a bad and unacceptable behavior. Tell
bullies to stop and tell targets and bystanders how to react to stop this problem.

Warm-up
This should be a whole class discussion. In case of big groups, a solution could be to
divide the class in groups of 7 to 10 students. And after the group discussion the teacher
could open for a whole class discussion.
In this activity students are presented with some pictures showing kinds of bullying:
treating, cyber-bullying, gossiping and hitting. At first students may not know the term
“bullying” so at this activity this term will be presented.
1) Ss are asked to say what the pictures represent. Teachers should expect them to say
they represent acts of violence, and name the violence: treating, cyber-bullying,
gossiping and hitting.
Cyber-bullying can be named as online violence, online gossip and so on. Since SS
might not be aware of the right name.
2) Teacher should ask Ss if they have suffered, witnessed, or committed those kinds of
violence against anyone at school. At this point Ss should feel comfortable to speak, and
not be judged.
4) Later the teacher should present the term bullying, which enclose all those
harassment acts. The teacher should also explain that the word bullying comes from the
word “bully”.

Pre-reading
At this activity Ss have to match the words with their meaning. Some words have
already been presented at the discussion. This activity should be done in pairs.

6.Bullying - Physically or psychologically aggressive behavior.

7.Bully - A person who hurts, persecutes, or intimidates others.
8.Bystander - A person who sees someone being bullied.
9.Target - The victim of bullies.
10. Cyber bullying - Repeated harm inflicted through mobile phones or the internet.

Reading:
g) In your own words, what is bullying?
Possible answer: Bullying is a way of violence against people that do not know
or can not defend themselves.
h) Where can it happen?
It can happen everywhere, at school, at work and even at the street.
i) Which kinds of bullying happen on text B?
Physical, cyber-bulling
j) What is the difference between bullying and cyber-bullying?
The difference is that cyber-bullying happen online and bullying happen at
school, work or street.
k) Where do victims of cyber bullying can look for help?
At some websites on internet.

28
l) Create a title to the text B.
Original texts title: Bullying no way!!

Grammar:
Use something, anything, and nothing for things.
Use somebody, anybody, and nobody for people.
Use somewhere, anywhere, and nowhere for places.

The activity should be done in small groups of 3 or 4 students.

The examples will vary from group to group.
The main point of this activity is to identify if students understood the rules above.

Pronunciation: Word stress:

Now underline the stress on these words:

criminal arrest threaten office

adjective verb verb noun

Pre-listening:
Transcript:
Boy 1: Hey guys look, it’s little red riding going home.
His head’s on fire.
Better call 911.
Boy 2: He is such a loser!
Later…
Boy 3: There she goes again…
Boy 1: Hey stop!
Teachers should stop the video on the 20 second and ask students what they think is
going to happen.
After watching the video check if any students got it right, and if anyone would do the
same or something like the boy did. Why (not)?

In groups of 3 to 4, students have to write down at least three things you can do to stop
bullying

Listening - Transcript:
If you see someone being bullied Tell the bully to stop
you can tell an adult Stick together
Tell is not telling Stick together
Tell a grown up Just be a friend
Tell is not telling, it is ok to tell Hang out together
It is ok to tell Even if people look or act different
Ignore the bully You can still be their friend
Walk way Stand up for the person being bullied
The bottom line is bully just want Ask your friend to play
attention Nobody deserves to be bullied
Bullies think they have all the power, Together we can change what’s
but they don’t happening
We can make a difference Now that’s cool
So what can you do? That’s cool

29
Together we can change what’s That’s cool
happening Speak up, reach out, be a friend
Now that’s cool Be a kid against bullying

Post listening
Write three things the kids present to stop bullying?
1. Tell an adult / Tell a grown up 5. Just be a friend
2. Ignore the bully / Walk way 6. Hang out together
3. Tell the bully to stop 7. Stand up for the person being
4. Stick together bullied

What do they mean with the sentence “Tell is not telling.”

That to tell a responsible person is not being a snitch.
To tell somebody is different than to tell on somebody.

Writing:
When is the Anti-bullying day celebrated?
The last Wednesday of February
What is the other name for this event?
The pink shirt day
Where did it start?
Canada
Which activities happen in the Anti-bullying day?
Battle of the Bands Shirt and Hat Stall
Competitions Beading stall

Note:
Ss may find different information on the day Anti-bullying-day is celebrated. It is
important to tell them that at first it was celebrated on the last Wednesday of February,
but since bullying is a big problem there are many anti-bullying days in a year.

Speaking:
In groups of 5 to 6, students have to make a poster about the anti-bullying day or about
bullying.
A suggestion is to make a conference in which all posters are exhibit at the same time,
and the students go round and ask questions about each poster. The presentation could
also be online at the computer lab.
The main point of this poster is for them stand up against bullying.
If possible, talk to the school staff and really organize an anti-bullying day, in which Ss
get involved in the organization.
Note:
There is an example of poster created at gloster.com. This poster does not have
information on the anti-bullying day because Ss must do their research.
If possible, teachers can take Ss to the computer lab to work with the site and Ss create
their poster online.

Observation: At the sentence “Friendship is better than bullying. Follow the example.”
there is a link to the following video.
www.youtube.com/watch?v=ZoJCWWRQy2A&feature=related
This video is about some friends that shaved their head to support a friend with cancer.

30
Unit 1 – Assessment
Say no to bullying
1) Complete the text with the missing words.

Understanding the problem:

Bullying is defined as deliberately hurtful behaviour, repeated over a period of

time, where it is difficult for those being bullied to defend themselves.
The participants of a bullying incident are the victim, also called target, the
bystanders, students who witness or are aware of bullying and the bully the student or
students who are the aggressors.
The three main types of bullying are: physical, verbal (name calling) and indirect
(spreading rumours, excluding someone from social groups). Bullying can also happen
online and it is called cyber bullying.

Adapted from: http://www.teachernet.gov.uk/management/atoz/a/antibullyingpolicy/ - February

http://comunidad.cmsfq.edu.ec/bullying/english/default.aspx- March 14th

2) Now you are going to watch a video. Pay attention to the following points.
http://www.youtube.com/watch?v=1j6YA03hm4k&feature=related
Note:
This video is called “Words hurt” that shows that name-calling is as bad as physical
harassment.

6. Where are they?

They are at school corridor.
7. What happened?
Some girls bullied another girl, the bullies called her names.
8. Based on the text above, is this a kind of violence? Why (not)?
If yes, what kind of violence is presented?
Name calling is a kind of bullying that use only words.
It is a kind of violence. The video shows that words hurt as much as (or even
more than) physical harassment.
9. According to the text, can an isolated action be called bullying?
Bullying is a repeated behavior, so an isolated action is not bullying.
10. What are the four types of bullying presented on the text? In your opinion, which
one happens more frequently?
The types of bullying are physical, verbal, indirect and cyber bullying.
Answers may vary. – Teachers could use this information to indentify bullying at
school.

3) Complete the sentences with WHERE, THING or BODY.

6. I don’t know anybody at this school.

7. My mother drives everywhere she wants to go.
8. She is a great actress. Everybody loves her.
9. Michael knows everything about computers.
10. I travel to nowhere interesting on vacation.

31
4) Underline the word stress:
define bullying victim suffer
verb adjective noun verb

5) Listen to news about education and answer the question.

Before you listen:

Homeschool - is the education of children at home, typically by parents but sometimes
by tutors, rather than in other formal settings of public or private school.
en.wikipedia.org/wiki/Homeschooling

Transcript:
The number of children who are home schooled is on the up according to a national
survey. Now, almost 8% of children nationwide do not attend school. This is usually
because of bullying, and the government has plans for more incentives for parents who
send their children to school. More later.

4. What is the percentage of children who do not attend school?

8 % (Eight percent) of children
5. What is the reason for parents to take their children from school?
Bullying is stated as the main reason.
6. Choose the best option:
a. The children who do not attend school…
e) stay at home watching TV
f) do not study at all
g) have classes at home
h) do not need to study
b. The government
e) will do not about homeschooling
f) approves homeschooling
g) believes that homeschooling is better than regular school
h) wants to incentive parents to send their children back to school.

6) Write an e-mail to the parents of the homeschooled children, telling them to let their
children go to regular school. In order to convince them you should present some
actions against bullies and bullying.
Remember: Be a kid against bullying!

This email should be a small paragraph long. Children are supposed to remember
actions learned from the class. Moe specific from the video “Be a kid against bullying!”
and also from the anti-bulling day activities.

32
Unit 2 – Everybody loves music!

This unit is designed to late teenager from 16 to 20 years old at the second year of
English learning.

The aim of this unit is to talk about music in general. It has activities in which Ss can
talk and present their music stile as well as present themselves as musicians.

Warm-up:
The aim of questions 1(one) to 4 (four) is let Ss talk about music. If they like it or not
and how involved they are with music.
Question 5 (five) - Elucidate from students what kinds of music they know, in pairs Ss
should decide what sorts of music are represented in the pictures.
1. samba 2. classical 3. rock 4. hip hop

Track order: rock, classical, hip hop, samba.

Ask Ss to discuss their answer in pairs, before correct.

Pre-reading:
Answers of question 1(one) and 2(two) may vary.
At the 3rd (third question) the answer should be given in a scale parameter. The
scale presented is the same used on the text Ss are reading next.
Ss should compare their answers in pairs.

Post-reading:
7.Which country has the most passionate people about music? Did you expect that?
According to the text the country is Brazil.
Answers may vary.
8.Do you agree that “music is the world's favorite pastime.”? Why (not)?
Answers may vary.
9.Despite listen to music, there is another thing you like to do in your free time?
This question is a chance for students, specially the ones that do no like music,
to expose what they like to do.
10. In your opinion, there is another thing that could be considered as the world’s
favorite pastime? What? Why?
Answers may vary.
11. In you opinion, why do Australians do not like music so much?
Answers may vary.
Research what is Australians favorite pastime and compare it to music?
Teachers should give the following site to help students on their research:
www.australiamyland.com.au/pastimes.html

At this site some Australians activities were presented.

1.Boomerang throwing 3.Tennis 5.Surf
2.Cricket 4.Horse race 6.Fishing

Teachers should also ask students to go to the “music” section of the site. There
Ss will find some bands that are famous in Australia and also Australians
favorite music.

33
Listening:
Transcript:
Todd: OK. Matt, we're back. We're gonna talk about music. (OK) What is your favorite
kind of music?
Matt: My favorite kind of music is alternative music. But generally I like all types of
music, apart from country music.
Todd: I'm the same way. I hate country, except for Johny Cash
Matt: Yeah, yeah. The older country is good. But the newer, I don't like the newer stuff.
Todd: Yeah, how expensive are CD's in your country?
Matt: Well, a brand new CD is probably between about 15 and 20 dollars, yeah, but
you can find used CD's from anything to a dollar to, you know, 20 dollars, I guess,
depending, depending on the CD. So you can find cheap CD's.
Todd: Wow, that's pretty cheap. Do you play a musical instrument?
Matt: No, I don't, although when I was a kid I played the piano and a little bit of the
guitar, but I've long since forgotten all of that.
Todd: Usually, you pick up the guitar and you don't stop playing it.
Matt: There was no talent.
Todd: Do you go to concerts?
Matt: I go, I really enjoy going to concerts, but I like to go to small venues. Small
shows. I don't like those big stadium shows where you need binoculars just to see the
stage.
Todd: Yeah, I agree. And the last question, most importantly, do you sing in the
shower?
Matt: Of course I do, yeah! Every chance I get.
Todd: Wow, what kind of songs do you sing?
Matt: Oh, wow! I guess anything that's in my head, the last thing I heard I guess.
Todd: Can you sing something right now?
Matt: I don't think so. This isn't a shower.

Pre- listening
Some question to introduce the interview topics.
Listening:
Does Matt sing in the shower?
Yes, he does.
Post-listening:
7. What kind of music Matt does not like?
He does not like country music.
8. How expensive are new CD’s at Matt country?
Between about 15 and 20 dollars
9. Which instruments does Matt play?
He does not play any instruments. He played piano and guitar when he was a
child
10. What kind of concerts does Matt likes to go?
He prefers small shows
11. Why did not Matt want to sing?
Because he was not in the shower.

Pronunciation:
Saying lists: Ss need to notice that the intonation goes up when the list is not finished
and goes down when the list is complete.

34
Grammar and vocabulary: The grammar of music: Informal English
3. Match the abbreviation with the correct no contracted structure

1- ain't am not / are not / is not / has not / have not

2- gimme give me
3- gonna going to
4- gotta have (got) a / have (got) to
5- kinda kind of
6- wanna want to / want a
7- whatcha what are you
8- lemme let me
9- ya you

4. Rewrite the sentences bellow without contractions.

1 - I have a problem.
2 - Can you give me a hand?
3 - I am not sure.
4 - You are not my boss.
5 - She has not finished yet.
6 - Nothing's going to change my love for you.
7 - I have to go now.
8 - She's kind of cute.
9 - I want to go home.
10 - What are you going to do?
11 - Who saw you?
12 - Let me go!
www.englishclub.com/vocabulary/contractions-informal.htm

Writing:
Ss should write an article. An article example is the reading of this unit.

Speaking:
Ss are supposed to post a video response at ello.org
Here is an example of video that should be presented to students:
www.elllo.org/video/1051/V1086Wedding.htm

Note:
This video is a response to another interview “Weddings”. However the topic of the
video is music inspiration, which is related to the unit topic.

35
Unit 2 – Assessment

Everybody loves music

Listening:
Transcript:
Nicola: So Kate, tell me about your favorite music!
Kate: I'd say my favorite music would have to be the Beatles.
Nicola: Yeah.
Kate: I love the Beatles, cause they always make me happy and I've grown up with the
Beatles
Nicola: Uh-huh, so you're parents listen to it?
Kate: Yeah, so we have all these old 45's when I was younger and this record player,
and so we had loads of like Simon and Garfunkel and the Beatles and the Stones so that
was the music I grew up listening to, and that's what I still really love.
Nicola: Oh, awesome, and so do you like have a favorite song or?
Kate: Yeah, probably it's "Happiness is a warm gun" which is on the White Album.
Nicola: Yeah, right, right, cool.
Kate: I love all their albums. But I haven't been to Liverpool yet. I'd like to go. That
would be nice.
Nicola: And do you have a favorite Beatle?
Kate: John Lennon, definitely. He's definitely the coolest. I like his songs.
Nicola: Do you like his individual work?
Kate: Yeah.
Nicola: Yeah
Kate: Yeah. Some of them, like "Imagine" is really good. Yeah, he's definitely my
favorite. Though, I quite like George as well. That was sad when he died, cause he was,
yeah, he was real individual. I like Ringo, but Paul not so much.

9 - How did she listen to the Beatles? 11 - What does she want to do?
a. On a record player a. Buy every album
b.On a tape cassette b.Go to Liverpool
c. On the radio c. Meet a Beatle
d.On the internet d.Record a CD

10 - Kate listen to all those artists 12 - What’s her Beatles’ favorite

bellow, except: song?
e. Rolling Stones e. Happiness is a warm gun
f. Simom and Garfunkel f. Help
g.Michael Jackson g.Imagine
h.The Beatles h.White Album

13 - Why does she like the Beatles?

Their songs make her happy, and she has grown up listen to them.
14 - Who was her favorite Beatle?
John Lennon
15 - Who is her least favorite Beatle?
Paul McCartney
16 - What is her favorite song from John Lennon’s individual work?
Imagine

36
Reading:

6. How many integrants did the band have?

Four: John Lennon, Paul McCartney, George Harrison and Ringo Starr
7. How many years did they stay together?
Eight years, from 1962 until 1970.
8. Which instruments were played?
Rhythm guitar, bass guitar, lead guitar and drums. OR Guitar and drums
9. What did Beatles integrants do after the end of the band?
Start solo careers.
10. Cite two reasons why Beatles success is considered until nowadays.
 Four decades after their break-up, their recordings are still in demand.
 They have sold more albums in the United States than any other artist
 In 2008, thirty-eight years after the end of the band, they were considered
number one artist of all-time in the top Hot 100 artists, on Billboard magazine's
fiftieth-anniversary
 They were considered one of the 100 most influential people in Time
magazine's compilation of the 20th century's.

Grammar:
1. Rewrite the sentences bellow without contractions
f. I'm not gonna tell ya. I am not going to tell you.
g. I wanna coffee. I want coffee.
h. I ain't wrong. I am no wrong.
i. Gimme your money. Give me your money.
j. Lemme tell ya. Let me tell you
Writing:
Ss are supposed to write a small article.
The aim of this activity is for them to extract the most important information from the
text given.

Google images – For complete reference check page 46

37
Unit 3 - Planet Matters

This unit was developed to teenager students, from 14 to 17 years old that are finishing
the first year of English studies.
The aim of this unit is to present the consequences of human actions on nature and let
students think in ways to stop it as well as try to fix the harm already done.

Warm up:
1) Math these topics with the correct definition:
1 - Carbon footprint - The total amount of greenhouse gases* produced to directly and
indirectly support human activities.
2 - Fossil fuels - Any naturally occurring carbon or hydrocarbon fuel, such as coal,
petroleum, peat, and natural gas, formed by the decomposition of prehistoric
organisms.
3 - Plastic bags - A bag made of thin plastic material.

* Gases that trap heat in the atmosphere

source: http://www.epa.gov/climatechange/emissions/index.html

2) What do these topics have in common?

They pollute our planet
They were created by human beings to facilitate our lives
3) Are they a problem to Earth?
Yes they are. Because they increase the pollution, may cause climate changes
and raise the damages of natural disasters as well as cause disasters.

NOTE:
This is an important question. It is important to bring natural disaster topic to the
discussion.

4) Are there any alternatives to avoid the use of fossil fuels and plastic bags? Do you
know any?
Yes there are.
Plastic bags: Replace it for reusable or recycled bags
Fossil fuels: Other energy sources as:
 Wind farms  Hydrogen-powered cars
 Solar cells  Underground thermal energy
 Nuclear power  Wave power
 Biofuels
NOTE:
Students may know these names in Portuguese so the teacher can teach them in English
as Ss say them.
Other option is to accept only that “other energy sources” is a solution for fossil fuels
and ask if Ss know these alternative energy sources. And so, introduce they to Ss.

Pre-Reading:
1. Match the pictures with the appropriate name:
6 - Flood 5 - Hailstorm 3 - Wildfire 2 - Drought 1 - Tsunami 4 – Famine
2. Are these natural disasters or are they caused by human beings?

38
These are natural disasters but the pollution we make can make them worse.
Some o them may be only a result of human actions as wild fires, famine and
flood.
3. Which one can happen on Brazil?
Drought, wildfires, flood, hailstorm and famine.
Post- Reading:
1. What were the consequences of the Spanish flu virus in the victims?
It overactivated the immune system.
2. Which nature disasters presented on the text already happened in Brazil?
Floods, earthquakes*, drought, hailstorms, famines and wildfires
http://educacao.uol.com.br/geografia/terremotos-no-brasil-causas-e-consequencias.jhtm.
3. Which natural disasters can be also non-natural?
Floods, famines and wildfires
4. What did human begins do to increase nature disasters?
We polluted the Earth. The use of fossil fuels, plastic bags and others damage
the Earth more that it ability to heal.
5. What can we do to help the earth to heal?
Stop or at least decrease pollution. Stop using plastic bags and fossil fuels, as
well as use other sources of energy instead of hydroelectricity.

Grammar: Simple past statements – Regular Verbs

3. Match the unfinished sentences with the rules:
e. Add -ed - General rule, applied for most verbs / If the verb finishes in vowel + y
f. Add –d - If the word finishes in –e
g. Replace -y for -i and add ed - If the verb finishes in consonant + y
h. Double the last consonant and add –ed - If the word is monosyllabic and finish
consonant + vowel + consonant

4. Complete the sentences with the correct verb in the simple past form:

k. China evacuated more than 500,000 people from deadly floods that are
devastating areas in the south of the country following the worst drought in 50 years.
l. The flood and the landslides killed at least 105 people and another 65 are missing.
m. According to China Daily, this natural disaster forced 550,000 people to leave
their homes.
n. The dramatic shift is in line with weather trends identified by the Beijing Climate
Centre .
o.The worst affected province is Zhejiang, where some stretches of the Qiantang river
have risen to their highest level since 1955.
p. Troops helped 122,400 residents evacuate from vulnerable lowlands in Jiangxi
province.
q. The government closed roads and bridges collapsed in the floods.
r. Monitoring stations on 40 rivers recorded water levels above the safety limit.
s. Meteorologists warned that the torrential downpours are forecast to move southwards
or inland.
t. China's weather news website quoted Li Xiaoquan saying that the rains were
expected to affect Sichuan, Chongqing and Guangdong provinces before easing on
Sunday.
Additional reporting by Cecily Huang
Adapted from: www.guardian.co.uk/environment/2011/jun/17/china-evacuation-floods

39
Note:
The sentences on Grammar activity 2 were taken from The Guardian an online news
from England. Some sentences were adapted to the simple past form. This article was
chosen because it shows flood, a common disaster in Brazil, happening in other
country. The article states that the climate change caused this natural disaster.
Moreover this is presented at this unit too, which presents human actions affecting the
weather and nature in general
.
Pronunciation: Simple past sounds – ED endings

Note:
Teachers could tell SS that it is pronunciation, not the spelling, that dictates the following
rules. For example, although “laughed” is spelled with –gh, it is pronounced /f/.
ed = /d/ after voiced consonants -b, -g, -j, -l -m, -n, -r, -th, -v, -w, -y, -z
Examples: grabbed, plugged, paged, filled, named, listened, shared,
bathed, lived, showed, played, buzzed.
ed = /t/ after unvoiced consonants -k, -f, -p, -s, -x, -ch, -sh
Examples: baked, stuffed, helped, missed, faxed, watched, washed
ed = separate syllable /id/ after -d and -t
Examples: needed, faded, waited, invited, lighted
http://www.litcouncil.org/Assets/tips/15-TheSoundsofed.pdf

Listen to the words above. Do they end in , or ?

helped x signed x
grabbed x laughed x
pleased x added x
objected x hugged x
marched x graded x
www.elearnenglishlanguage.com/esl/grammar/simplepast-pronunciation.html
Pre- Listen:
Look at the images bellow: Do you know what they represent?
They are symbols used in trash bins.
The represent bins to throw away mixed paper and compostable.
Do you know what “compostable” mean?
Ss have to associate compostable with biodegradable. Althea it is stated that
compostable materials are “greener” because a bigger percentage of the
material decompose and do it faster than biodegradable materials.
Note:
Compostable Plastics are a new generation of plastics which are biodegradable and
compostable. They are derived generally from renewable raw materials like starch (e.g.
corn, potato, tapioca etc), cellulose, soy protein, lactic acid etc., are not hazardous/toxic
in production and decompose back into carbon dioxide, water, biomass etc. when
composted. Some compostable plastics may not be derived from renewable materials,
but instead derived made from petroleum or made by bacteria through a process of
microbial fermentation.
Source: http://www.worldcentric.org/biocompostables/bioplastics
Look also at: http://www.greenlivingtips.com/articles/197/1/Degradable-
Biodegradable-Compostable.html

40
Listen:
1. How did the actors actions changed?
Instead of throw the trash on any garbage or let it fall on the floor, they threw it
in recycle recipients and look for a less full garbage bin to throw the trash.
2. What is the relevance of recycling?
As it is stated on the video “every sheet, bottle and can counts. Recycling
benefits you.”
http://www.youtube.com/watch?v=kWMPNiEzAkw

Post-Listen:
Answers may vary.
It is important to call Ss attention to the importance of recycling and how it interferes on
the environment. Moreover, it has consequences on global warming, and natural
disasters.
The teacher can mention that throw garbage on street can increase the chances of floods
and also that it pollutes rives.

Writing:
They are supposed to write a composition stating positive and negative human actions
toward the nature.
Ss are supposed to use information acquired in class. It is important to encourage them
to research more information. For this they have a guide which has some topics and
some sites suggestions. They can research them online, and compare the efficiency of
these actions

Note:
At this point Ss may have gathered enough information about natural disaster and the
human role in it. It is important that discussions in class as well as the activities showed
them human actions that increased natural disasters damage and also actions to help the
nature to recover from damages.

Speaking:

This is a role play activity.

Ss need to use good arguments to defend their role at this “jury trial”
It doe not matter if Ss really believe in the arguments they have.
It would even be good if they are asked to defend a point of view different from their
own.
Ss need to know how to use good arguments.

Google images – For complete reference check page 47

41
Unit 3 – Assessment

Planet Matters
Brazil floods: worst ever natural disaster as death toll rises
The death toll from mudslides and floods in Rio de Janeiro state in Brazil has risen
to 541, making it the country's worst-ever natural disaster.
Rescue teams interrupted pulling bodies from the debris of the cities and searching for
survivors on Friday morning as moderate rainfall returned to the area, provoking fears
of further landslides.
More bodies are expected to be found when the search resumes as rescuers and
firefighters reach villages in the mountains north of Rio de Janeiro cut off by the
destruction of roads and bridges.
The worst affected towns were Novo Friburgo, which had recorded 247 deaths,
Teresopolis, with 231 deaths, and Petropolis, with 43 deaths, according to municipal
officials.
The number of dead surpassed the estimated 437 killed by mudslides in 1967 in
Caraguatatuba in Sao Paulo state in what was previously considered Brazil's worst
disaster, according to Brazilian media.
"It's very overwhelming. The scenes are very shocking," President Dilma Rousseff said
after visiting the area on Thursday, less than two weeks after being sworn in.
By Robin Yapp, Sao Paulo 12:06PM GMT 14 Jan 2011

Adapted from: www.telegraph.co.uk/news/worldnews/southamerica/brazil/8259444/Brazil-floods-worst-

ever-natural-disaster-as-death-toll-rises.html - May 14th

6. Circle the regular verbs in the simple past, and write them in the infinitive form
interrupted returned affected surpassed estimated killed
Ss have to indentify sentences in the simple past apart from passive voice, past
perfect and other verbal tenses presented on the text.
7. Which natural disasters were presented on the text? How was it classified?
Flood and mudslide. I was classified as the worst natural disaster in Brazil
8. Are floods a common natural disaster in Brazil?
Yes, it is one of the most common natural disaster in Brazil.
(This should be presented at the unit.)
9. Which human activities can increase floods damage?
Not throw trash on the ground
Recycle
Decrease pollution to decrease global warming
Etc.
10. Choose the best definition from the word in bold:
“Rescue teams interrupted pulling bodies from the debris of the cities and searching for
survivors on Friday morning…”

e) A heavy fall of rain, snow, or hail.

f) The remains of anything broken down or destroyed; ruins.
g) Wet and soft earth
h) To break or fall to pieces with noise.
Definitions from: dictionary.reference.com

42
Pronunciation:
Listen to the words below. Do they end in , or ?

breathed x resumed x
decided x saved x
fixed x stayed x
looked x tasted x
missed x tried x

http://www.elearnenglishlanguage.com/esl/grammar/simplepast-pronunciation.html

Grammar:
3. Complete the box with the words bellow according to the simple past rules:

Cross out the Y and Double the last

+ ED +D
+ IED consonant +ED
affect deny change ban

call study dedicate commit

stay - include -

watch - stage -

4. Use the same verbs in exercise 1 to complete the following sentences. Remember to
write the verbs in the simple present form.

l. Tony Blair committed Britain to ambitious targets on aid and debt relief.
m. Museums staged major exhibitions dedicated to the continent's art.
n. Live 8 called on eight world leaders in a Scottish hotel to make poverty history.
o. Bob Geldof argues that we really changed things.
p. Nine million people in Britain watched the Hyde Park concert on television
q. The promised aid included the figures for debt relief.
r. Oxfam stayed away from the dispute.
s. The American Insurance Association denied the risk of landslide.
t. The landslides affected a total of six other homeowners.
u. Scientists studied the natural disaster.
v. To prevent wildfires, the firemen banned smoking near woods.

Some sentences were adapted from: www.guardian.co.uk/politics/2005/dec/28/development.live8

www.nytimes.com/2011/06/14/nyregion/creeping-landslide-puts-ny-house-on-precipice.html

43
Note:
The verbs used to complete the sentences in activity 2 are the same used in activity 1.
With this, teachers can decide if it is necessary or not to include the correct verb into
parentheses.
Ask Ss to decide which verb best fits in each sentence, is a way to assess if they
understand the sentences.

Listening:
Transcript:
Have you ever been in a natural disaster?
Jess, U.K.
Natural disaster? No, I haven't been been in a natural disaster. Unfortunately I was
very close to a bomb which went off in Manchester when I was about sixteen years old,
which was quite scary, but probably not as scary as a tsunami or a typhoon or
something.
Pernais, Jamaica
Yes, I have. I've been in a fire. A really big one actually. It was just very scary. There
was just smoke everywhere, and I couldn't see anything. My eyes were hurting. I was
choking, and I really thought I was going to die, but I was rescued by an old man
passing by.
Adapted from: www.elllo.org/english/Mixers/T097-Disaster.htm

7. Circle the natural disasters you listen:

tsunami flood mudslide fire famine epidemics

8. Who have been in a natural disaster?

Pernais from Jamaica.
9. What natural disaster was it?
Wildfire or fire
10. How did she / they escape from the disaster?
She was rescued by an old man.
11. How old was Jess when she had the experience she described?
She was about sixteen years old.
12. What does she compare it to?
Tsunami and typhoon.

Writing:
At this activity Ss are asked think about the consequences of natural disasters and what
can be done to revert it.
Throughout the unit Ss learned the consequences of natural disasters, as homeless
people, deaths, devastation of nature it self (for example the destruction of woods with
wildfires).
Ss also studied about human actions that damage nature which as consequence increases
the destruction of natural disasters. As for example, pollution, the use of fossil fuels and
garbage disposable.
Finally, they were asked to think about solutions as, for example, recycling.
Now they have to think about other solutions.

44
Images’ references

Unit 1 – Say no to bullying.

http://thebuzzcincy.com/national/teaustin/stop-the-bullying-
join-the-movement/

http://www.neighborhoodlink.com/article/Community/Bullyi
ng_Prevention_Program

http://www.factsofworld.com/cyber-bullying-facts

http://www.sangrea.net/bully/pictures.php

http://www.myce101.com/myce101-point-of-view-on-
bullying-in-schools.html

http://www.overstress.com.br/blog/?p=2374

Unit 2 – Everybody loves music!

http://www.wordans.com.au/custom-t-shirt-design-
details/music-design-music-note-heart-61354

http://digabrazil.blogspot.com/2011/06/samba.html

http://www.midisegni.it/disegni/vari/violino.gif

http://wcamporedondo.blogspot.com/2010/07/no-dia-do-rock-
conheca-o-clube-mais.html

45
http://www.danceplanet.com/modules/noticias/noticia.php?id=
1234

http://www.123rf.com/stock-photo/music.html

http://pt.wikipedia.org/wiki/Ficheiro:Brazil_Flag_Music_Icon
_2.png

Unit 2 – Assessment

http://www.ipadngravy.com/the-beatles-have-sold-over-5-
million-songs-in-2-months/3573/

http://stereogum.com/577052/rolling-stones-headlining-
coachella-2011-says-rumor-mill/news/

http://www.mattsmusicpage.com/nrolling.htm

Unit 3 – Planet Matters

http://www.123rf.com/freeimages.php

http://blogs.babble.com/babble-san-
francisco/2011/03/11/tsunami-to-hit-san-francisco-should-we-
be-worried/

http://library.thinkquest.org/03oct/00494/Drought/index.html

46
http://www.ilsajbick.com/?p=1204

http://chemicalengineerguide.blogspot.com/2010/08/famine-
global-warming.html

http://www.sintracoop.com.br/?p=15412

http://meioambiente.culturamix.com/desastres-naturais/granizo

http://stephenclarks.blogspot.com/2011/01/floods-and-
things.html

http://osd.wednet.edu/schools/resource_conservation/reduce_r
euse_recycle

http://www.castlepoint.gov.uk

http://www.fenapef.org.br/fenapef/noticia/index/29552

47