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Ellis, R. (2008). The study of second language acquisition (Chapter 3 and 6). Oxford: Oxford University Press

Harmer, J. (2001). The practice of English language teaching. Third edition. Harlow: Longman.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. Addison-Wesley Longman Ltd.

Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language Teaching. Third Edition. Oxford: Oxford University Press.

McMillan, J. H. (1987). Enhancing college students' critical thinking: A review of studies. Research in higher education, 26(1), 3-29.

MINEDUC (2015) Bases Curriculares de Inglés. Available in: https://www.curriculumnacional.cl/614/articles-37136_bases.pdf

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Third, the importance of creating instances for meaningful learning. If you relate the content of your lesson with their context it would have a positive effect on their motivation and this is essential for learning to occur. According to Harmer (2001) and the third reading principle teachers have to “encourage students to respond to the context of a text and explore their feelings about it, not just concentrate on its construction.” (Harmer, 2001, p. 101). By including controversial and recent issues that may affect them, you can have an emotional reaction on your students, because they will have a stand, an opinion, and that will help them to remember the information easily, to remember the language and connect it with other areas of interest.

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Second, we wanted to satisfy the endless need for authentic material and comprehensible input. On the first hand, students not only need to practice their receptive and productive skills but also need that the information they receive is comprehensible, in other words, that the information they receive includes items and knowledge that the learner already has and the new items are understood and acquired because the learner is able to infer the meaning from the context, without the need of explicit grammar teaching (Krashen, 1985). Additionally, authentic material is needed because it helps students to learn about language in real contexts, language that is in use and that contains chunks, phrases and structures that will help them to achieve naturalness, or native-like English. Moreover, as we learned from Professor Laurenz Volkmann’s talk, there is no need to create material, because it is there for you to choose it and adapt it, in this way, the material fits on the students’ needs and learning styles.

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First, we know that critical thinking is essential in learning. It involves analyzing and questioning the topics as well as the language itself instead of merely repeating it. In a practical sense, and as Bases Curriculares (2013) mention, language is useful only when it is used in a functional way that in this case is to express opinion, agreeing and disagreeing. So, the focus of this activity is for the students to criticize a piece of news on a social issue. Moreover, we decided to tackle the issue of Rapa Nui people specifically because when doing entry number 1 (in which we analyzed the textbook that students are currently using in high school this year) we found out that it has information only about Anglo-Saxon countries and cultures that are far away from students’ location. It is important to mention here that we are aware of the importance of knowing about the cultures in which a language is spoken in order to acquire it. However, the fact that textbooks (the most used tool in the classroom) do not include any social issues Chilean communities or cultures make the students as simple spectators and not participants, that is to say, they feel as they do not belong to a language community and they do not feel identified with the language in use.

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"It has been recognized for many years that one of the primary aims of education, especially at the college level, is to foster students' ability to think critically, to reason, and to use judgment effectively in decision making… A college education should enable students to adapt to a changing world and that successful adaptation requires the ability to think critically, to synthesize large quantities of new information"
-       McMillan, J. (1987, p.3).

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This box contains hints or suggestions for students. Is just an idea of what you can include to facilitate learning. For instance we also consider other things that a teachers should do, for example:
- Use simple words and direct commands for the instructions
- Offer support of the language points from each lesson, such as language chunks or collocations.
- Check for understanding. (For ex: Do you understand, do you need help, are there any questions, have you finished yet?, etc)
- Include visual support (images, ppt or the handout itself).
- Highlight common mistakes
- Share reading strategies

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This activity gives students the opportunity to keep producing output. It was added as a way to include differentiation in the design of the material because it can be used by students who are more advanced and finish the activities earlier than the rest of the group

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Through the receptive skill called reading students receive information that can be used functionally in the productive activities of speaking and writing. Both types of activities prepare students not only for class assessment, but also to communicate in real life situations.
The objective of this activity is that, at the end, students signal attention, understanding, agreement and disagreement to initiate, maintain and close a conversation. These objectives are what students are expected to do in unit 4, as part of the Unit 2 "The Arts".

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Post Reading section make students respond to the text. This activity is asking students to speak to confirm that they have understood. Here students have to infer, evaluate and analyze. In addition, one of the principles stated by Ellis (2008) mentions that successful learning requires the opportunities to produce output, so the fact that the answers must be discussed in groups give the students the possibility to express themselves and produce better input through interaction.

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The While Reading section was designed to check if students’ have the ability to comprehend English in a real world context. Here we ask to students to use scanning, skimming, inferring and other reading abilities that rely mostly on things that are explicitly stated.

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To end up the activity, you can encourage your students to share their answers with the class.

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Engage the students with the lesson and activate previous knowledge. This may boost students’ confidence since they are already connecting with the task, answering questions and relating the content with the previous unit

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Pre-Reading section is for students to predict and anticipate the information in the task before reading it to facilitate comprehension

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Downwards the background and the several reasons that moved us to create this task are explained 

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Downwards the background and the several reasons that moved us to create this task are explained 

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In Unit 2, “The Arts and Their Influence”, transversal topics such as music, graffiti and classic literature are presented. Along with giving students the tools to discuss different types of art, the unit pushes students to consider the societal discourse behind the creation of this art and what it says about opportunity and tradition.

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In Unit 1, called “People and Our Beliefs” the focus is on diversity and belief systems. The book begins by encouraging students to identify stereotypes and to question their own biases while also learning about traditional stories from many cultures.

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This worksheet is based on a piece of news taken from CNN and adapted for students of 12th grade in Chile. The activities there were created for two main reasons: 1) because it is important that students apply their critical thinking at school or in real life situations, and 2) because there is a lack of input and output of students’ own culture and that has a negative impact on the learning process of students. In addition, this worksheet was design as an extra task, so it is suggested to use it once the students have enough vocabulary and input from previous classes and have reinforced what was learned in the previous unit related to culture. Moreover, this worksheet is based in Content-based instruction, the “strong” form of the Communicative Approach described by Larsen-Freeman & Anderson (2011), that consists in inspiring the students to use the language in order to acquire it, apply what they are learning into their daily lives and learn different contents at the same time.

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Constant scientific development and the use of different technologies of information and communication have led us to a big amount of changes that reach almost every aspect of human life. Their effects become even more apparent when we are entering to the fields of education: the way people act, their interests, the way to teach, the way to learn and cultures themselves. Working with people nowadays, particularly teenagers, always requires a lot of preparation, patience, and commitment. So, why it is important to choose, adapt and use the correct material in teaching? It is important because through education you can change lives, provide knowledge, and give people what they need to have a better life. Future teachers must be aware that their decisions have an impact on every student, their learning process and, therefore, in humanity.