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Teenagers - From 14 to 17

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Private language center

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8

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English level: B1

Time per class: 2 hours and 25 minutes.

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* Exclamations:

What a.../ What an...

Such a.../Such an...

So

* Adverbs:

Comparison of adverbs

Adverbs of degree

* Comparative and superlative.

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Everything will start with a set of questions that are going to be given to students in order for them to answer them later. From the inquiry-based teaching tendency, questions activate learners' participation, personal criteria, and autonomy. Then, the students are going to identify the main problem: what all the questions have in common. They will research about the problem and it will be highly important their own reflections, ideas, and thoughts. After that, they will develop a collective plan in order to propose solutions for the problem. In here, they will have to include the grammar proposed:

* Exclamations:

What a.../ What an...

Such a.../Such an...

So

* Adverbs:

Comparison of adverbs

Adverbs of degree

* Comparative and superlative.

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Where to get familiarized with the grammar topics? (Reading)

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Where to get familiarized with the grammar topics? (Reading)

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https://cuzenglishisfun.wordpress.com/grammar/exclamations-how-what-so-such/

https://dictionary.cambridge.org/es/gramatica/gramatica-britanica/such-or-so

https://dictionary.cambridge.org/es/gramatica/gramatica-britanica/exclamations

https://multimedia-english.com/grammar/so-such-exclamations-11

https://www.perfect-english-grammar.com/so-and-such.html

https://learnenglish.britishcouncil.org/english-grammar-reference/comparative-and-superlative-adjectives

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Audiovisual aid in terms of grammar (listening)

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Audiovisual aid in terms of grammar (listening)

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https://www.youtube.com/watch?v=gz-pfiO6lyA

https://www.youtube.com/watch?v=OALmli3-c3I

https://www.youtube.com/watch?v=wwLaiF_bVpI

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Audiovisual aid in terms of social issues (listening)

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Audiovisual aid in terms of social issues (listening)

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https://www.youtube.com/watch?v=hD5f8GuNuGQ

https://www.youtube.com/watch?v=2KlmvmuxzYE

https://www.youtube.com/watch?v=VCnBgaGJMKc

https://www.youtube.com/watch?v=rmF7uJaf1ho

https://www.youtube.com/watch?v=4viXOGvvu0Y

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It is important for the population which I work with to be aware of the fact that their reality is not the only one that exists. My students are in a high economic status, and they are teenagers. As a result, they sometimes don't see beyond of their privileges (I know it because of the comments I have heard from them). That is why my questions were focused on reflecting upon the ones who constantly live in huge inequality and that this crisis is affecting them more in comparison to what their lives used to be before.

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1. To show the students a reading containing the three grammar topics mentioned before. The parts encompassing the topic will be highlighted.

2. To play games of the website called Kahoot. One for getting familiarized with exclamations, another one for adverbs, and the last one for comparative and superlative.

3. To directly ask the students for what we want to express (grammar-intention) when using what they read and with what they saw when playing.

4. To share opinions and to clarify doubts. Besides, to make the topic something concrete.

5. To give the students the following instructions.

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In pairs, create a video and a written report where you answer the following questions:

1. Why staying at home during quarantine is class privilege?

2. How is social distancing showing our country’s inequality?

3. What does the government have to do with this social crisis? What is the government's role in all this situation?

4. What solutions can you propose?

What is to be included in your presentation?:

Exclamations

Adverbs

Comparative and superlative

Further information:

https://cuzenglishisfun.wordpress.com/grammar/exclamations-how-what-so-such/

https://dictionary.cambridge.org/es/gramatica/gramatica-britanica/such-or-so

https://dictionary.cambridge.org/es/gramatica/gramatica-britanica/exclamations

https://multimedia-english.com/grammar/so-such-exclamations-11

https://www.perfect-english-grammar.com/so-and-such.html

Clues (guidance) - Think about this:

What is happening with people who work independently?

What is happening with students who don’t have access to internet?

What about the ones who are risking their lives for going out to work?

Why isn’t the government responding as they should?

Why is the government taking the economy as something more important than our lives and our health?

NOTE: This is pure reflection. However, you are free to add information from internet and/or other sources. Remember that the most important part of this activity is your own reflection.

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That students go beyond the questions in terms of reflection.

That the students make use of the grammar topics explained.

It would be amazing if students intertwine questions, answers and thoughts.

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How to evaluate the effectiveness of learning

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How to evaluate the effectiveness of learning

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In terms of reflection: How deep did they go?

In terms of grammar: By listening to what they say and by reading what they wrote.

In terms of appropiation of the topic: Were they prepared for the presentation? Are they able to answer questions that may arise while they are making their presentation?

In terms of cooperative work: Did all the members of the group (or pair) work in the presentation?

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https://nursingeducationnetwork.net/2017/05/08/paulo-freire-and-critical-pedagogy/

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Psychological/affective/social characteristics to be enhanced and why.

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Psychological/affective/social characteristics to be enhanced and why.

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Critical thinking.

Reflection.

Sensitivity.

Kindness.

Social awareness.

Class consciousness.

Personal and collective criteria.

Economic status recognition.

Solidarity.

Empathy.

Otherness.

I consider that, as we all live in society and as the classroom is a politic scenery, we have to be aware of what surrounds us, we have to look after each other, and we have to stop being selfish; what affects others have to affect us too. That is what I want to teach my students; not only English.

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Basic and higher mental functions to be developed

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Basic and higher mental functions to be developed

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Basic:

Attention: the students have to make the process of selecting and/or discarding information.

Memory: In order for them to be aware of the information found; besides, to keep in mind what they are going to say in their presentations. Also, to have into account the topic that was taught by the teacher. Furthermore, to bear in mind the information found in the reading of the beginning of the class.

Higher:

Social cognition: Because of the interpretation, analysis, remembrance and use of social world information.

Language: Students will go through codification and decodification of both written and oral language.

Intelligence: In the sense of adaption to the task, adaption to a new thing to do, adaptation to a new topic. Moreover, to understand and handle abstract concepts like ''social awareness'' and ''class privilege''. What is more, verbal comprehension, reasoning and processing speed.

Gnosias: Because the students go through a process of recognizing learned information by their visual and auditory sense.

Executive functions: Students will have the necessity of planning, organizing, and checking information. Besides, as working in pairs could be difficult sometimes, they have to evaluate and regulate their behavior. Furthermore, the students have to make the process of decision-making for both their oral and written presentation.

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Henry A. Giroux. On Critical Pedagogy.

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https://www.schoology.com/blog/project-based-learning-pbl-benefits-examples-and-resources

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Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.87, Rowman & Littlefield Publishers.

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Paulo Freire. We Make the Road by Walking: Conversations on Education and Social Change.

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Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.63, Bloomsbury Publishing USA.

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Critical Pedagogy and Inquiry-Based approach.

I consider that both approaches complement each other in terms of critical thinking. I want my students to think beyond their realities, I want them to be aware of the ones with less oportunities. I want them to have critical thinking not to consider themselves more intelligent, but to ignore less. I want them to be aware of the privileges some people cannot have. On the other hand, I want them to comprehend they can think for themselves, that they are capable of wonderful things; that they have a voice that deserves to be heard. I want them to know they have the right to question.

''Education should not be divorced from politics and the act of teaching and learning are political components. The education process is therefore not a neutral process.'' (Freire, P. Cited in Nursing Education Network).

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This unit could be worked applying Project-Based learning.

The mentioned teaching tendency is ''an instructional approach designed to give students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may face in the real world.'' (Schoology, 2018).

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One of the main characteristics of Project-Based learning:

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One of the main characteristics of Project-Based learning:

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Students face challenges, open-ended questions and/or problems that they will have to get informed about. Later, they have to respond and/or solve that situation.

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Difference between this tendency plus Critical Pedagogy and Inquired-Based learning:

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Difference between this tendency plus Critical Pedagogy and Inquired-Based learning:

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With Project-Based learning, we give extended periods of time for solving the problematic situation.

The teacher's role is to design scaffolding of the project. It means that when students reach the part of creating solutions for solving the problem (last step of the task), they can continue with more things. Perhaps, the teacher and the learners can go to certain places where they can see the problematic situation in a real context. Furthermore, they could even take those products to the government and create real social projects.

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This thematic unit calls to reflect upon the things we do inside and outside the classroom.

For creating awareness of our teaching and pedagogical practices.

To make our class' objectives something concrete.

This thematic unit works perfectly for summarizing all we saw in the course.

For giving a purpose to our future classes.

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Work with exclamations. (Remember the references in the ''content'' section)

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Work with adverbs. (Remember the references in the ''content'' section)

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Work with comparative and superlative. (Remember the references in the ''content'' section)

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Work with the three grammar topics in terms of the following social issues: class privilege and inequality.

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Campaign time - go to the next section.