Focus on Values - My English Adventure

Working with Values

José Luis Morales Claudia Ferradas Moi

English AdventureWorking with Values

© 2007 Pearson Education, Inc.Disney material © 2007 Disney Enterprises, Inc.

All rights reserved.The Values Activity Worksheets in this publication are designed to be used with appropriate duplicating equipment to reproduce copies for classroom use. Pearson Education grants permission to classroom teachers to reproduce these materials for this purpose.

Pearson Education, 10 Bank Street, White Plains, NY 10606

Staff credits: The people who made up the English Adventure Working with Values team–representing editorial, production, design, and manufacturing–are Rhea Banker, Iris Candelaria, Ed Lamprich, Christopher Leonowicz, Linda Moser, Gabriela Moya, Susan Saslow, and Edith Pullman.

Text composition: TSI GraphicsText font: UniversIllustrators: Alfonso Abad, Jesús Alonso, Ángeles Peinador, and Roberto Sadí

ISBN: 0-13-234149-2

Printed in the United States of America1 2 3 4 5 6 7 8 9 10 —VHG—11 10 09 08 07 06

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MOTIVATE TO EDUCATE

Welcome to the English Adventure Working with Values Handbook. This contains six values education lessons, one for each of the six levels of the English Adventure series.

When we set out to create English Adventure, we wanted to help teachers of English motivate to educate their children. The enchanting world of Disney characters and stories would motivate so that they could teach not only English, but also relevant content, lifelong learning strategies, and values.

THE VALUE OF VALUES

As citizens of a troubled world, we agree with Lovat (2005) that: “… we live in a society that is shouting out a new charter to us. Values Education is one powerful means by which we might realize this charter.” We believe that quality education involves much more than great language teaching, it involves educating the whole person. For that reason, we have included a full Values Curriculum throughout the English Adventure series, to focus on values such as: care and compassion, friendship and cooperation, doing your best, respect, honesty, and trustworthiness. These are identified both in the Scope and Sequence charts and the Unit Overviews in the Teacher’s Editions. The objective of this handbook is to provide more ways of exploiting this curriculum while reviewing the language and skills in English Adventure. It is also intended as a much-needed “bridge” between school and home.

THREE WAYS TO TEACH VALUES

Children learn best from first-hand experience, concrete examples, and situations they can relate to. We also know from experience, that children learn very little from long

speeches and de-contextualized advice, well intentioned though it may be. For this reason, we propose that you approach the Values Curriculum in any—or all—of the following ways:

1. The “Implicit Approach.” The Disney characters and stories exemplify a wide range of human values. Many of them highlight contrasts between right and wrong, good and bad, in situations that children can easily extrapolate to their own experience. Merely reading, speaking, and writing about these characters and stories can raise the child’s awareness of the values implicit in them.

2. The “Light Touch.” This is our favorite way to deal with values. It involves inviting the children to reflect on the specific value for a particular unit immediately after they have read and enjoyed a story in comic book format. Depending on the children’s age and language level, this can be done in the new language (L2) or the native language (L1) and should not take long. For example, in Student Book 2 Unit 4, “From Head to Toe,” page 55, Aladdin is worried that Genie has more arms, legs, and fingers than he does. After exploiting the story, you could take a few minutes to focus on the value(s) implicit in it. Then you could help children understand that we are all different and we should never feel inadequate—or make others feel inadequate—on account of any differences. Individual Disney stories can help “anchor” specific values and make them memorable for the child. Once a particular value has been anchored in this way, you can quickly and effectively remind your students of it whenever necessary.

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� English Adventure • Working with Values

For example, in a situation where a child is made fun of by a classmate because of a special need or individual characteristic, the following dialog is possible:

Teacher: “Remember our advice to Aladdin?”

Student: “We are all different but we are all special”.

Teacher: “Please apologize to your friend and get on with your work”.

3. The “Values Lesson.” You may want to spend more time on certain values and develop full lessons or even mini projects around them. This handbook provides six such values lesson plans and their accompanying photocopiable worksheets, one for each level of English Adventure. They can be used immediately after the relevant lesson in English Adventure has been covered or at any time after that. The lesson notes are organized as follows:

1. Warm Up This section provides suggestions for introducing the topic, activating the children’s previous knowledge, and reviewing language.

2. Focus on Values This section provides suggestions for exploiting a particular story or scene in the book to highlight a value. The teacher’s notes suggest ways of helping children understand and reflect on the specific value.

3. Values Activity Worksheet This includes step by step instructions for using the photocopiable worksheet provided for the particular lesson.

4. Follow Up This provides suggestions for further work such as: individual or class projects, home-school connections, or activities involving the whole school.

THE GREAT ENGLISH ADVENTURE

We hope that you and your students will enjoy these activities and that they will promote a happy and stress-free atmosphere in your classroom. We also hope that your success will inspire your colleagues, school administrators, and the children’s parents to join in your efforts for the benefit of your community. Above all, we trust that you will enjoy this great “English Adventure” as you help children discover the value of values!

José Luis Morales

References

• Lovat, T. (2005) Values education and teacher’s work: a quality teaching perspective, New Horizons in Education, volume 112.

> > > > > > > Working with values

English Adventure • Working with Values �

scope and sequence >

1. Overcoming Jealousy— Offering Friendship

• to reflect on behavior resulting from jealousy and how friendship can help overcome it

2. Encouraging Responsible Behavior• to reflect on the consequences of

misbehaving• to distinguish the “good guys” from

the “bad guys” in a story

3. Polite Behavior/Keeping Your Home and School Clean• polite behavior• to reflect on the need to help keep

home and school clean

4. Awareness of Diversity (Physical Features)• to develop tolerance and respect for

physical differences

5. Offering Help and Support• to reflect on how we can help and

support others

6. Teamwork and Cooperation• to reflect on the importance of doing

things for others: organizing a birthday party

• to reflect on the importance of making a personal contribution to team work

• to review toy vocabulary and Do you have…? I have…

• to review clothes vocabulary • to review He/She’s wearing a ….+ adj +

noun

• to review action verbs for household chores: put away, pick up, wash

• to review polite requests: Please pick up the toys.

• to review rooms of the house: kitchen, bedroom, dining room, living room

• to review parts of a school

• to review the language of physical description

• to present more adjectives and nouns to describe people: young, thin, etc.

• to review language used when you are not feeling well: What’s the matter? I have a sore throat.

• to review language for giving advice and orders: You should/have to get some rest.

• to review language for making plans for a project: I’m going to…

• to review language for checking what has been done: Have you bought the popcorn yet?

English Adventure 1Unit 7: My Toys

English Adventure 2Unit 8: My Clothes

English Adventure 3Unit 1: Clean Up!Review 1 & 2

English Adventure 4Unit 1: Two Worlds

English Adventure 5Unit 6: What’s the Matter?

English Adventure 6Unit 8: Party Time

1. Who’s Jealous? Who’s a Good Friend?

2. Who’s Who?

3. A School Campaign

4. We Are All Different!

5. How Can We Help?

6. Our Project!

VALUES LANGUAGEEnglish AdvEnturE BOOK AND UNIT

VALUES ACTIVITY WORKSHEET

English Adventure • Working with Values �

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teaching nOtes and values activitY WOrKsheets

>values activity 1 Overcoming Jealousy—Offering Friendship

english adventure 1• Unit 7: My Toys

OBJECTIVES

Values:• to reflect on behavior resulting from jealousy and how

friendship can help overcome it

Language:• to review toy vocabulary and Do you have….? I have …..

Materials:• A selection of the student’s own toys for the Follow Up

section

1. WARM UP

Use the pictures in the Student Book to elicit the names of the characters in Peter Pan and what toys they have:

T: Who’s this? S: Wendy. T: Does she have a boat? S: No, (she has) a doll.

Note: To elicit names of characters and their toys, you may also want to use the Peter Pan Section of the English Adventure 1 Video/DVD, episode 4: Is it a boat? You can also use My First English Adventure Level 1, poster 4.

Tell the story as you point to the pictures in the Student Book. Here’s a suggested version. Use gestures to clarify meaning and the L1 if necessary:

T: Peter Pan likes Wendy very much. They are good friends. But Tinker Bell doesn’t like Wendy. She’s jealous! Look! Tinker Bell is pulling at Wendy’s doll!

Oops! Tinker Bell is now behind the chest of drawers. Help! But Peter Pan has a yo-yo! How fun! Tinker Bell is sitting on the yo-yo now! Peter Pan is a good friend, Tinker Bell!

2. FOCUS ON VALUES

Discuss with your students (L1) who has misbehaved in the story and why. (Tinker Bell has. She is jealous of Wendy and tries to take her doll.) Should Tinker Bell apologize? Should there be any consequences? If so, what should happen? Have the students ever done something wrong because they were jealous of someone?

Comment on Peter Pan’s helpful behavior (L1). What advice can Peter Pan give Tinker Bell? How can he reassure her so she doesn’t feel jealous?

Students sometimes misbehave in class because they want our attention. Many of them are also jealous of their siblings and of other children. This is a good opportunity to raise these issues

and suggest more positive ways to deal with these feelings.

3. VALUES ACTIVITY WORKSHEET 1

Look at the situations in the pictures one by one. Ask: Who’s jealous? Who’s friendly? Students identify the children by name and/or point to them.

Ask students to draw a sad face next to the pictures of jealous children and a happy face next to those who are not. Make sure they understand that they should not be ashamed of feeling jealous but that they should not misbehave as a result. Using situations in the illustrations highlight the importance of including other people in their games and of sharing your things when you can.

Answer key: 1a L 1b J 2a L 2b J 3a L 3b J

Though the main focus here is on avoiding jealousy and offering friendship, by telling the story and asking the questions above to guide students you will also have introduced new receptive language such as jealous and friendly.

4. FOLLOW UP

• Role Play 1. Later in the course you can review the issue of jealousy with the Unit Wrap–Up in English Adventure Student Book 1, page 101. The students work in pairs to take the roles of John and Wendy and tell each other what toys they have. Alternatively, you may use My First English Adventure 1, poster 4. Show the poster and invite the students to choose roles. You can play the role of Peter Pan and ask questions like:

Peter Pan (T): What do you have, John?John (S): (I have) a teddy bear.Peter Pan (T): What color is it?John (S): Brown.Peter Pan (T): Is it big or small?John (S): It’s big!Peter Pan (T): Yes! It’s on the bed.

• Role Play 2. Using real toys that the students or you have brought to class, dramatize a situation where they lend Tinker Bell their toys. In this role play, Tinker Bell does not need to feel jealous and the children act out supportive, friendly behavior.

S: (I have) a ball. Here (you are)! (hands the ball to the S playing Tinker Bell)Tinker Bell: (accepting the ball) Thank you.

10 English Adventure • Working with Values

> values activity Worksheet 1

Who’s Jealous? Who’s a Good Friend?

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name: .................................................................................. class: .............................

© 2007 Pearson Education, Inc. English Adventure • Working with Values 11

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encouraging responsible Behavior

english adventure 2• Unit 8: My Clothes

OBJECTIVES

Values:• to reflect on the consequences of misbehaving• to distinguish the “good guys” from the “bad guys” in a

story

Language:• to review clothes vocabulary• to review He/She’s wearing a ….+ adj + noun

Materials:• For the Follow Up ask students to bring:

– pictures of heroes and villains from comic books, films and video games

– old clothes and props to dress up as heroes, heroines and villains: various hats (boys’ and girls’), plastic swords, daggers, large coats, striped T-shirts, girls’ dresses (preferably long), ribbons, red or black pants, loose shirts, boys’ pants and shirts

1. WARM UP

Use the pictures in the Student Book to review character names from Peter Pan and clothes vocabulary. For this purpose, you can also use My First English Adventure 1, poster 4 and/or English Adventure 1 Video/DVD, Episode 4: Is it a boat?

Ask students to open their Student Book to page 107 and point to the pictures as you tell the story. Here’s a suggested version. Use gestures to clarify meaning and use the L1 if necessary:

T: John and Wendy are at Peter Pan’s house in Never Land. A stranger is coming! Look! He is wearing a big black hat. And …yes! He’s wearing a long red coat! Who is it? Oh, no! It’s Captain Hook! Run, children!

But, no…Wait a minute…It’s Peter Pan! Wendy is really mad. Captain Hook is mad too. He doesn’t have his coat and he doesn’t have his hat!

2. FOCUS ON VALUES

Discuss (L1) what Wendy would say to Peter Pan. Is she right to get mad at him? And how do we feel about Captain Hook? Do we feel sorry for him? Why not? Point out that Captain Hook is a villain, and we all laugh when we see an evil pirate tricked. Peter Pan is naughty, though! He hasn’t been very responsible. Captain Hook is really mad and they are all in danger. Also, he has really scared his friends Wendy and John.

Ask the students to display the pictures of heroes and villains they have brought to class or use the ones provided in Worksheet 2.


Ask students to color and cut out the pictures of heroes and villains at the bottom of the worksheet and then group them under the right headings (“Goodies” or “Baddies”).

Answer key: Goodies: Milo Thatch and Snow White Baddies: Captain Hook and Cruella de Vil.

Ask students to look at the clothes the baddies wear. What color are they? Are they scary? Do the same with the pictures of the goodies. What color are the clothes? Are they light or dark colors? Are they pretty?

Ask students to stick the pictures on the upper part of the worksheet and to write a description of the goodies and the baddies and the clothes they are wearing under each picture.

4. FOLLOW UP

A Poster. If the students have brought pictures of fictional heroes and villains, ask questions to help them understand how artists help audiences tell goodies from baddies by using specific colors and exaggerating physical features (Captain Hook’s moustache, Cruella’s cruel eyes and red lips). Help them understand how in real life things are different and one can usually tell by someone’s actions and words rather than their clothes and physical appearance.

Invite the students to make a classroom poster grouping the “Goodies” and the “Baddies” as they did in worksheet 2. This poster can be used for review in future lessons.

A Role Play. Invite different groups of students to role play the story in the Student Book. They can choose clothes and props that they brought to class. Before they start the role play, invite each student to introduce his/her character and describe what he/she is wearing.

Example:

Peter Pan: I’m wearing a red coat and a big hat. I’m Captain Hook!

values activity 2



Who’s Who?

Captain Hook Milo Thatch Cruella de Vil Snow White

Goodies Baddies

name: .................................................................................. class: .............................

© 2007 Disney English Adventure • Working with Values 13

>values activity 3

english adventure 3• Unit 1: Clean Up! • Review: 1 and 2

OBJECTIVES

Values:• polite behavior• to reflect on the need to help keep home and school clean

Language:• to review action verbs for household chores: put away, pick

up, wash• to review polite requests: Please pick up the toys.• to review rooms of the house: kitchen, bedroom, dining

room, living room• to review parts of a school

Materials:• Values Activity Worksheet 3

1. WARM UP

Write a list of household chores on the board. Elicit which ones the students like/don’t like to do.

T: Tell me what you like and what you don’t like to do at home? S: I like to water the plants. S: I don’t like to take out the trash.

Use Review Units 1 and 2 on pages 34 and 35 to review the rooms of the house. Ask: Where’s…? and elicit vocabulary and prepositions already taught:

T: Where’s Jim? S: In his bedroom. T: Where are Grandpa and Grandma? S: In the kitchen.

Invite the class to look in each room and find out what needs to be done. Invite different students to pretend they are Mom, Ada, Grandma, or Dad and ask the rest of the family for help.

T: Look at Mom in Jim’s bedroom. What is she saying? S: Please make your bed, Jim.

2. FOCUS ON VALUES

Once you have played the story on page 15 and the students have done the reading comprehension task, focus on the pictures and ask the class how Cinderella feels at the beginning of the story. Elicit sad, frustrated, and angry because the stepsisters are ordering her around. Make the students notice that the stepsisters are also very rude in the way they ask for things.

Ask the class how to change the orders in the story into polite requests (by saying Please…). If necessary, refer the students

back to page 11 where Cinderella is asking her friends to help do the dishes.

Invite the students to reflect on what is unfair about the whole scene on page 15 (the fact that the stepsisters are not helping set the table). (If necessary use the L1.) Help them understand that everyone should help around the house. Also point out that Cinderella did not put the mouse in the cake; revenge may feel good but it is certainly not right.


Invite the students to look at the texts on Worksheet 3 and guess what they are (signs) and where they would expect to find them (around a school). Teach the verbs they don’t know. Explain that these signs are part of a special school campaign to get everyone to cooperate in keeping it clean and tidy as well as saving energy.

Invite the class to match the signs to the parts of the school where they are likely found by drawing a line. Some may be found in several places.

Answer key: 1. bathroom 5. library 2. bathroom 6. library/classroom 3. library 7. classroom 4. classroom 8. bathroom

4. FOLLOW UP

• Mini-Project. Ask the students to do part 2 of the Values Worksheet. They have to write a few pieces of advice that they could put up to remind everyone how to promote cooperation, respect and tidiness in the classroom. Elicit a couple of examples like:

Please return what you borrow. Please help others when you finish your work.

Provide any language individual students may ask for then clarify it for the whole class. Exhibit all the contributions on the board or bulletin board and invite small teams to write/decorate signs and put them up on the classroom walls.

• School Project. Invite the class to discuss the need for a campaign like the one in the worksheet for their own classroom/school (in the L1). Discuss what they should do to put it in place. Get permission from school administrators and implement the campaign. This could involve designing and making signs, deciding on the best place to put them up, putting them up, and creating a presentation for your students to make before the administrators, other teachers, and/or peers.

polite Behavior / Keeping Your home and school clean

1� English Adventure • Working with Values


a school Campaign

1. Match the signs to different parts of the school.

Please put away supplies.

Please put aways the books.

Please wipe your shoes.

Please feed the fish

Please turn off the computers.

Please turn off the light.

Please throw out paper towels.

Please turn off the water.

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2. Write signs to promote cooperation, respect, and tidiness in your classroom.

name: .................................................................................. class: .............................

© 2007 Pearson Education, Inc. English Adventure • Working with Values 1�

>values activity 4 awareness of diversity (physical Features)

english adventure 4• Unit 1: Two Worlds

OBJECTIVES

Values:• to develop tolerance and respect for physical differences

Language:• to review the language of physical description• to present more adjectives and nouns to describe people:

young, thin, etc.

Materials• Ask students to bring pictures of different native peoples.

Bring some yourself in case students forget. Make sure you have a picture of Native Americans, male and female, in traditional clothes.

1. WARM UP

Use the pictures on pages 10 and 11 of the Student Book to review the characters from Pocahontas. Elicit a description of both John Smith and Pocahontas (L2). Teach new words as they become necessary.

Pocahontas has long black hair and big brown eyes. She is thin, with long arms, and long legs. John Smith is young, tall, and strong. He has long, blond hair and blue eyes.

Note: You may want to use the English Adventure 4 Video/DVD, Episode 1: He’s a robot! to elicit the description above.

Use a picture of Native Americans to review vocabulary and for a more detailed description of the traditional clothes.

These are Native Americans like Pocahontas. The man has long, black hair. He wears beads and feathers in his hair. He has paint on his face. The woman has big earrings. There are feathers in her hair too. The man and the woman have braids.

2. FOCUS ON VALUES

Pocahontas and John Smith are examples of the diversity of physical features found on our planet. They belong to two different cultures that came together in the North American continent a long time ago.

Conduct a survey in your class to record how many children have brown/black hair and eyes, how many have blond hair and blue/green eyes. Are there any redheads? Draw a table on the board and get the children to count so you can complete the table with their data. The table may look something like this:

Black hair

Brown hair

Red hair

Blond hair

Black eyes

Brown eyes

Green eyes

Blue/Grey eyes

5 10 1 5 5 10 2 6

As you collect the data from the children, make sure you work on any negative comments or attitudes that may be expressed in relation to specific physical characteristics such as color or type of hair. Point out that we are all different and that makes us all special.


The students complete the worksheet with descriptions of Pocahontas and John Smith. Write any vocabulary you think will be useful on the board for quick reference.

Point out that Native Americans like Pocahontas lived in North America before English people like John Smith arrived from Europe.

Encourage the students to find out more about the native populations of other parts of the world. Form small groups of four or five students and assign each group one of the native peoples in the worksheet. Ask them to find pictures and research information to bring to the following class. They may complete exercise 2 in the worksheet either for homework or in class the next day.

4. FOLLOW UP

• Place communities on a map. Bring a map of the world to class and ask students to locate where their chosen native communities lived.

• Make a poster. If the students have brought enough visuals ask them to contribute those left over from activity 3 towards making a giant poster with drawings, pictures, or photos with short descriptions. The poster can be used for review in future classes.

• Class project. Form groups of five or six students and assign a native people to each. Brainstorm ways of doing research (library, magazines/ books at home, internet searches, interviewing an expert, etc.) and what they would like to know about these peoples (apart from their physical characteristics). For example, they may want to find out what sort of foods they ate, what sports or games they played, etc. Each group collects information and visuals and prepares a short presentation for the rest of the class.



We are all different!

interesting Facts: Native People

1 describe Pocahontas and John smith.

2 Find pictures of men, women, and children from one of these traditional communities. stick them here and describe them.

• The Aztecs • The Incas • Australian Aborigines • The Mapuche • The Inuit

• The Maori • The Zulu • Native Americans • Other communities

These are ........................................................ .

They lived in ....................................................

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© 2007 Disney English Adventure • Working with Values 1�

>values activity 5 Offering help and support

english adventure 5• Unit 6: What’s the Matter?

OBJECTIVES

Values:• to reflect on how we can help and support others

Language:• to review language used when you are not feeling well:

What’s the matter? I have a sore throat.• to review language for giving advice and orders: You

should/have to get some rest.

1. WARM UP

Use the pictures in the Student Book to review the language for the unit.

T: What’s the matter? S: He doesn’t feel well. He has a sore throat and a cough. T: What should he do? S: He should go home and get some rest.

You can also exploit the comic book story on page 47:

T: What’s the matter with Rex? S: He has a sore throat.

2. FOCUS ON VALUES

Unit 6 shows several examples of supportive behavior like Bo Peep worrying about Rex and asking the sheep to bring him some water. You can also find extraordinary examples of generosity and support in Dr. Red Nose and Patch Adams on page 9 in English Adventure 5 Reader.

Once you complete work on the unit or page 9 of the Reader, draw the student’s attention to what all these situations have in common: people helping others, giving them support, cooperating to make someone feel better.

Ask them to imagine a classmate is sick and can’t come to school. What can they do to show support?

Elicit things like phone him or her, send a “Get Well” e-card like the ones on pages 48 and 49, keep in touch by e-mail or phone, let him know what the class is working on, what homework they’ve been given, etc.


Ask students to look at situations 1 to 3 on the worksheet. These show people who need help. Ask the students to suggest ways in which they could help and write some of their suggestions on the board, e.g.:

T: I’m feeling sad. S: (We can) invite him to play with us. Keep him company. Listen! Write a note or send an e-card to cheer him up.

Next, ask each student to write some suggestions on the worksheet. Then invite them to share their suggestions with the whole class. Teach vocabulary as appropriate.

Brainstorm situations at school where help or support are needed. Is there anything they can do in these situations?

Although it is very likely that the students will reply in the L1, help those who try in L2 and write any language they may need to make their point on the board. Next, invite the students to complete the worksheet with any of these situations and what they would do to help.

4. FOLLOW UP

• Good deed of the day. Putting some of these ideas into practice would definitely give students a sense of achievement. Invite the students to observe their classmates or other people around them and identify someone who needs help or support with something. Then invite them to try to help. A few days later, you may want to check with them that they have each done their “good deed” . Some students may want to relate their experience of supporting a friend (without revealing names!), or being supported, to the class. Help them do this in L1 if they want to, but accept L2 as well. Remember, the whole point of the activity is to work on values.


How Can We Help?

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I’m feeling sad.

What can we do?

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What can we do?

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What can we do?

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What can we do?

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I have a headache.

I’m hungry.

1 2

3 4


What can we do?

5...................................

name: .................................................................................. class: .............................


>values activity 6 teamwork and cooperation

english adventure 6• Unit 8: Party Time

OBJECTIVES

Values:• to reflect on the importance of doing things for others:

organizing a birthday party• to reflect on the importance of making a personal

contribution to team work

Language:• to review language for making plans for a project: I’m

going to…• to review language for checking what has been done:

Have you bought the popcorn yet?

Materials:• Values Activity Worksheet 6

1. WARM UP

Invite the students to look at the story on page 61. Help the students summarize the story by asking these questions:

T: Whose birthday is it? (Buzz Lightyear’s) T: When is it? (Next week) T: Who’s organizing the party? (His friends are) T: Has Bo Peep made the donuts yet? (No. Not yet. The sheep keep eating them!) T: Has Rex made the banner yet? (Yes, he has.) T: What’s wrong with the banner? (It reads Happy New Year!) T: What should the banner read? (Happy Birthday Buzz!)

2. FOCUS ON VALUES

Discuss briefly why the students think Buzz’s friends are organizing a party for him (they care for him and want to make him feel loved) and why they chose to make donuts (Buzz probably likes donuts).

Invite students to guess what else they expect to see on the list for the party (food, drink, games, music, guests). Accept any answer that makes sense, but try to elicit the fact that it is hard to know what they are planning because we don’t know what Buzz likes. When we plan a party for a friend, we usually plan to have his or her favorite things (food, drinks, games, music).

Write possible steps in the process of organizing a party in random order and ask the students to try to number them chronologically.

Example:

Decide to have a party. / Decide place, date, and time for the party. / Make a list of things (food, drink, games, etc.) your friend will like. / Form an organizing team. / Assign jobs to team members. / Say when the jobs must be completed. / Check that each team member has done his or her job. / Enjoy the party!

Focus on the fact that it is important for all team members to do their part for the success of any project. Once they commit to a job, they need to stick to it and complete it by the deadline agreed. This makes a responsible team member.


Divide the class into groups of five or six. Tell them they are going to plan a project. It could be painting a classroom, organizing a science club, helping children in a school in a poor neighborhood or any other ideas they might have. Give out one worksheet to each group.

In their group, students identify the different roles needed and decide who will do what. They write the project objective and their individual contributions to it in the spaces provided. Help them with new vocabulary as necessary. Ask them to bring a photo for the worksheet for next class.

Example:

We are going to paint a school wall (it has been covered in graffiti).

I’m going to collect money. I’m going to buy the paint. I’m going to wash the wall. I’m going to paint the wall. I’m going to take pictures of the wall. I’m going to publish them in the school newspaper.

4. FOLLOW UP

• A Class Project. Invite the students to vote for one of the projects they identified in 3. Spend some time discussing ways of transforming this into a class project. Divide the class into groups and make sure each group has a role. Use the steps in 2 above as a starting point for the planning process. Write a checklist of roles and put it up on the class bulletin board. Invite the students to check off their job on the list once it has been completed. Plan to share the project with other classes and to celebrate its completion.



our Project!

We are going to ........................................................................................................

.................................................................

.................................................................

My Contribution

Name:

......................................

......................................

ProjeCt Card

Your

pho

to h

ere

.................................................................

.................................................................

My Contribution

Name:

......................................

......................................

ProjeCt Card

Your

pho

to h

ere

.................................................................

.................................................................

My Contribution

Name:

......................................

......................................

ProjeCt Card

Your

pho

to h

ere

.................................................................

.................................................................

My Contribution

Name:

......................................

......................................

ProjeCt Card

Your

pho

to h

ere

.................................................................

.................................................................

My Contribution

Name:

......................................

......................................

ProjeCt Card

Your

pho

to h

ere

.................................................................

.................................................................

My Contribution

Name:

......................................

......................................

ProjeCt Card

Your

pho

to h

ere

name: .................................................................................. class: .............................


nOtes

Ë|xHSKBNCy341493zv*:+:!:+:!ISBN 0-13-234149-2