Nothing is

what it
seems

Rocío Morales Herrero & Nuria Villagrasa Valdivieso

UAB tutor: María José Lobo Vírseda

School mentor: Anna Malonda Mena

Teacher’s
TED Master’s Degree, 2011 book
This unit would not have been
possible without the precious
help of Mª José Lobo and Anna
Malonda, whose involvement
and support have been essential
in the development of the unit.
 TABLE OF CONTENTS

Introduction iv

Planning template for CLIL and content-rich environments v

Lesson-by-lesson overview ix

WHOLE CLASS SESSIONS

1. What are stereotypes? 2

2. Stereotypes at high school 8

3. From stereotypes to discrimination 11

4. Gender stereotypes 15

5. Oral presentations 19

SPLIT CLASS SESSIONS

A. Reinvent yourself! 22

B. Presenting cultural stereotypes 25

C. Sing against stereotypes 30

Assessment chart 34

ANNEXES

ANNEX 1. Image sources 39

ANNEX 2. Assessment tools 40

ANNEX 3. CD index 43

Teacher’s Book iii

Nothing is what it seems Introduction

INTRODUCTION

This booklet reproduces a teaching unit originally created as a wiki site for
students within the 1x1 project. The complete wiki site can be visited here:
http://serreta-test.wikispaces.com/

ICON KEY FONT KEY

Group work Bold and purple Important new grammar

Bold and black Important new words

Pair work
Bold and italics Examples

Time limited Underlined Important issues

Writing

Speaking ASSESSMENT

Video During this unit, the teachers will take

into account for the final mark:
Reading

 oral participation in English.

Listening
 homework
 attitude in the classroom.
Attention
 participation in group work and

Tips
pair work
 interest in learning the topic
 correct writing
HOMEWORK:

W On our wiki

On your website

E-mail it

Teacher’s Book iv
Nothing is what it seems Planning template

CLIL-SI 2011. Based on the template developed by the collaborative team CLIL-SI within the 2006ARIE10011 &
2007ARIE00011 research projects. More information at: http: //grupsderecerca.uab.cat/clilsi/

PLANNING TEMPLATE
for CLIL and CONTENT-RICH ENVIRONMENTS

UNIT TITLE: Nothing is what it seems

AUTHORS: Rocío Morales Herrero & Nuria Villagrasa Valdivieso
CLASS/AGE: ESO 3 (14-15 years old)
SUBJECTS, LANGUAGES and/or TEACHERS INVOLVED: English & Citizenship Education
NUMBER OF LESSONS: 6 (ordinary class) + 3 (split class) COE LEVEL: A1 / A2

INTRODUCTION TO THE UNIT

Stereotypes are false ideas about social groups that we can find in our day-to-day, and they are usually
related to prejudices and discrimination. In this lesson you will learn to become aware of them in
different contexts, and you will work in teams to perform an oral presentation to show your classmates
an example of stereotypes.

OBJECTIVE/S / GOALS
By the end of the unit, the students will be able/competent to…
 Value and respect gender differences and rights and opportunities equality between them;
reject stereotypes which imply discrimination between men and women.
 Understand and communicate appropriately in a foreign language.
 Assume with responsibility their own duties, exercise their rights towards the others, and
understand the value of dialogue and cooperation.
 Develop and consolidate effort, study, individual and cooperative work, and discipline habits
as a base for efficient learning.
 Strengthen the affective abilities within personality and in relation to others, and reject
violence, prejudices, and sexism.

DOMAIN or TOPIC RELATED CONTENTS: DOMAIN or TOPIC-RELATED CONTENTS:

MAIN TARGET KNOWLEDGE MAIN TARGET SKILLS

 Recognize stereotypes and challenge
 Stereotypes them.
 Discrimination  Understand the main ideas of
 Sexism authentic materials.
 Gender and cultural differences  Explain and discuss about different
social issues.
 Work collaboratively.
 Apply ICTs to the learning process.
 Recognize the main ideas and key
words from an oral or written text.

Teacher’s Book v
Nothing is what it seems Planning template

CLIL-SI 2011. Based on the template developed by the collaborative team CLIL-SI within the 2006ARIE10011 &
2007ARIE00011 research projects. More information at: http: //grupsderecerca.uab.cat/clilsi/

CONTENT OBLIGATORY / CONTENT COMPATIBLE LANGUAGE

TERMINOLOGY DISCOURSE GENRE or PRAGMATIC STRATEGIES

(words and phrases) TEXT TYPE (face saving, politeness,
- DOMAIN or TOPIC SPECIFIC etc.)
 Stereotypes, prejudices, and - TO UNDERSTAND
discrimination  Descriptive texts  Nonverbal
 Social groups at high school  Explanatory texts communication
 Gender stereotypes  Fiction films applied to oral
 Household tasks presentation.
 Cultural stereotypes - TO GENERATE
 Adjectives to describe people  Descriptive texts  Politeness in oral
- GENERAL ACADEMIC  Argumentative texts interaction.
 Comparative and superlative  Oral explanation
 My text was about… / My text
deals with the topic of… / I - TO NEGOTIATE
have read about…  Discussions
 We agree / disagree with...,
because...
 We think / believe that..
 From our point of view / In
our opinion...

SOCIAL & CULTURAL VALUES; PERSONAL & EMOTIONAL DEVELOPMENT

 Lowering anxiety in formal oral presentation.
 Learning to cooperate, and cooperate for learning.
 Being aware of stereotypes, prejudices and discrimination, and reject them.
 Discovering other cultures and ways of doing things.
 Collaborative learning awareness.

SUMMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

(with formative value) (with formative value)

TASK: ASSESSMENT CRITERIA and/or ASSESSMENT

1. Writing a description of a fictional character. INSTRUMENTS:
2. Jigsaw task. 1. Rubric.
3. Writing collaboratively an argumentative 2. Test.
text. 3. Rubric and co-evaluation questionnaire.
4. Creating a digital presentation in groups. 4. Rubric.
5. Performing an oral presentation. 5. Rubric and peer-assessment.

Teacher’s Book vi
Nothing is what it seems Planning template

CLIL-SI 2011. Based on the template developed by the collaborative team CLIL-SI within the 2006ARIE10011 &
2007ARIE00011 research projects. More information at: http: //grupsderecerca.uab.cat/clilsi/

MATERIALS and RESOURCES

MATERIALS:
 Worksheets, flash cards, digital files (PPT, PDF, Word documents, and videos)
 ICT tools (Wikispaces, Voki, Webspiration, Prezi, Glogster, Wordle, and dotSub)

RESOURCES:
Computer, Internet connection, beamer, screen, digital board, laminator, and loudspeakers.

REFERENCES
AKNOWLEDGEMENTS:
Special mention to our mentor, Anna Malonda Mena, and our tutor, M.ª José Lobo Vírseda.

CREDITS:
 All images from Flickr (www.flickr.com)
 Video Stereotypes kill ideas: Flickr (www.flickr.com)
 Picture in Activity 4.1 (session 4): Rocío Morales Herrero
 All videos in Session C: YouTube (www.youtube.com)
THIS UNIT DOES NOT COVER COPYRIGHT OF PHOTOS OR ORIGINAL MATERIAL.

COMMENTS

 This booklet reproduces a teaching unit originally created as a wiki site for students within
the 1x1 project. The complete wiki site can be visited here: http://serreta-
test.wikispaces.com/

 This unit has been planned for groups with two whole class sessions and one split class session
per week. As split classes can take place before or after the second whole class session of the
week, depending on the group, those split class sessions have been designed to be
implemented either before or after the second whole class session.

 The teacher has to present the main activities that will be carried out on the first session and
how the students will be assessed.

Teacher’s Book vii

Nothing is what it seems Planning template

CLIL-SI 2011. Based on the template developed by the collaborative team CLIL-SI within the 2006ARIE10011 &
2007ARIE00011 research projects. More information at: http: //grupsderecerca.uab.cat/clilsi/

KEY COMPETENCES

1. Communication in the mother tongue

 Translation activity into mother tongue.
 Overcoming important obstacles in the classroom.

2. Communication in foreign languages

 Interacting and swapping information.
 Producing an explanation.
 Giving opinion and justifying it.
 Present a topic orally in public.
 Writing well-organized texts.
 Creating a digital presentation and using it as visual support for an explanation.

3. Mathematical competences and basic competences in science and technology

4. Digital competence
 Using a digital student’s book.
 Electronic texts (e-mails, blogs).
 Surf the Internet to find specific information.
 Creating a digital presentation.

5. Learning to learn
 The fostering of cooperative learning.
 Scanning and skimming for information.
 Develop abilities to lower the anxiety that an oral presentation supposes.

6. Social and civic competences

 Collaborative work.
 Argue a point of view

7. Sense of initiative and entrepreneurship

 Scanning and skimming for information.
 Working in a cooperative and flexible way.
 Fostering of the dialog and negotiation.
 Develop abilities to lower the anxiety that an oral presentation supposes.
 Present a topic orally in public.

8. Cultural awareness and expression

 Designing a creative visual support for an oral presentation.
 Reading and speaking about cultural differences.

Teacher’s Book viii

 Nothing is what it seems Lesson-by-lesson overview

LESSON-BY-LESSON
OVERVIEW

Interaction

Assessed
Timing

Skills

ICT
Session Activities Comments

Warm-up activity: What do you

10’ T - Class  X
know about stereotypes?
Introducing the term “stereotypes”:
Video-presentation Stereotypes kill 5’ T - Class  X X
ideas.
Pre-test: General ideas about S↔S
15?  X
stereotypes. (pairs)
1.What are Stereotypes about UK: Glogster

stereotypes? poster as a model for the final 5? T - Class X X

presentation.
Guessing the word: Vocabulary
10’ S  X
activity.
Homework: Matching the first part
of a description with the second H  X
part.
Homework: My class blog H  X X
Introducing the topic: PREZI
presentation.
15’ T -Class  X X

Glee (TV series): watching excerpts

 X
of a chapter and answering some 20’
questions about it. 
2. Stereotypes T -Class
at high school Discussion: Discussing the answers
of the previous questionnaire.
15’ S↔S 
(pairs)
Homework: Writing a description of
one fictional character.
H  X

Homework: My class blog H  X X

S↔S

Jigsaw task 1: Becoming experts. 10’ (groups
) 
3. From S↔S
stereotypes to Jigsaw task 2: Sharing the  X
20’ (groups
discrimination information.
) 
Jigsaw task 3: Individual test. 10’ S  X
Homework: My class blog H  X X
S↔S
Introduction: Discussing picture. 5’ (groups 
)
S↔S
Collaborative writing: Writing group  X X
20’ (groups
opinion on gender stereotypes.
) 
4. Gender
stereotypes Co-evaluation questionnaire 5’ S  X
Mind map: Summing up the unit
(Webspiration).
15’ T ↔ SS  X X

Homework: Completing the mind

map.
H  X X

Homework: My class blog H  X X

Teacher’s Book ix
 Nothing is what it seems Lesson-by-lesson overview

Interaction

Assessed
Timing

Skills

ICT
Session Activities Comments

S↔S
Oral presentations + feedback + 10’ /  X X
(groups
peer-assessment group
) 
5 & 6. Oral Homework: Uploading the
presentations presentations on the discussion H  X
forum, and commenting them.
Homework: My class blog H  X X
What makes a good oral
presentation?: Matching rubric S↔S
category with its definition, and 20’ (groups  X
deciding the order of importance on )
digital board.
A. Reinvent Voki: Creating an speaking avatar
yourself! describing itself, and uploading it on 25’ S↔S  X X
the forum.
Homework: Commenting other
Vokis.
H  X

Homework: My class blog H  X X

S↔S
Guess the continent: Deciding which 
5’ (groups
continent each word cloud refers to.
) 
Become experts: Reading a text S↔S
about cultural stereotypes on one 15’ (groups 
B. Presenting continent. )
cultural Information quest: Asking for

stereotypes information on the other texts to 20’ S↔S  X
complete a grid.
Homework: Writing on the forum
about the most surprising cultural H  X X
stereotype.
Homework: My class blog H  X X
Jumbled song: Putting the verses in
S↔S
order, and commenting the ideas 20’  X
C. Sing (groups)
on stereotypes from it.
against Translators for a day: Translating S↔S
stereotypes! 20’  X
one of the given songs. (pairs)
Homework: My class blog H  X X

Teacher’s Book x
WHOLE CLASS

SESSIONS
 Nothing is what it seems 1. What are stereotypes?

1. WHAT ARE STEREOTYPES?

Resources for the session:

Computer, beamer, loudspeakers, Internet connection
Wikispaces
Worksheets for activities 1.5 and H1.1 (see CD:
Materials/Session1/Activity_1-5.pdf and
Materials/Session1/Homework_1-1.pdf)
Digital files (see CD: Materials/Session1/1-What are stereotypes.pps,
STEREOTYPES KILL IDEAS.mp4, and Session1-3.pps)

1.1 Meeting someone for the first time.

Time: 10 min.

Grouping: Whole class

Materials: PowerPoint presentation (see CD: Materials/Session1/1-What are

stereotypes.pps)

Assessment: Active participation, engagement

Notes for the teacher:

This is a warm-up activity to introduce the topic.

 First ask the students about the term “stereotypes”. Elicit some answers from
the students to check prior knowledge on the term.

 In Slide 2 of the PowerPoint presentation, ask students the first three

questions on the slide. Make the students aware of the main assumptions we
usually make regarding a woman in a poor country. Then, ask them the last
question. After eliciting the students to say “no”, show Slide 3 to prove them
that assumptions can be false.

 In Slide 4, follow the same procedure as in Slide 2, but focusing on the

assumptions about literacy and education level among gipsy women. Then,
show Slide 5 and explain that, nowadays, gipsy young women are challenging
that stereotype and they are even studying at university.

 To conclude, ask students about stereotypes that could be applied to them,

and make them aware that it is common to believe that most preconceived
ideas about a social group apply to any person belonging to that group, but
those assumptions are often false.

Teacher’s Book 2
 Nothing is what it seems 1. What are stereotypes?

1.2 Words on stereotypes.

Time: 5 min.

Grouping: Pair work, whole class

Materials: Video Stereotypes kill ideas (see CD: Materials/Session 1/STEREOTYPES

KILL IDEAS.mp4)

Assessment: Active participation, engagement

Notes for the teacher:

 Tell students that they have to pay attention to the words appearing on a
short video. Then, in pairs, they will have to try to remember and write down
as many words as they can.

 After a couple of minutes, make students write on the blackboard the words
that they have found.

 Comment with the students the meaning of those words and discuss about
their relationship with stereotypes, especially exclusion, racism and sexism.
Are they a consequence of stereotypes?

Answer key:
The words appearing on the video are: stereotypes, exclusion, racism, sexism, kill
ideas, evolution, art, style.

1.3 Let’s see what you already know about stereotypes!

Time: 15 min.

Grouping: Pair work

Materials: Wikispaces, PowerPoint presentation (see CD: Materials/Session

1/Session1-3.pps)

Assessment: Active participation, engagement

Notes for the teacher:

 Make the students answer the test in pairs. They can read it on the wiki and
write down the answers.

 To correct with the whole class, use the PowerPoint presentation.

Teacher’s Book 3
 Nothing is what it seems 1. What are stereotypes?

Answer key: Correct answers in bold.

1. What are stereotypes?

a) A stereotype is a social organization which fights against racism.
b) Stereotypes are generalizations about persons based on their physical
appearance.
c) Stereotypes are true descriptions of reality.
d) A stereotype is an exotic meal.

2. Which of the following sentences are stereotypes?

a) Only young people can be beautiful.
b) Only boys can play with cars, and only girls can play with dolls.
c) All teenagers are bad-behaved.
d) All of the previous.

3. Which kind of qualities do we often ascribe to an unknown person?

a) Only positive qualities.
b) Only negative qualities.
c) Both positive and negative.
d) We never ascribe any quality to unknown people.

1.4 Coffee or tea? An example of cultural stereotypes.

Time: 5 min.

Grouping: Whole class

Materials: Glogster presentation (see: http://nuriaserreta.glogster.com/stereotypes-

about-uk or Wikispaces)

Assessment: Active participation, engagement

Notes for the teacher:

 Explain the students that the final assessment of this unit is an oral
presentation in groups about stereotypes.

 Show them the page at Wikispaces with all the instructions for that oral
presentation (http://serreta-test.wikispaces.com/Final+project), and explain
them clearly.

 Then, introduce the topic of cultural stereotypes with the Glogster

presentation of British stereotypes, and tell them that they are expected to
do something similar about a different stereotype.

Teacher’s Book 4
 Nothing is what it seems 1. What are stereotypes?

1.5 Guess the word!

Time: 10 min.

Grouping: Individual

Materials: 1 worksheet / student (see CD: Materials/Session1/Activity_1-5.pdf)

Assessment: 1 point / gap

Notes for the teacher:

This activity is included to provide the students with useful vocabulary for next
session. In case that there is not time enough to do it in class, they should do it as
homework.

Correct answers:

1. A diva is a well-known singer.

2. Some students bully their classmates because they are different.
3. A fashionable man always wears trendy clothes.
4. Susan is dating John and tonight they are going to the cinema
together.
5. Students think that Peter is a loser , because he is not popular at school.
He is at the bottom of the social ladder .
6. She is so shy that she goes unnoticed .
7. Although he is the fattest of the class, she has no complex about it.
8. Her hair is so long that she has to wear a ponytail to do sport.
9. His mother always keeps an eye on him, because she always wants to
know what he does.
10. The quarterback is the leader of a football team.

Teacher’s Book 5
 Nothing is what it seems 1. What are stereotypes?

1.1 Glee characters.

Materials: 1 worksheet per student (see CD: Materials/Session1/Homework_1-1.pdf)

Assessment: 1 point / gap

Answer key:

Will is unhappily ...Puck... is ..Mercedes.... joined the Glee

married, but he is considered cool, Club expecting to be considered a
cheerful, especially when but also diva thanks to her powerful voice.
rehearsing with his aggressive. He She is sometimes too insecure, but
students of the Glee Club. believes that only she has no complex about her size.
girls and gays
enjoy singing and
dancing, but not ..Quinn... is the most
..Kurt... looks tough guys like popular girl in the school, but
very shy, but he himself. she is also wicked, as she
just wants to go
wants to keep up with her
unnoticed not to
status at all costs.
be bullied. He has
often suffered for ..Rachel... doesn’t
being different understand why she isn’t more
from the other popular, because she thinks .. Finn.... is an easygoing
kids, and that has that she is the centre of the and pleasant guy. Although
made him very universe. She is talented and he is tall and tough, he is
brave. outstanding, but too selfish. calm and a bit naive.

Teacher’s Book 6
 Nothing is what it seems 1. What are stereotypes?

1.2 My Class Blog.

Materials: Student’s English website in Gmail.

Assessment: Active participation (minimum 3 entries during the whole unit)

Notes for the teacher:

In this unit students will have to write regularly a blog on their websites in Gmail
about what they have learnt, liked or disliked during the sessions.

 Students do not have to write more than 50 words per entry.

 Students have to write, at least, 3 entries.

 Show students the example on how to do it.

Teacher’s Book 7
 Nothing is what it seems 2. Stereotypes at high school

2. STEREOTYPES AT HIGH SCHOOL

Resources for the session:

Computer, beamer, loudspeakers, Internet connection
Wikispaces
Worksheet for activity 2.2 (see CD:
Materials/Session2/Activity_2-2.pdf)
Digital files (see CD:
Materials/Session2/Session1_HWcorrection.pdf)
Glee DVD, Season 1
Rubric (see Annex 2: Assessment tools)

Before starting the session:

Correct H1.1 (projectable PDF file with the answers in CD:
Materials/Session2/Session1_HWcorrection.pdf). Collect the worksheets after the
class. It is important that they can have it next to them during the whole session as
they may need to check some information or vocabulary.

2.1 Stereotyping teenagers.

Time: 15 min.

Grouping: Whole class

Materials: Prezi presentation (see: http://prezi.com/uodwfkpvlrpg/stereotypes-at-

high-school/ or Wikispaces)

Assessment: Active participation, engagement

Notes for the teacher:

 Introduce the topic of stereotypes at high school and discuss about the topics
presented. Try to focus on the issues closer to them.

 Remind students that they have to prepare an oral presentation in groups,

and suggest them that they can also use Prezi or Glogster to do it.

Teacher’s Book 8
 Nothing is what it seems 2. Stereotypes at high school

2.2 Watching a video.

Time: 20 min.

Grouping: Whole class

Materials: 1 worksheet per student (see CD: Materials/Session1/Activity_2-2.pdf), a

selection of scenes of TV series Glee, season 1, chapter 4 (00:00-02:15, 07:35-11:51,
18:13-19:02, 24:44-26:50, 29:12-37:56)

Assessment: Engagement, active listening

Notes for the teacher:

 As it is not an adapted video, but real English, remind students not to worry
about unkown expressions. The key point is that they can follow the plot, and
they get used to listen to real English.

 Ask students to read the questions on the worksheet and help them to
understand them well. They will have to answer in pairs them after the video.

Suggested answers:

1. Is Rachel happy with her role in West Side Story? In your opinion, is her
position unfair?
She is not happy, because she wanted to sing the solo. Her position is unfair,
because she does not want to give an opportunity to Tina. She is selfish.

2. Does Kurt tell his classmates that he is gay?

No, he denyes being gay when Finn assumes it. He only tells it to his father.

3. Why does Rachel believe that she is the best in the Glee Club?
Because she is talented and works hard.

4. Puck does not want to dance with his teammates, why?

Because he thinks that dancing is just for girls and gays.

5. Which stereotype does the team break during the match?

Tough guys, like football players, can also dance. Dancing is not only for girls
or guys.

6. At the end of the video, is Kurt's father proud of his son?

Yes, he is very proud.

Teacher’s Book 9
 Nothing is what it seems 2. Stereotypes at high school

2.1 Describing a fiction character.

Assessment: Rubric (see Annex 2: Assessment tools)

2.2 My Class Blog.

Materials: Student’s English website in Gmail.

Assessment: Active participation (minimum 3 entries)

Notes for the teacher:

In this unit students will have to write regularly a blog on their websites in
Gmail about what they have learnt, liked or disliked during the sessions.

 Students do not have to write more than 50 words per entry.

 Students have to write, at least, 3 entries.

 Show students the example on how to do it.

Teacher’s Book 10
 Nothing is what it seems 3. From stereotypes to discrimination

3. FROM STEREOTYPES TO DISCRIMINATION

Resources for the session:

Wikispaces
Worksheets for activities 3.1, 3.2 and 3.3 (see CD:
Materials/Session3/Activity_3-1.pdf ,
Materials/Session3/Activity_3-2.pdf, and
Material/Session3/Activity_3-3.pdf)

3.1 Becoming experts on stereotypes.

Time: 10 min.

Grouping: Group work (4 students)

Materials: Worksheets of Texts 1, 2, 3 and 4 (see CD: Materials/Session3/Activity_3-

1.pdf)

Assessment: Active participation, engagement, group work

Notes for the teacher:

This is the first step of the jigsaw task. Before starting, it is very important to tell
the students that they are going to work in group during the whole session, which
means that the final mark they will get at the end of the session will be a group
mark, not an individual one. That is, the final mark will be the average of the
individual marks.

 Make groups of 4 students each and number each member from 1 to 4. These
groups should be mixed-ability.

 All the students with the same number get together in a new group, where
they have to read a text.

 Numbers 1 read Text 1 together, numbers 2 read Text 2 together, etc. The
idea is that they become experts on the texts that they have to read with the
help of their group mates.

Teacher’s Book 11
 Nothing is what it seems 3. From stereotypes to discrimination

3.2 Sharing the information.

Time: 20 min.

Grouping: Group work (4 students)

Materials: Worksheet (See CD: Materials/Session3/Activity_3-2.pdf)

Assessment: Active participation, engagement, group work, communicative skills

Notes for the teacher:

This is the second step of the jigsaw task.

 Once the students have finished reading their texts, they have to return to
their original group.

 Students have to explain their text to the rest of the group members and
learn about the other texts. It is important that they do this step without any
paper, just to prevent that they do not read.

 While students are listening to their group mates, they have to fill in the grid
provided.

 As the students will have to answer a test afterwards, it is important to tell

them that they should explain the text the best they can and listen carefully
to their group mates.

3.3 What have you learnt about stereotypes?

Time: 10 min.

Grouping: Individually

Materials: Worksheet (See CD: Material/Session3/Activity_3-3.pdf )

Assessment: 1 point each question. Final group mark = average of the individual
marks.

Notes for the teacher:

This is the last step of the jigsaw task.

 Make the students answer the test individually.

Teacher’s Book 12
Nothing is what it seems 3. From stereotypes to discrimination

Answer key: Correct answers in bold.

1. What are stereotypes?

a) A stereotype is a social organization which fights against racism.
b) Stereotypes are generalizations about persons based on their physical
appearance.
c) Stereotypes are true descriptions of reality.
d) A stereotype is an exotic meal.

2. Which kind of qualities do we often ascribe to an unknown person?

a) Only positive qualities.
b) Only negative qualities.
c) Both positive and negative.
d) We never ascribe any quality to unknown people.

3. What are prejudices?

a) They are negative stereotypes.
b) They are inventions made up by teachers.
c) They are positive stereotypes.
d) They are attitudes that help us to know people better.

4. What do prejudices create?

a) They create bad humour.
b) They create new friends.
c) They create harmony among people.
d) They create suspicion and unfriendliness among people.

5. How can we avoid prejudices?

a) Getting to know unknown people better.
b) Believing negative stereotypes.
c) Thinking that everybody with a similar appearance are the same.
d) Creating suspicion and unfriendliness among people.

6. What is discrimination?
a) It is a school subject.
b) It is a way of living.
c) It is a positive stereotype.
d) It is a prejudice that affects our behaviour.

7. What are racism, sexism and homophobia?

a) They are positive stereotypes.
b) They are correct ways of treating people.
c) They are examples of discrimination.
d) None of the previous answers.

Teacher’s Book 13
 Nothing is what it seems 3. From stereotypes to discrimination

8. Can stereotypes be created by the media?

a) No, that is impossible.
b) Yes, and those stereotypes are very difficult to detect.
c) No, stereotypes are not related to media.
d) Yes, but those stereotypes are unimportant.

9. Why should we be aware of the relationship between stereotypes and the media?
a) Because we should be conscious of it to avoid believing them.
b) Because it is useful to detect stereotypes.
c) Because stereotypes in the media are difficult to detect.
d) A, b and c are correct.

10. Which text are you an expert of?

a) 1
b) 2
c) 3
d) 4

3.1 My Class Blog.

Materials: Student’s English website in Gmail.

Assessment: Active participation (minimum 3 entries)

Notes for the teacher:

In this unit students will have to write regularly a blog on their websites in Gmail
about what they have learnt, liked or disliked during the sessions.

 Students do not have to write more than 50 words per entry.

 Students have to write, at least, 3 entries.

 Show students the example on how to do it.

Teacher’s Book 14
 Nothing is what it seems 4. Gender stereotypes

4. GENDER STEREOTYPES

Resources for the session:

Computer, beamer, Internet connection
Wikispaces
Webspiration website (www.mywebspiration.com)
Worksheet for activity 4.3 (see CD: Materials/Session4/Activity_4-
3.pdf)
Rubric (see Annex 2: Assessment tools)

Note:
As the main task in this session has to be made in groups of 3 students, it is
recommendable to divide the whole class before starting the activity 4.1, just to not
consume time.

4.1 Introducing gender stereotypes.

Time: 10 min.

Grouping: Trios

Materials: Picture and word cloud in Wikispaces

Assessment: Active participation, engagement

Notes for the teacher:

This is a warm-up activity to introduce the topic and to brainstorm the vocabulary
that students will need to carry on the main task, which is a collaborative writing.

 Project the picture and the word cloud in Wikispaces.

 Ask the students about the term “gender” and elicit some answers from the
students to check prior knowledge on the term. Give them some ideas to
guess the meaning if they do not know.

 Ask the students to discuss and comment the picture with their group mates.
Tell them that the vocabulary they may need is in the word cloud provided
below the picture.

Teacher’s Book 15
 Nothing is what it seems 4. Gender stereotypes

4.2 Writing collaboratively.

Time: 25 min.

Grouping: Trios

Assessment: Rubric (see Annex 2: Assessment tools)

Notes for the teacher:

 Ask the students in trios to write a text (100-120 words) collaboratively in

which they have to describe the picture provided and then give their personal
opinion on the topic.

 As it is a collaborative writing, ask the students will to assign different roles

to themselves, so that the first member of the group may be responsible for
typing the text, the second one for searching some information about the
topic in Internet and the third one for the language support (looking for words
in the dictionary/ grammar/ language).

 Provide students with some useful questions that may help them to develop
the text.

 Once the text is finished, it must be sent per e-mail to the teachers.

4.3 Evaluate your group work.

Time: 10 min.

Grouping: Individual

Materials: Worksheet (see CD: Materials/Session 4/Activity_4-3.pdf)

Assessment: Co-evaluation, participation, engagement

Notes for the teacher:

Allow students to use Catalan to answer, if necessary. The goal is that students
develop their ability to reflect on the group work and self-evaluate.

 Make the students answer co-evaluation worksheet individually.

Teacher’s Book 16
 Nothing is what it seems 4. Gender stereotypes

4.4 Creating a mind map on stereotypes.

Time: 10 min.

Grouping: Whole class

Materials: Webspiration website

Assessment: Active participation, engagement

Notes for the teacher:

The purpose of this activity is to remember and express on a mind map all what
students have learnt about stereotypes during this unit.

 Go to Webspiration website and show the students the mind map they will
have to complete.

 Ask students to register in this website to be able to contribute.

 Make some contributions to the mind map all together just for them to see
how this program works.

4.1 Contributing to our mind map.

Materials: Webspiration website

Assessment: Active participation, engagement

Notes for the teacher:

It is important to emphasize that when students contribute to the mind map, they
have to write their names between brackets, so that that teachers are able to
control who has participated or not.

 Ask students to add more ideas to the mind map.

 Ask students to add at least one contribution.

Teacher’s Book 17
 Nothing is what it seems 4. Gender stereotypes

4.2 My Class Blog.

Materials: Student’s English website in Gmail.

Assessment: Active participation (minimum 3 entries)

Notes for the teacher:

In this unit students will have to write regularly a blog on their websites in Gmail
about what they have learnt, liked or disliked during the sessions.

 Students do not have to write more than 50 words per entry.

 Students have to write, at least, 3 entries.

 Show students the example on how to do it.

Teacher’s Book 18
 Nothing is what it seems 5. Oral presentations

5. ORAL PRESENTATIONS

Resources for the session:

Computer, beamer, loudspeakers, Internet connection
Wikispaces
Worksheet for activity 5.1 (see CD:
Materials/Session5/OralPresentation-
questionnaire.pdf)
Digital files (students’ presentations)
Rubric (see Annex 2: Assessment tools)

5.1 Pressenting different stereotypes.

Time: 10 min. / group

Grouping: Groups of 4

Materials: Worksheet (see CD:

Materials/Session5/OralPresentation-questionnaire.pdf)

Assessment: Rubric (see Annex 2: Assessment tools)

Notes for the teacher:

 Ask students to bring their presentation in a pen drive, if possible.

 Ask students to answer the questionnaire after each presentation.

Teacher’s Book 19
 Nothing is what it seems 5. Oral presentations

5.1 Commenting the presentations.

Note for the teacher:

Check that all presentations have been uploaded, and foster participation on
the forum.

5.2 My Class Blog.

Materials: Student’s English website in Gmail.

Assessment: Active participation (minimum 3 entries)

Notes for the teacher:

In this unit students will have to write regularly a blog on their websites in
Gmail about what they have learnt, liked or disliked during the sessions.

 Students do not have to write more than 50 words per entry.

 Students have to write, at least, 3 entries.

 Show students the example on how to do it.

Teacher’s Book 20
SPLIT CLASS

SESSIONS
 Nothing is what it seems A. Reinvent yourself!

A. REINVENT YOURSELF!

Resources for the session:

Computer, digital board, loudspeakers, Internet connection
Wikispaces
Voki (www.voki.com)
Digital files (see CD: Materials/SessionA/Activity_A-1.doc)

A.1 What makes a good presentation?

Time: 15 min.

Grouping: Groups of 4 / Pairs

Materials: Wikispaces, and digital worksheet (see CD: Materials/SessionA/Activity_A-

1.doc)

Assessment: Active participation, engagement

Notes for the teacher:

 Remind students about the final oral presentation before starting the activity.

 Students should download the Word file and work in groups to discuss about
the importance of each category.

 If there is a digital board available, project the Word document and let
students move the category and description tags to their suggested position
touching the board.

 Don’t give the correct answer, but elicit correction from their classmates.

 Tell students that there is not only one possible order for the categories and
make them discuss why certain category should be more important than
another one.

Teacher’s Book 22
 Nothing is what it seems A. Reinvent yourself!

Answer key:

Group work All group members participate equally.

Fluency Students speak clearly and can be easily understood.
They speak without reading notes.
Correctness The presentation (PowerPoint, Glogster, Prezi,
etcetera) has no misspellings or grammatical errors.
Use of English Students only use English, and mainly complete
sentences.
Organization Students present information in a logical way. Pertinent
examples, facts, etcetera.
Appearance Presentation is visually organized and complete.
Content The topic is clearly explained, and students show a full
understanding of it.

A.2 Reinvent yourself.

Time: 20 min.

Grouping: Pairs

Assessment: Active participation

Notes for the teacher:

 Explain what Voki is and show them the model.

 Help students with registration and first steps.

A.1 Comment the Vokis.

Notes for the teacher:

 Make sure that students know how to copy the link to their Voki on the
forum.

 Foster participation and comments on the forum.

Teacher’s Book 23
Nothing is what it seems A. Reinvent yourself!

A.2 My Class Blog.

Materials: Student’s English website in Gmail.

Assessment: Active participation (minimum 3 entries)

Notes for the teacher:

In this unit students will have to write regularly a blog on their websites in
Gmail about what they have learnt, liked or disliked during the sessions.

 Students do not have to write more than 50 words per entry.

 Students have to write, at least, 3 entries.

 Show students the example on how to do it.

Teacher’s Book 24
 Nothing is what it seems B. Presenting cultural stereotypes

B. PRESENTING CULTURAL STEREOTYPES

Resources for the session:

Wikispaces
Word clouds (laminated cards) (see CD: Materials/SessionB/Activity_B-
1.pdf)
Worksheets for activities B.2 and B.3 (see CD:
Materials/SessionB/Activity_B-2.pdf and
Materials/SessionB/Activity_B-3.pdf)

B.1 Guess the continent.

Time: 5 min.

Grouping: Class divided into 4 groups

Materials: Word clouds (laminated cards) on American, African, Asian and European
stereotypes (see CD: Materials/SessionB/Activity_B-1.pdf)

Assessment: Active participation, engagement

Notes for the teacher:

This is a warm-up activity to introduce the main task.

 Give 4 different word clouds to each group of students, so that they have one
word cloud for one continent.

 Ask the students to guess to which continent each word cloud belongs to.

 Show them that the best way to do that is reading all the words in group, so
that they can solve any doubts or problems on vocabulary.

Answer key:
Africa: America:

Teacher’s Book 25
 Nothing is what it seems B. Presenting cultural stereotypes

Asia: Europe:

B.2 Dealing with stereotypes.

Time: 15 min.

Grouping: Class divided into 4 groups

Materials: Texts on Cultural stereotypes about Africa, America, Asia and Europe (see
CD: Materials/SessionB/Activity_B-2.pdf)

Assessment: Active participation, engagement, group work

Notes for the teacher:

 Give to each group one different text, so that all groups have different texts.
That is that all members in group 1 read about African stereotypes, all
members in group 2 read about Asian stereotypes, all members in group 3
read about American stereotypes and all members in group 4 read about
European stereotypes.

 Make sure that all students have a copy of their text.

 Ask students in each group to read the text together, so that they can solve
any doubts or questions on vocabulary.

 Ask students to remember as much information as they can.

Teacher’s Book 26
 Nothing is what it seems B. Presenting cultural stereotypes

B.3 Information quest.

Time: 20 min.

Grouping: Pair/Trios/Groups

Materials: Worksheet (see CD: Materials/SessionB/Activity_B-3.pdf)

Assessment: Active participation, engagement, communicative skills

Notes for the teacher:

 Give students the worksheet with the uncompleted grid and ask them to look
for the information missing.

 Ask students to move around the class and ask their classmates in order to be
able to complete the grid provided.

 Just to scaffold them, model the activity by using the useful expressions
provided, so that they can see how to carry on the task.

 Recommend them to assign themselves different tasks. For example, a

member of the group could be the one who answers to the questions that
other classmates make, while the others are asking for the information.

Teacher’s Book 27
 Nothing is what it seems B. Presenting cultural stereotypes

Suggested answers:

America Asia Africa Europe

White-skinned Black skin, black Tall, blonde hair,

Almond-shaped
Appearance people / Black- eyes and black blue eyes (The
eyes
skinned people curly hair Dutch)
Gentlemanly
(English)
Arrogant / Very respectful Very friendly
Character Vitalistic (Spanish)
superficial (White) people people
Womanizer
(Italian)
They live in tiny
Many children Strict traditional Liberal (The
Home & Family huts / rural
(Latin) gender roles Dutch)
villages/ tribes.

Paella / pizza /
Fast food (burger They eat what
Food Rice cheese /
and chips) they hunt.
bratwurst

Hard-working / They don’t work,

Hunting / tracking Car manufacturers
Work great command of but they hunt to
(Indians) (Italian)
new technologies survive.

Very little culture /

Education / Very studious /
ignorant (White) Illiterate Well-educated
Level of studies good at Maths
Wise (Indian)
Folk healers /
Religion & Respectful with Very
Very superstitious ___
Beliefs traditions superstitious and
religious

Athletics Basketball
Sports Athletics (Black) Martial arts
(basketball) (Catalan)

Teacher’s Book 28
 Nothing is what it seems B. Presenting cultural stereotypes

B.1 Surprising stereotypes.

Materials: Wikispaces of the unit

Assessment: Active participation

Notes for the teacher:

 Ask students to participate on the forum corresponding to this session, writing

about the cultural stereotype that surprised them most, and about a
stereotype that they it is absolutely true.

 Ask students to comment their classmates’ posts.

B.2 My Class Blog.

Materials: Student’s English website in Gmail.

Assessment: Active participation (minimum 3 entries)

Notes for the teacher:

In this unit students will have to write regularly a blog on their websites in Gmail
about what they have learnt, liked or disliked during the sessions.

 Students do not have to write more than 50 words per entry.

 Students have to write, at least, 3 entries.

 Show students the example on how to do it.

Teacher’s Book 29
 Nothing is what it seems C. Sing against stereotypes!

C. SING AGAINST STEREOTYPES!

Resources for the session:

Computer, beamer, Internet connection
Dotsub.com (dotsub.com)
Wikispaces
Laminated cards with verses for activity C.1 (see CD:
Materials/SessionC/Activity_C-1.pdf)

C.1 Colors of the wind.

Time: 20 min.

Grouping: Groups of 4 students maximum

Materials: Video clip of Pocahontas available in Dotsub.com and laminated cards

with the verses of the song (see CD: Materials/SessionC/Activity_C-1.pdf)

Assessment: Active participation, engagement, group work, listening skills

Notes for the teacher:

 Play the video clip of Pocahontas with subtitles, which is available in

http://dotsub.com/view/a880d261-108a-4920-a0c4-d6ab54cc5f99 .

 Ask the students to watch the video paying special attention to the lyrics.

 After watching the video, ask the students to remember and to try to put the
verses in the right order. As this first activity might be too challenging for
them, give them some clues (the first and the last verses, for example).

 Before playing the video again, recommend them to share out the cards, so
that they can only concentrate on the verses they have.

 Play the video 3 times maximum, if necessary, in order to complete the

activity.

 Play the video one more time just for them to check if the verses are on the
right order or not.

 Encourage students to sing to improve their pronunciation, if they feel like.

 Talk about the meaning of the lyrics, which is related to stereotypes, and
check if the students have any questions.

Teacher’s Book 30
Nothing is what it seems C. Sing against stereotypes!

Answer key:

You think I'm an ignorant savage

And you've been so many places I guess it must be so
But still I cannot see
Is the savage one is me
How can there be so much that you don't know?
You don't know

You think you own whatever land you land on

The Earth is just a dead thing you can claim
But I know every rock and tree and creature
Has a life, has a spirit, has a name

You think the only people who are people

Are the people who look and think like you
But if you walk the footsteps of a stranger
You'll learn things you never knew, you never knew

Have you ever heard the wolf cry to the blue corn moon?
Or asked the grinning bobcat why he grinned?
Can you sing with all the voices of the mountains?
Can you paint with all the colors of the wind?
Can you paint with all the colors of the wind?

Come run the hidden pine trails of the forest

Come taste the sun sweet berries of the Earth
Come roll in all the riches all around you
And for once, never wonder what they're worth

The rainstorm and the river are my brothers

The heron and the otter are my friends
And we are all connected to each other
In a circle, in a hoop that never ends

How high does the sycamore grow?

If you cut it down, then you'll never know
And you'll never hear the wolf cry to the blue corn moon

For whether we are white or copper-skinned

We need to sing with all the voices of the mountains
We need to paint with all the colors of the wind

You can own the Earth and still

All you'll own is Earth until
You can paint with all the colors of the wind

Teacher’s Book 31
 Nothing is what it seems C. Sing against stereotypes!

C.2 Become translators for a day!

Time: 20 min.

Grouping: pairs / individually

Materials: Texts with Madonna’s and Sting’s lyrics, available in Wikispaces and online
dictionaries

Assessment: Active participation, engagement, use of language, use of linguistic

resources (dictionaries, forums, etc.)

Notes for the teacher:

 Ask the students to go to the corresponding session in the Wikispaces of the

unit.

 Ask the students to choose between Madonna’s song or Sting’s one.

 Tell the students that they can watch the video clip with English subtitles if
they want to.

 Ask the students to download the lyrics of the song they have chosen and to
translate it in a Word document into Catalan.

 Recommend them to use a bilingual dictionary, such as WordReference.com,

and remind them that the use of translators will be penalized.

 Ask them to e-mail the translation, once it is finished.

Teacher’s Book 32
 Nothing is what it seems C. Sing against stereotypes!

C.1 Become translators for a day!

Grouping: pairs / individually

Materials: Texts with Madonna’s and Sting’s lyrics, available in Wikispaces

Assessment: Active participation, engagement, use of language, use of linguistic

resources (dictionaries, forums, etc.)

Notes for the teacher:

 Ask the students to finish the translation for homework.

 Remind them to e-mail the translation, once it is finished.

C.2 My Class Blog.

Materials: Student’s English website in Gmail.

Assessment: Active participation (minimum 3 entries)

Notes for the teacher:

In this unit students will have to write regularly a blog on their websites in Gmail
about what they have learnt, liked or disliked during the sessions.

 Students do not have to write more than 50 words per entry.

 Students have to write, at least, 3 entries.

 Show students the example on how to do it.

Teacher’s Book 33
Nothing is what it seems Assessment chart

ASSESSMENT CHART

Timing

Tool
Session Activities Criteria Comments

Warm-up activity: What

do you know about 10'
stereotypes?
Participate actively in Teacher
Introducing the term conversations in the observation
“stereotypes”: Video- classroom.
5' Gradebook
presentation Stereotypes
kill ideas. Understand the main idea
of real documents.
Understand general and Teacher
Pre-test: General ideas
1.What are stereotypes?

15' Gradebook specific information in observation

about stereotypes.
written texts.
Stereotypes about UK: Show a respectful attitude Teacher
Glogster poster as a towards other cultures. observation
5' Gradebook
model for the final
presentation.
Understand general and Teacher
Guessing the word:
10' Gradebook specific information in observation
Vocabulary activity.
written texts.
Homework: Matching the Understand general and Teacher
first part of a description H Gradebook specific information in observation
with the second part. written texts.
Elaborate different kind of Teacher checks that
written or oral texts in a students have
Homework: My class blog H Gradebook
semi-controlled way. written at least 3
Use of ICTs. posts on their web.
Participate actively in Teacher
conversations in the observation
Introducing the topic: classroom.
15 ' Gradebook
PREZI presentation.
Show a respectful attitude
towards other cultures.
Glee (TV series): Understand the main idea Students’ answers
2. Stereotypes at high school

watching excerpts of a of real documents. to questions about

20 ' Questioning
chapter and answering the video related to
some questions about it. stereotypes.
Discussion: Discussing the
answers of the previous 15'
questionnaire.
Homework: Writing a Elaborate different kind of Teacher uses the
description of one H Rubric written or oral texts in a rubric to grade the
fictional character. semi-controlled way. activity.
Elaborate different kind of Teacher checks that
written or oral texts in a students have
Homework: My class blog H Gradebook semi-controlled way. written at least 3
Use of ICTs. posts on their web.

34
Nothing is what it seems Assessment chart

Timing

Tool
Session Activities Criteria Comments

Jigsaw task 1: Becoming

10'
experts.
3. From stereotypes to discrimination

Elaborate different kind of Teacher

written or oral texts in a observation
Jigsaw task 2: Sharing the semi-controlled way.
20' Gradebook
information.
Participate actively in
collaborative work.
Understand general and
Jigsaw task 3: Individual
10' Test specific information in
test.
written texts.
Elaborate different kind of Teacher checks that
written or oral texts in a students have
Homework: My class blog H Gradebook
semi-controlled way. written at least 3
Use of ICTs. posts on their web.
Introduction: Discussing
5'
picture.
Elaborate different kind of Teacher uses the
Collaborative writing: written or oral texts in a rubric to grade the
Writing group opinion on 20' Rubric
semi-controlled way. activity.
gender stereotypes.
4. Gender stereotypes

Use of ICTs.
Co-evaluation Participate actively in
5' Survey
questionnaire collaborative work.
Mind map: Summing up Participate actively in Teacher
15' Gradebook
the unit (Webspiration). collaborative work. observation
Homework: Completing Participate actively in Teacher
H Gradebook
the mind map. collaborative work. observation
Elaborate different kind of Teacher checks that
written or oral texts in a students have
Homework: My class blog H Gradebook
semi-controlled way. written at least 3
Use of ICTs. posts on their web.
Use of formal and informal Teacher uses the
language in written and oral rubric to mark the
communication. activity.
Understand the main idea
of real documents.
Understand general and
specific information in
5 & 6. Oral presentations

written texts.
Elaborate different kind of
Oral presentations + written or oral texts in a
10' /
feedback + peer- Rubric
group semi-controlled way.
assessment
Use of ICTs.
Show a respectful attitude
towards other cultures.
Participate in self-
correction, and self-
assessment and peer-
assessment.
Participate actively in
collaborative work.

35
Nothing is what it seems Assessment chart

Timing

Tool
Session Activities Criteria Comments

Homework: Uploading
the presentations on the
H
discussion forum, and
commenting them.
Elaborate different kind of Teacher checks that
written or oral texts in a students have
Homework: My class blog H Gradebook
semi-controlled way. written at least 3
Use of ICTs. posts on their web.
What makes a good oral
presentation?: Matching
rubric category with its
20'
definition, and deciding
the order of importance
on digital board.
A. Reinvent yourself!

Voki: Creating an Use of ICTs. Teacher

speaking avatar observation
describing itself, and 25' Gradebook
uploading it on the
forum.
Homework: Commenting
H
other Vokis.
Elaborate different kind of Teacher checks that
written or oral texts in a students have
Homework: My class blog H Gradebook
semi-controlled way. written at least 3
Use of ICTs. posts on their web.
Guess the continent:
Deciding which continent
5'
each word cloud refers
to.
Become experts: Reading
a text about cultural
10'
stereotypes on one
continent.
Participate actively in Teacher
conversations in the observation
B. Presenting cultural stereotypes

classroom.
Use of formal and informal
Information quest: Asking language in written and oral
for information on the communication.
10' Gradebook
other texts to complete a
grid. Understand general and
specific information in
written texts.
Participate actively in
collaborative work.
Homework: Writing on Elaborate different kind of Teacher
the forum about the most written or oral texts in a observation
H Gradebook
surprising cultural semi-controlled way.
stereotype. Use of ICTs.
Elaborate different kind of Teacher checks that
written or oral texts in a students have
Homework: My class blog H Gradebook semi-controlled way. written at least 3
Use of ICTs. posts on their web.

36
Nothing is what it seems Assessment chart

Timing

Tool
Session Activities Criteria Comments

Jumbled song: Putting the

verses in order, and
25'
commenting the ideas on
stereotypes from it.
C. Sing against stereotypes!

Use of acquired knowledge Teacher makes sure

about the linguistic system that students have
Translators for a day: of the foreign language in translated by
Translating one of the 25' Performance different communicative themselves, and
given songs. contexts, as a self-learning they have not
tool. copied.
Use of ICTs.
Elaborate different kind of Teacher checks that
written or oral texts in a students have
Homework: My class blog H Gradebook
semi-controlled way. written at least 3
Use of ICTs. posts on their web.

Comment: As the whole unit is digital (Wikispaces), the assessment criteria “Use of ICTs” would be applied to all the
activities. However, we have only included it in the grid in those activities with an extra use of ICTs.

37
ANNEXES
Nothing is what it seems Annexes

ANNEX 1
SOURCES

IMAGES

 All photographs appearing in this unit were on Flickr (www.flickr.com) under

a Creative Commons licence.

 Picture in Session 4, Activity 4.1: Rocío Morales Herrero.

 All word clouds created with Wordle (www.wordle.net).

VIDEOS

 Video Stereotypes kill ideas (Session 1, Activity 1.2):

Hum.as a.k.a. cHappy!

 All videos in Session C: YouTube (www.youtube.com),

subtitled with dotSUB (dotsub.com).

Teacher’s Book 39
Nothing is what it seems Annexes

ANNEX 2
ASSESSMENT TOOLS

WRITING ASSESSMENT RUBRIC

To be used to mark Homework 2.1 (see CD: Assessment/Rubric_H2-1.pdf).

2 points 1.5 points 1 points 0.5 point

SCORE
(Excellent) (Good) (OK) (Poor)

There is one
Main idea is
clear, well- Purpose and
clear, focused Lacks central
focused topic. main idea may
and interesting. idea;
Main idea be unclear and
Ideas & Content It is supported development is
stands out and cluttered by
with minimal or non-
is supported by irrelevant
appropriate existent.
detailed detail.
detail.
information.

Details are
Text is
placed in a
effectively
logical order, Some details Many details are
organized in
but the way in are not in a not in a logical
logical and
which they are logical or or expected
creative
Organization presented/ expected order, order. There is
manner. It
introduced and this little sense that
effectively
sometimes distracts the the writing is
keeps the
makes the reader. organized.
interest of the
writing less
reader.
interesting.

Writer makes
Writer makes no Writer makes 1- Writer makes 4-
more than 6
errors in 3 errors in 6 errors in
errors in
grammar or grammar or grammar or
grammar or
Correctness spelling that spelling that spelling that
spelling that
distract the distract the distract the
distract the
reader from the reader from the reader from the
reader from the
content. content. content.
content.

Most sentences
All sentences sound natural
Almost all
sound natural and are easy-
sentences sound The sentences
and are easy- on-the-ear
natural and are are difficult to
on-the-ear when read
easy-on-the-ear read aloud
when read aloud, but
when read because they
aloud. Each several are
aloud, but 1 or sound awkward,
sentence is inconsistent or
Appropriateness 2 are stiff and are distractingly
clear and has an difficult to
awkward or repetitive, or
obvious understand.
difficult to difficult to
emphasis. Words are
understand. understand.
Words are monotonous,
Language is Limited range
precise and often
functional and of words.
carefully repetitive,
appropriate.
chosen. sometimes
inappropriate.

Teacher’s Book 40
Nothing is what it seems Annexes

GROUP WRITING ASSESSMENT RUBRIC

To be used to mark Activity 4.2 (see CD: Assessment/Rubric_4-2.pdf).

2 points 1.5 points 1 points 0.5 point

SCORE
(Excellent) (Good) (OK) (Poor)

There is one
clear, well- Main idea is
Purpose and Lacks central
focused topic. clear, focused
main idea may idea;
Main idea stands and interesting.
Ideas & Content be unclear and development is
out and is It is supported
cluttered by minimal or non-
supported by with appropriate
irrelevant detail. existent.
detailed detail.
information.

Details are
Text is placed in a
effectively logical order, Many details are
Some details are
organized in but the way in not in a logical
not in a logical
logical and which they are or expected
or expected
Organization creative presented/ order. There is
order, and this
manner. It introduced little sense that
distracts the
effectively keeps sometimes the writing is
reader.
the interest of makes the organized.
the reader. writing less
interesting.

Writer makes
Writer makes no Writer makes 1-3 Writer makes 4-6
more than 6
errors in errors in errors in
errors in
grammar or grammar or grammar or
grammar or
Correctness spelling that spelling that spelling that
spelling that
distract the distract the distract the
distract the
reader from the reader from the reader from the
reader from the
content. content. content.
content.

Most sentences
Almost all
sound natural
All sentences sentences sound The sentences
and are easy-on-
sound natural natural and are are difficult to
the-ear when
and are easy-on- easy-on-the-ear read aloud
read aloud, but
the-ear when when read because they
several are
read aloud. Each aloud, but 1 or 2 sound awkward,
inconsistent or
Appropriateness sentence is clear are stiff and are distractingly
difficult to
and has an awkward or repetitive, or
understand.
obvious difficult to difficult to
Words are
emphasis. Words understand. understand.
monotonous,
are precise and Language is Limited range of
often repetitive,
carefully chosen. functional and words.
sometimes
appropriate.
inappropriate.

All group There is one Only half of the Most of the work
members member who has members of the has been done
Group work
participate not worked on group have just by one
equally. the participated. student.
presentation.

Teacher’s Book 41
Nothing is what it seems Annexes

ORAL PRESENTATION ASSESSMENT RUBRIC

To be used to mark Activity 5.1 (see CD: Assessment/OralPresentation-rubric.pdf).

4 points 3 points 2 points 1 point

SCORE
(Excellent) (Good) (OK) (Poor)

The visual The visual support

The support of The visual
support of the of the
the presentation support of the
presentation is presentation is
1. Appearance is visually presentation is
appropriate, but very poor and not
organized and incomplete or
there are some directly related to
complete. bad-organized.
lacks. the topic.

The topic is Students seem

clearly The topic is to have some Students do not
explained, and properly doubts about seem to know the
2. Content students show a explained, but the content, topic. The
full not always in a and this is not presentation is
understanding clear way. clearly confusing.
of it. explained.

The support of The support of The support of

The support of
the presentation the presentation the presentation
the presentation
has a few has misspellings has a lot of
has no
3. Correctness misspellings or or grammatical important
misspellings or
grammatical errors, and 1-2 misspellings or
grammatical
errors, but not are basic grammatical
errors.
basic mistakes. mistakes. errors.

Students speak
Students read Students read Students only
clearly and can
some sentences, most of the read the text, and
be easily
but they have sentences, and they have
4. Fluency understood.
no important there some difficulties
They speak
problems with moments of pronouncing most
without reading
the other ones. silence. of the words.
notes.

There is one
All group Only half of the Most of the work
member who
members members of the has been done
5. Group work has not worked
participate group have just by one
on the
equally. participated. student.
presentation.

Students The
The There is no logical
present presentation
presentation is order in the
information in a misses some
unbalanced, and presentation, and
6. Organization logical way. examples, or
some parts of it its parts are
Pertinent some parts of it
do not follow a completely
examples, facts, are not well
logical order. unbalanced.
etcetera. organized.

Students use Students mix

Students only
Students only English most of English with their
7. Use of use English, but
use English, and the time, but first language,
some sentences
English mainly complete with some and make many
are incomplete
sentences. important important
or incorrect.
mistakes. mistakes.

Teacher’s Book 42
Nothing is what it seems Annexes

A.3. CD Index

CD/
TU-STUDENT-NothingWhatSeems-MoralesVillagrasa.pdf
TU-TEACHER-NothingWhatSeems-MoralesVillagrasa.pdf
/Assessment
/Rubric_H2-1.pdf
/Rubric_4-2.pdf
/OralPresentation-rubric.pdf
/Materials
/Session1
/1-What are stereotypes.pps,
/Activity_1-5.pdf
/Homework_1-1.pdf
/Session1-3.pps
/STEREOTYPES KILL IDEAS.mp4
/Session2
/Activity_2-2.pdf
/Session1_HWcorrection.pdf
/Session3
/Activity_3-1.pdf
/Activity_3-2.pdf
/Activity_3-3.pdf
/Session4
/Activity_4-3.pdf
/Session5
/OralPresentation-questionnaire.pdf
/SessionA
/Activity_A-1.doc
/SessionB
/Activity_B-1.pdf
/Activity_B-2.pdf
/Activity_B-3.pdf
/SessionC
/Activity_C-1.pdf
/Wikispaces
/Nothing is what it seems-home.url
/ serreta-test.zip

Teacher’s Book 43