PRZYKŁADOWE
KARTY PRACY
I TEKSTY
DO WYKORZYSTANIA
PODCZAS ZAJĘĆ
144
MODUŁ 1:
NASZE UBIORY NASZE WYBORY
(„ARE WE WHAT WE WEAR?”)
145
PROS AND CONS1 OF SCHOOL UNIFORMS
Some people think school uniforms are the best school outfit, others hate them. Here are some
arguments of both groups:
When students wear school uniforms
they look nicer and come to school in
appropriate clothing. There is no
fashion show at school, which may
distract1 from learning - kids do not
spend time focusing2 on their clothes
School uniforms help keep
but on homework.
There aren’t so many fights at
school discipline. There are fewer3
school. Children very often
discipline problems. It is difficult for the
argue over fashionable clothes.
teacher to manage 20-30 people in
Well-off6 children who can
class. When children wear school
afford7 name brand clothes
uniforms they seem to be better
tease those who do not have
and less naughty .
trendy clothes. Schools report
that school uniforms help
prevent8 such arguments.
A child in a school uniform is more
likely9 to take school seriously. The school
uniform signals he or she is going to school just like
dad is going to work. Reports say that when
students dress in “work clothes” rather than “play
Some students hate all
rules4. When we force them
to wear school uniforms they
become aggressive. They do
not want to look like other
students so they try to
change their school uniform,
clothes” they treat their studies more seriously.
School uniforms kill individuality and
creativity. Some students hate all rules. When
they have to wear school uniforms they
become aggressive. They do not want to look
like other students.
5
and teachers have to deal
School uniforms help
build school spirit. They give
with such problems.
students a feeling of belonging.
Designer clothes11 or the latest
fashions are not the only way to
express individuality. School
uniforms do not kill individuality
or creativity. School uniforms
are a bargain12. They are less
expensive than many other
clothes.
There is no evidence that school uniforms
improve school discipline or promote better
146 results at school. Dress does not help learning.
VOCABULARY WORK:
Na podstawie kontekstu spróbuj odgadnąć znaczenie wyrazów i wyrażeń podanych poniżej. Połącz je z
ich polskimi odpowiednikami
1
distract
focusing
3
fewer
4
rules
5
have to
6
well-off
7
afford
8
prevent
9
be more likely
10
designer clothes
11
bargain
12
evidence
2
………
………
………
………
………
………
………
………
………
………
………
………
………
………
………
………
………
………
………
………
………
………
………
………
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
pozwolić sobie na coś
być prawdopodobnym
muszą
okazja
dobrze sytuowani
ubrania od projektantów
skupiając się na
reguły, zasady
odciągać uwagę
dowody (na coś)
mniej
zapobiegać
READING COMPREHENSION:
Określ czy poniższe zdania są prawdziwe czy fałszywe. Zakreśl kółkiem właściwą odpowiedź:
1. School uniforms are like work uniforms.
T/F
2. Poor children feel bad in their own clothes.
T/F
3. School uniforms are expensive, only rich parents can afford them.
T/F
4. Students who wear school uniforms feel proud of their school.
T/F
5. School uniforms help develop creativity and manifest individuality.
T/F
6. When you wear a uniform for school your results are better.
T/F
Listening Task: Students Speak Out Against Uniforms
Match the speakers with their opinions
1
Some people still show off wearing posh, fashionable, expensive
clothes under the uniform.
2
Introducing uniforms is a waste of time.
3
School uniforms don’t solve any problems.
4
School uniform doesn’t hide differences between people. Only
some people are cool.
5
We cannot express ourselves in the way we want.
Speaker 1
.......
Speaker 2
.......
Speaker 3
.......
Speaker 4
.......
.......
6
School uniforms will not change anything.
Speaker 5
.......
.......
7
Discipline does not improve because of uniforms
Speaker 6
.......
.......
8
Wearing a school uniform doesn’t stop fights or getting bad
marks.
Speaker 7
.......
9
School uniforms don’t help in anything.
.......
10 Instead of school uniforms we should have a special dress code.
11
School uniforms aren’t comfortable
147
GRAMMAR PRACTICE:
to be likely to do something – (o osobie) prawdopodobnie coś zrobić
ex ample: Robert prawdopodobnie wyjedzie do Londynu w poniedziałek.
Robert is likely to leave for London on Monday.
Przetłumacz:
1.
2.
3.
4.
5.
Mary prawdopodobnie napisze e-mail do swojej kuzynki.
Oni prawdopodobnie przegrają ten mecz.
Nasi rodzice prawdopodobnie wrócą do domu o północy.
Ja prawdopodobnie oglądnę ten film.
Wy prawdopodobnie przeczytacie tę książkę.
to be able to do something – móc/być w stanie coś zrobić
ex ample: I (not/help) …………………………….. you.
I am not able to help you.
Uzupełnij zdania wyrażeniem be able to i czasownikiem z nawiasu:
1. Tom is very tired. He (not/do) ……………………………………… his homework.
2. The boys (win) …………………………………. a very difficult match yesterday.
3. Mum (help) ………………………………………. with this Maths homework.
4. I (not/sleep) …………………………………….. last night.
5. They (repair) …………………………………….. our old clock.
Stopniowanie przymiotników
I. Wstaw przymiotniki z nawiasów w stopniu najwyższym:
1. Which is (long) …………………………………………… river in the world?
2. Who is (beautiful) …………………………………………… actress in Hollywood?
3. Which animal is (fast) …………………………………………… on land?
4. Where is (high) …………………………………………… mountain in the world?
5. What is (expensive) …………………………………………… car in the world?
II. Wstaw przymiotniki z nawiasów w stopniu wyższym:
1. Mary is (tall) …………………………………………… than Monica.
2. A whale is (big) …………………………………………… than a dolphin.
3. New York is a (busy) …………………………………………… city than Warsaw.
4. This bus is (crowded) …………………………………………… than that.
5. Pandas are (fat) …………………………………………… than koalas.
III. Użyj właściwej formy przymiotników w nawiasach:
1. Miles has (good) …………………………………………… clothes in our class.
2. This dress is certainly (interesting) …………………………………………… than that.
3. Which is (bad) ……………………………………… a school uniform or baggy clothes?
4. This skirt is (green) …………………………………………… than that.
5. Which trousers are (nice) …………………………………………… these or those?
148
6. ARGUMENTS FOR AND AGAINST SCHOOL UNIFORMS
7.
(to be used for discussion if students have problems with coming up with their own arguments)
8.
PROS
CONS
School uniforms save parents’ money.
School uniforms are expensive and
children do not use them outside school
School uniforms save time. Kids in the
morning do not have think what to wear.
School uniforms cut down on a student’s
individuality.
Kids whose parents have no money to buy
them the newest fad, may be embarrassed
or harassed because of their unfashionable
clothes.
School uniforms are not safe.
One example: if one student attacks
a younger student the victim may not be
able to describe the attacker
Kids social standing would be based more
on individual character and less their
economic status.
Lots of gangs use clothes to identify
themselves and other gangs. Schools also
need identity.
School uniforms are not safe.
Another example: During a natural
disaster: Earthquake, Tornado, etc,...
How can parents find their children?
They can recognize the clothes they were
wearing, when they left home.
Some kids use baggy clothes to hide
weapons and drugs. In school uniforms
they can’t hide anything
School is preparation for adult life and
work. The “dress code” makes people wear
uniforms or specific clothes for work.
School uniforms are “dress code” for
school, and it’s good to wear them to
prepare for adult life.
School uniforms send a clear early-life
message to students that conformity is
important and creativity is not. Students
learn from uniforms that their
individuality, political opinions and
religious rights are unimportant
Uniforms make it easy to identify kids who
belong to the school and those who don't.
Adapted from: http://www.youdebate.com/DEBATES/school_uniforms.HTM
149
The listening task KEY:
1
Some people still show off wearing posh, fashionable,
expensive clothes under the uniform.
Speaker 2
2
Introducing uniforms is a waste of time.
Speaker 6
3
School uniforms don’t solve any problems.
Speaker 4
4
School uniform doesn’t hide differences between people. Only
some people are cool.
Speaker 5
5
We cannot express ourselves in the way we want.
Speaker 1
Speaker 1
..5..
Speaker 2
..8..
Speaker 3
..9..
Speaker 4
..3..
..6..
6
School uniforms will not change anything.
Speaker 4
Speaker 5
..4..
..11..
7
Discipline does not improve because of uniforms
Speaker 7
Speaker 6
..10..
..2..
8
Wearing a school uniform doesn’t stop fights or getting bad
marks.
Speaker 2
Speaker 7
..7..
9
School uniforms don’t help in anything.
Speaker 3
10
Instead of school uniforms we should have a special dress code.
Speaker 6
11
School uniforms aren’t comfortable
Speaker 5
..1..
150
MODUŁ 2:
JAK ŻYĆ W ZGODZIE Z NATURĄ?
(„ARE WE NATURE FRIENDLY?”)
151
ENVIRONMENT
Michael Jackson - Earth Song (listening task)
Listen to and watch Michael Jackson’s “Earth Song” clip and circle the words you hear:
RAIN
PEOPLE
CRYING
SUN
STARS
DREAMS
LAND
MOON
WHALES
MEN
EARTH
POLLUTION
PEACE
ELEPHANTS
LIONS
SEAS
ANIMALS
DOLPHINS
PANDAS
WAR
CHILDREN
PLAYING
HAPPY
THE KEY:
RAIN
PEOPLE
CRYING
SUN
STARS
DREAMS
LAND
MOON
MEN
EARTH
POLLUTION
PEACE
LIONS
ELEPHANTS
SEAS
ANIMALS
DOLPHINS
WHALES
PLAYING
152
PANDAS
WAR
CHILDREN
HAPPY
Michael Jackson - Earth Song lyrics
What about sunrise
I used to dream
(What about us)
What about rain
I used to glance beyond the
We're ravaging the seas
What about all the things
stars
(What about us)
That you said we were to
Now I don't know where we
What about forest trails
gain...
are
(ooo, ooo)
What about killing fields
Although I know we've drifted
Burnt despite our pleas
Is there a time
far
(What about us)
What about the holy land
What about all the things
That you said was yours and
Aaaaaaaaah Oooooooooh
(What about it)
mine...
Aaaaaaaaah Oooooooooh
Torn apart by creed
Did you ever stop to notice
Aaaaaaaaah Oooooooooh
(What about us)
All the blood we've shed
Aaaaaaaaah Oooooooooh
What about the common man
(What about us)
before
Did you ever stop to notice
Hey
Can't we set him free
(What about us)
This crying Earth its weeping
what about yesterday
What about children dying
(What about us)
(What about us)
Aaaaaaaaah Oooooooooh
What about the seas
Can't you hear them cry
Aaaaaaaaah Oooooooooh
(What about us)
(What about us)
The heavens are falling down
Where did we go wrong
What have we done to the
(What about us)
(ooo, ooo)
world?
I can't even breathe
Someone tell me why
Look what we've done.
(What about us)
(What about us)
What about all the peace,
What about everything
What about baby boy
That you pledge your only son?
(What about us)
(What about it)
What about flowering fields?
I given you
What about the days
Is there a time?
(What about us)
(What about us)
What about all the dreams,
What about nature's worth
What about all their joy
That you said was yours and
(ooo, ooo)
(What about us)
mine?
It's our planet's womb
What about the man
(What about us)
(What about us)
Did you ever stop to notice,
What about animals
What about the crying man
All the children dead from
(What about it)
(What about us)
war?
We've turned kingdoms to
What about Abraham
Did you ever stop to notice,
dust
(What was us)
This crying Earth its weeping
(What about us)
What about death again
shores?
What about elephants
(ooo, ooo)
(What about us)
Do we give a damn
shores?
Aaaaaaaaah Oooooooooh
Have we lost their trust
Aaaaaaaaah Oooooooooh
(What about us)
What about crying whales
http://www.elyrics.net/read/m/michael-jackson-lyrics/earth-song-lyrics.html
153
Aaaaaaaaah Ooooooooh
Reading comprehension task (video: China Celebrates Status As Number One Polluter):
1
CHINA CELEBRATES BEING
........
A
100 WIDOW SMOG DANCE
2
SMOG FILLED SKIES SHOW
........
B
3
COURTESY EMBASSY OF CHINA:
........
C
TO REMAIN RELEVANT ON WORLD
STAGE
4
COURTESY EMBASSY OF
........
D
5
COURTESY EMBASSY OF CHINA:
“ACID RAIN UPON
........
CHINA WILL INCREASE
POLLUTION LEVELS AS NEEDED
........
6
E
F
NAMED NUMBER ONE IN POLLUTION.
MY WINDOW” BEIJING YOUNG
PEOPLE’S VOCAL GROUP.
CHINA’S LEVEL OF MODERNIZATION.
CHINA: FLIGHT OF THE COAL ASH
DRAGON
Vocabulary work:
Połącz hasła z bannera wiadomości telewizji ONN (Onion News Network) z ich polskim
tłumaczeniem.
1. CHINA CELEBRATES BEING NAMED NUMER ONE IN POLLUTION.
2. SMOG FILLED SKIES SHOW CHINA’S LEVEL OF MODERNIZATION.
3. COURTESY EMBASSY OF CHINA: MARCH OF THE SMOKESTACK BRIGADE.
4. COURTESY EMBASSY OF CHINA: 100 WIDOW SMOG DANCE
5. COURTESY EMBASSY OF CHINA: FLIGHT OF THE COAL ASH DRAGON
6. COURTESY EMBASSY OF CHINA: “ACID RAIN UPON MY WINDOW” BEIJING YOUNG
PEOPLE’S VOCAL GROUP.
7. CHINA WILL INCREASE POLLUTION LEVELS AS NEEDED TO REMAIN RELEVANT ON
WORLD STAGE
1. ...... 2. ...... 3. ...... 4. ...... 5. ...... 6. ...... 7. ......
a. Zasnute chmurą smogu niebo jest oznaką poziomu modernizacji.
b. Dzięki uprzejmości ambasady Chin: taniec 100 wdów w smogu.
c. Dzięki uprzejmości ambasady Chin: marsz brygady kominowej.
d. Chiny podniosą poziom zanieczyszczeń do wysokości pożądanej do pozostania w światowej
czołówce.
e. Dzięki uprzejmości ambasady Chin: „Kwaśny deszcz na moim oknie” dziecięca grupa wokalna z
Pekinu.
f. Dzięki uprzejmości ambasady Chin: lot latawca „Smok odpadów węglowych”.
g. Chiny świętują ogłoszenie ich największym trucicielem na świecie.
154
Na podstawie powyższych haseł i ich tłumaczeń połącz angielskie słówka z ich polskimi
odpowiednikami – osobno w grupie A i osobno w grupie B:
A
pollution
level
smokestack
widow
B
flight
ash
acid rain
remain
wdowa
komin fabryczny
zanieczyszczenie
poziom
popiół
pozostać
kwaśny deszcz
lot
Powyższe ćwiczenia mogą być wprowadzeniem do filmów: „China celebrates Status As Number One Polluter”,
który jest satyrą na ogromne przemysłowe zanieczyszczenia środowiska w Chinach i „BBC News - China among
worst polluters” – raportu na temat stanu środowiska w Chinach. Oprócz słów podanych w ćwiczeniu II. Warto
wprowadzić słownictwo niezbędne do poprawnego wykonania ćwiczeń na rozumienie ze słuchu opartych na tych
filmach, dostępnych na serwerze youtube.com . Gramatyka – the Present Perfect Tense, the Future Simple
Tense, stopniowanie przymiotników (stopień najwyższy, formy nieregularne)
Listening comprehension tasks:
I. BBC News - China among worst polluters:
Decide whether the following statements are true or false.
1. China is one of the least polluted nations on earth
T/F
2. China’s leaders have promised to clean up the environment many times so far
T/F
3. Nothing has changed for 3 years.
T/F
4. China has a place among 100 most polluted nations in the world.
T/F
5. There are more polluted cities and waterways in China than in any other country
in the world.
T/F
6. China emits the most greenhouse gases in the world.
T/F
7. Environment is more important for China than economic development.
T/F
China Celebrates Status As Number One Polluter
Choose the correct option:
1. This is the news programme of the .......... television
a. BBC
b. CNN
c. ONN
2. The news of the day is that China is the .......... country in the world.
a. cleanest
b. most polluted
c. richest
3. The guest of the programme is the Chinese .......... .
a. ambassador
b. prime minister
c. President
4. .......... of China has acid rain.
a. 13%
b. 30%
c. 50%
5. .......... of the world’s 20 most polluted cities are in China.
a. 16
b. 18
c. 20
6. Because of air pollution almost ......... people will die of cancer in China this year.
a. 1000
b. 1 million
c. 10 million
7. Chinese people can build anything, even ......... .
a. a mountain and a forest b. a river and a forest
155
c. a mountain and a river
THE KEY:
II.
1.
2.
3.
4.
5.
China BBC: Decide whether the following statements are true or false.
China is one of the least polluted nations on earth
China’s leaders have promised to clean up the environment many times so far
Nothing has changed for 3 years.
China has a place among 100 most polluted nations in the world.
There are more polluted cities and waterways in China than in any other country
in the world.
6. China emits the most greenhouse gases in the world.
7. Environment is more important for China than economic development.
T/F
T/F
T/F
T/F
T/F
T/F
T/F
China celebrates Status As Number One Polluter. Choose the correct option:
1. This is the news programme of the .......... television
b. BBC
b. CNN
c. ONN
2. The news of the day is that China is the .......... country in the world.
a. cleanest
b. most polluted
c. richest
3. The guest of the programme is the Chinese .......... .
a. ambassador
b. prime minister
c. President
4. .......... of China has acid rain.
a. 13%
b. 30%
c. 50%
5. .......... of the world’s 20 most polluted cities are in China.
a. 16
b. 18
c. 20
6. Because of air pollution almost ......... people will die of cancer in China this year.
a. 1000
b. 1 million
c. 10 million
7. Chinese people can build anything, even ......... .
a. a river and a forest
b. a mountain and a forest
c. a mountain and a river
China celebrates Status As Number One Polluter – transcript:
World news on Onion News Network
Michael Bannon (newsreader):
Turning to world news now, party officials in Beijing are celebrating the findings of the UN study, which for the first time ever listed
China as the world’s number one producer of air pollution. Joining us now, from the Chinese embassy to discuss the study, is ambassador Hsu
Lan-Ning. “Thank you, for being with us, Mr. Ambassador, today.” “Thank you for having me. It is a very proud day for my country. The labour
of the people had made the sky black. With the smoker progress we are overjoyed. We are looking now at the skyline of Huinan. And, you’ve
called the smog levels there, Sir, a grand symbol of Chinese supremacy.” “Yes” “That looks really polluted.” “Thank you. The sky over China is
now a rainbow of greys reflecting all the shades of our prosperity.” “And your celebration of this new ranking included a parade in a coal rich
manufacturing center of Yunnan. We’re seeing a video of that here right now. Looks like quite a parade you’ve got there.” “Yes, there was a
hundred widow smog dance, a magnificent coal ash dragon kite, and littlest* children sang a song to the spirits of poisoned fish. “And here’s
the Beijing young people’s vocal group performing an ode to acid rain, which – I’m told – falls on 30% of China, That’s quite an achievement.”
“Yes, we are very proud of that. We have sixteen of the world’s 20 most air polluted cities. We have the most.” “And if emission level’s up,
what effect does it have on the people’s health?” “A very big effect! Close to one million people will die of cancer in China this year. Cancer is
a very modern disease.” “In fact, the UN report called this figure startling and noteworthy”. “It was very kind of them. Chinese people will not
be stopped by anything. If pollution ruins a river we will build a new river. If pollution destroys a mountain we will build a new mountain. The
world cannot ignore our prosperity.””All right, thank you ambassador Hsu. Again congratulations on your rank.”
*”littler/ the littlest” can be used as an example of wrong comparative/superlative form of “little” as opposed to “smaller/the smallest”.
Hold Big Polluters Accountable:
Krótki film reklamujący działalność amerykańskiej agencji EPA. Można go pokazać jako przykład kampanii społecznej na rzecz
ochrony środowiska.
EPA or USEPA (the U.S. Environmental Protection Agency) – an agency of the federal government of the United States. It works
to protect human health and the environment. Its activities include writing and enforcing regulations based on laws passed by
Congress. The EPA began operation on December 2, 1970. Lisa P. Jackson is the current Administrator of EPA. The agency
employs about 18,000 people.
156
Read the pledge below. Decide in groups what kind of pledges you could take and spread in your own
environment (school, class, family and friends). How could you do it?
Pledge “Nobagthanks”
"I will not take plastic bags from the supermarket or corner shop, and will
try to carry a reusable bag with me at all times but only if 50 other people
will do the same, and encourage others to join in too."
— Adele Prince, North London
Deadline to sign up by: 1st April 2007
62 people signed up (12 over target)
More details
I'm just fed up of how readily we take plastic bags at the shop, and how eager the shop
assistants are to pack our stuff before we can say anything. These bags will not go away, so
we need to try and change the way we approach our day-to-day shopping trips and be a bit
more thoughtful in our planning.
Let's put a stop to the bag mountains seeping out from behind kitchen cupboard doors
everywhere! Just say no!
http://www.pledgebank.com/Nobagthanks
157
MODUŁ 3:
REKLAMA DŹWIGNIĄ HANDLU
(„ADVERTISING DRIVES TRADE”)
158
Watch the video “Advertising – What psychological tricks do they use?” and circle the ones that
appear:
CARS
TOYS
HOMEWARE
WINE
MAGIC
JOHNSON
BASKETBALL
PLAYERS
A SCIENTIST
RACE DRIVERS
AVON
FOOTBALLERS
AEROPLANES
WHISKEY
TUPPERWARE
LEMONADE
Match the five principles mentioned by Robert Cialdini with the explanations:
1. Reciprocation
a. when you support an idea in small things, you will probably
support it in bigger ones too (e.g. when they ask you for donation)
2. Scarcity
b. if you like the person who sells something to you, it is more
probable that you will buy the product.
3. Authority
c. if you hear about a product from someone you consider an
expert, you will believe it’s good and buy it.
4. Commitment
d. when someone does something nice to you, you feel that you
have to do something nice back (e.g. buy a product)
5. Liking
e. when you know that the product will not be on sale for long or
that there are few items left – you are more likely to buy it.
1. ..........
2. ..........
3. ..........
4. ..........
5. ..........
Now, guess the meaning of the names of the principles in Polish:
1. reciprocation – ............................................................................................................................
2. scarcity – .....................................................................................................................................
3. authority – ...................................................................................................................................
4. commitment – ..............................................................................................................................
5. liking - ...........................................................................................................................................
Video: http://www.youtube.com/watch?v=XtvHNfomZL8
159
The KEY
CARS
TOYS
HOMEWARE
WINE
BASKETBALL
PLAYERS
A SCIENTIST
RACE DRIVERS
AVON
FOOTBALLERS
AEROPLANES
WHISKEY
1. D
MAGIC
JOHNSON
2. E
TUPPERWARE
LEMONADE
3. C
4. A
5. B
Now, guess the meaning of the names of the principles in Polish:
1. reciprocation – WZAJEMNOŚĆ
2. scarcity – BRAK, NIEDOBÓR
3. authority – AUTORYTET
4. commitment – ODDANIE
5. liking – UPODOBANIE
Advertising - What psychological tricks do they use? (Script)
There are many more professionals using strategies of influence than there are psychologists studying them. The
goal is very simple: they want us to say “Yes”, “Yes I want it”, “Yes I need it”, “Yes I want to be the right kind of
person”, “Yes I’ll buy it”.
Psychologist Robert Cialdini of Arizona State University spent 3 years examining the universal principles and tactics
of these influence professionals from the inside: as a sales trainee, fund raiser and advertising copywriter.
One of the universal principles that I found is the principle of reciprocation which suggests that we are obligated to
give back to others the form of behaviour that they have given to us. So someone does us a favour we’re
significantly more likely to say yes when they ask for a favour in return. That’s why the Hare Krishna, for example,
Society in the airport will come up to you and give you something before they ask for a donation. They can be a
flower, a book, whatever.
[voice in the advert] “...And this bottle will be produced only 2 or 3 times a decade...”
The second principle that we can talk about is the principle of scarcity. The idea that things that are rare, that are
scarce, that are diminishing in their ability to us - are more attractive. We want them more. As a consequence many
merchandisers will use strategies in which they will give us time deadlines or availability limits on the products they
want to sell. And because we can’t have it after a certain time, we want it more and we go out and buy.
Another principle we can talk about is the principle of authority. This is the idea that we’re much more willing to
follow the lead of someone who is a legitimately constituted expert or an authority.
ADVERT:
BP1: “Its reinforced for me”
BP2: “and me “
BP1: “Hey maybe it was made for both of us.”
BP2: “Must be magic.”
Magic Johnson: “That’s who this shoe was made for”
[all laughing]
160
Another principle we can talk about is the principle of commitment. The idea that once we’ve made a stand once
we’ve taken a position on an issue we’re much more willing to say yes to any request that is consistent with that
commitment So very often individuals will try to get us to make a small commitment that is consistent with the
direction they want us to go. For example a study was done in Toronto that showed if you can get people to agree to
wear a little a bell pin that says “Support your United Way”. Two weeks later they will be twice as likely to give a
donation to the United Way when the solicitors come and canvas1 the neighbourhood.
Another principle we can talk about is the principle of liking. People are much more willing to say “yes” to a request
to someone they know and like. Of course the classic example of this is the Tupperware party, where they have
arranged so that we’re saying “Yes” not to a stranger across a counter. We’re saying “Yes” to a friend or a relative
who has invited us there, and we know we’ll be getting a cut of everything we buy.
A final principle we can talk about is the principle of consensus. The idea that we are much more willing to say yes to
a request if we have information that a lot of people around us are saying “Yes” to that request so people can give us
evidence: this is the largest selling the fastest growing project.. pro...er.. product. And we’re much more willing to
say “Yes” this is something for me because everybody around us is doing so.
1
The verb CANVAS has 4 senses:
1. solicit votes from potential voters in an electoral campaign; 2. get the opinions (of people) by asking specific questions; 3. cover with canvas; 4. consider in
detail and subject to an analysis in order to discover essential features or meaning
Familiarity information: CANVAS used as a verb is uncommon
[after: http://www.audioenglish.net/dictionary/canvas.htm]
161
MODUŁ 4:
RÓŻNE OBLICZA PRZEMOCY
(„FACES OF VIOLENCE”)
162
Cut along the lines and mix them up. Let children (in groups) discuss them and decide on the
order of paper strips. Watch the video afterwards to check the order.
The boy woke up, just 13 years old,
he brushed his teeth just like he was told,
he rushed to the door and he grabbed his books,
around and around for them he looks
at the bus stop they stand over and tall
backing on him because he was helplessly small
the boy never really did fit in this school
being so different didn’t make you so cool
at breaks he would just sit all alone,
wishing his parents would come, take him home
at lunch they poured milk on his head
he walked to the office with his heart filled with dread
they would throw things at him on the bus way from school
he knew that tomorrow they’d be just as cruel
so that night he said good night to his mother
kissed his dad, talked to his little brother
He put on his shoes and he walked through the night
Until his school crept into sight
He grabbed on to the rope and he said his goodbye
For it was then he knew he wanted to die
So he took just one step and down he fell
He hung right there in front of his hell.
163
When Jon Gettle died of suicide on April 16, 2002, he left a note at the scene, which was
his middle school that "Bullying is a problem...depression is a problem". After his death,
his mom, Cathy Gettle decided to speak out about what bullying and teasing can do to a
person. She has written and given her speech to schools, churches, scout groups,
parent/teacher organizations and whoever else will listen to her. This website is
dedicated in Jon's memory in hopes of helping others.
This website was created in order to make people aware that bullying and teasing can be
a factor that makes a child depressed and in turn complete suicide, otherwise known as
"bullycide". This website contains Cathy's speech and the different places that she has
been able to speak out about the problem. It also contains a small list of articles written
by newspaper journalists about her speech and her mission to bring out of the darkness
the stigma about depression and suicide.
Please visit http://www.firstaidbycgproducts.com to take a look at the first aid and survival kits. The proceeds from
the sale of these kits are supporting the website hosting fees for the "Bullying, Teasing, Teen Suicide" website.
Welcome to Bullying, Teasing, & Teen Suicide
Jon's Activities
http://www.bullyingteasingteensuicide.com/
164
Materials for the teacher – to be used with the module:
Bullying Is a Big Problem
Every day thousands of teens wake up afraid to go to school. Bullying is a problem that affects millions of
students, and it has everyone worried, not just the kids on its receiving end. Yet because parents, teachers,
and other adults don't always see it, they may not understand how extreme bullying can get.
Bullying is when a person is picked on over and over again by an individual or group with more power,
either in terms of physical strength or social standing.
Two of the main reasons people are bullied are because of appearance and social status. Bullies pick on the
people they think don't fit in, maybe because of how they look, how they act (for example, kids who are shy
and withdrawn), their race or religion, or because the bullies think their target may be gay or lesbian.
Some bullies attack their targets physically, which can mean anything from shoving or tripping to punching
or hitting, or even sexual assault. Others use psychological control or verbal insults to put themselves in
charge. For example, people in popular groups or cliques often bully people they categorize as different by
excluding them or gossiping about them (psychological bullying). They may also taunt or tease their targets
(verbal bullying).
Verbal bullying can also involve sending cruel instant or email messages or even posting insults about a
person on a website — practices that are known as cyberbullying.
How Does Bullying Make People Feel?
One of the most painful aspects of bullying is that it is relentless. Most people can take one episode of
teasing or name calling or being shunned at the mall. However, when it goes on and on, bullying can put a
person in a state of constant fear.
Guys and girls who are bullied may find their schoolwork and health suffering. Amber began having
stomach pains and diarrhea and was diagnosed with a digestive condition called irritable bowel syndrome as
a result of the stress that came from being bullied throughout ninth grade. Mafooz spent his afternoons
hungry and unable to concentrate in class because he was too afraid to go to the school cafeteria at
lunchtime.
Studies show that people who are abused by their peers are at risk for mental health problems, such as low
self-esteem, stress, depression, or anxiety. They may also think about suicide more.
Bullies are at risk for problems, too. Bullying is violence, and it often leads to more violent behavior as the
bully grows up. It's estimated that 1 out of 4 elementary-school bullies will have a criminal record by the
time they are 30. Some teen bullies end up being rejected by their peers and lose friendships as they grow
older. Bullies may also fail in school and not have the career or relationship success that other people enjoy.
Who Bullies?
Both guys and girls can be bullies. Bullies may be outgoing and aggressive. Or a bully can appear reserved
on the surface, but may try to manipulate people in subtle, deceptive ways, like anonymously starting a
damaging rumor just to see what happens.
165
Many bullies share some common characteristics. They like to dominate others and are generally focused on
themselves. They often have poor social skills and poor social judgment. Sometimes they have no feelings
of empathy or caring toward other people.
Although most bullies think they're hot stuff and have the right to push people around, others are actually
insecure. They put other people down to make themselves feel more interesting or powerful. And some
bullies act the way they do because they've been hurt by bullies in the past — maybe even a bullying figure
in their own family, like a parent or other adult.
Some bullies actually have personality disorders that don't allow them to understand normal social emotions
like guilt, empathy, compassion, or remorse. These people need help from a mental health professional like a
psychiatrist or psychologist.
What Can You Do?
For younger kids, the best way to solve a bullying problem is to tell a trusted adult. For teens, though, the
tell-an-adult approach depends on the bullying situation.
One situation in which it is vital to report bullying is if it threatens to lead to physical danger and harm.
Numerous high-school students have died when stalking, threats, and attacks went unreported and the
silence gave the bully license to become more and more violent.
Sometimes the victim of repeated bullying cannot control the need for revenge and the situation becomes
dangerous for everyone.
Adults in positions of authority — parents, teachers, or coaches — can often find ways to resolve dangerous
bullying problems without the bully ever learning how they found out about it.
If you're in a bullying situation that you think may escalate into physical violence, try to avoid being alone
(and if you have a friend in this situation, spend as much time as you can together). Try to remain part of a
group by walking home at the same time as other people or by sticking close to friends or classmates during
the times that the bullying takes place.
Bullying Survival Tips
Here are some things you can do to combat psychological and verbal bullying. They're also good tips to
share with a friend as a way to show your support:



Ignore the bully and walk away. It's definitely not a coward's response — sometimes it can be
harder than losing your temper. Bullies thrive on the reaction they get, and if you walk away, or
ignore hurtful emails or instant messages, you're telling the bully that you just don't care. Sooner or
later the bully will probably get bored with trying to bother you. Walk tall and hold your head high.
Using this type of body language sends a message that you're not vulnerable.
Hold the anger. Who doesn't want to get really upset with a bully? But that's exactly the response he
or she is trying to get. Bullies want to know they have control over your emotions. If you're in a
situation where you have to deal with a bully and you can't walk away with poise, use humor — it
can throw the bully off guard. Work out your anger in another way, such as through exercise or
writing it down (make sure you tear up any letters or notes you write in anger).
Don't get physical. However you choose to deal with a bully, don't use physical force (like kicking,
hitting, or pushing). Not only are you showing your anger, you can never be sure what the bully will
do in response. You are more likely to be hurt and get in to trouble if you use violence against a
bully. You can stand up for yourself in other ways, such as gaining control of the situation by
walking away or by being assertive in your actions. Some adults believe that bullying is a part of
166




growing up (even that it is character building) and that hitting back is the only way to tackle the
problem. But that's not the case. Aggressive responses tend to lead to more violence and more
bullying for the victims.
Practice confidence. Practice ways to respond to the bully verbally or through your behavior.
Practice feeling good about yourself (even if you have to fake it at first).
Take charge of your life. You can't control other people's actions, but you can stay true to yourself.
Think about ways to feel your best — and your strongest — so that other kids may give up the
teasing. Exercise is one way to feel strong and powerful. (It's a great mood lifter, too!) Learn a
martial art or take a class like yoga. Another way to gain confidence is to hone your skills in
something like chess, art, music, computers, or writing. Joining a class, club, or gym is a great way
to make new friends and feel great about yourself. The confidence you gain will help you ignore the
mean kids.
Talk about it. It may help to talk to a guidance counselor, teacher, or friend — anyone who can give
you the support you need. Talking can be a good outlet for the fears and frustrations that can build
when you're being bullied.
Find your (true) friends. If you've been bullied with rumours or gossip, all of the above tips
(especially ignoring and not reacting) can apply. But take it one step further to help ease feelings of
hurt and isolation. Find one or two true friends and confide how the gossip has hurt your feelings. Set
the record straight by telling your friends quietly and confidently what's true and not true about you.
Hearing a friend say, "I know the rumour's not true. I didn't pay attention to it," can help you realize
that most of the time people see gossip for what it is — petty, rude, and immature.
What If You're the Bully?
All of us have to deal with a lot of difficult situations and emotions. For some people, when they're feeling
stressed, angry, or frustrated, picking on someone else can be a quick escape — it takes the attention away
from them and their problems. Some bullies learn from firsthand experience. Perhaps name-calling,
putdowns, or physical force are the norms in their families. Whatever the reason, though, it's no excuse for
being the bully.
If you find it hard to resist the temptation to bully, you might want to talk with someone you look up to. Try
to think about how others feel when you tease or hurt them. If you have trouble figuring this out (many
people who bully do), you might ask someone else to help you think of the other person's side.
Bullying behavior backfires and makes everyone feel miserable — even the bullies. People might feel
intimidated by bullies, but they don't respect them. If you would rather that people see your strength and
character — even look up to you as a leader — find a way to use your power for something positive rather
than to put others down.
Do you really want people to think of you as unkind, abusive, and mean? It's never too late to change,
although changing a pattern of bullying might seem difficult at first. Ask an adult you respect for some
mentoring or coaching on how you could change.
Steps to Stop Bullying in Schools
If the environment at your school supports bullying, working to change it can help. For example, there may
be areas where bullies harass people, such as in stairwells or courtyards that are unobserved by staff.
Because a lot of bullying takes part in the presence of peers (the bully wants to be recognized and feel
powerful, after all), enlisting the help of friends or a group is a good way to change the culture and stand up
to bullies.
167
You can try to talk to the bully. If you don't feel comfortable in a face-to-face discussion, leave a note in the
bully's locker. Try to point out that his or her behaviuor is serious and harmful. This can work well in group
situations, such as if you notice that a member of your group has started to pick on or shun another member.
Most people hesitate to speak out because it can be hard. It takes confidence to stand up to a bully —
especially if he or she is one of the established group leaders. But chances are the other students witnessing
the bullying behaviuor feel as uncomfortable as you do. They may just not be speaking up. Perhaps they feel
that they're not popular enough to take a stand or worry that they're vulnerable and the bully will turn on
them. Staying quiet (even though they don't like the bully's behaviuor) is a way to distance themselves from
the person who is the target.
When a group of people keeps quiet like this, the bully's reach is extending beyond just one person. He or
she is managing to intimidate lots of people. But when one person speaks out against a bully, the reverse
happens. It gives others license to add their support and take a stand, too.
Another way to combat bullying is to join your school's anti-violence program or, if your school doesn't
have one, to start one of your own.
Reviewed by: Michelle New, PhD
Date reviewed: June 2007
Originally reviewed by: D'Arcy Lyness, PhD
http://kidshealth.org/teen/your_mind/problems/bullies.html?tracking=T_RelatedArticle#
168
MODUŁ 5:
ŻYCIE MÓRZ I OCEANÓW
(„SEALIFE”)
169
Michael Jackson – Will You Be There
Hold Me
Like The River Jordan
And I Will Then Say
To Thee
You Are My Friend
Carry Me
Like You Are My
Brother
Love Me Like A
Mother
Will You Be There?
Weary
Tell Me Will You Hold
Me
When Wrong, Will You
Skold Me
When Lost Will You
Find Me?
But They Told Me
A Man Should Be
Faithful
And Walk When Not
Able
And Fight Till The End
But I'm Only Human
Everyone's Taking
Control Of Me
Seems That The
World's
Got A Role For Me
I'm So Confused
Will You Show To Me
You'll Be There For
Me
And Care Enough To
Bear Me
(Hold Me)
(Lay Your Head Lowly)
(Softly Then Boldly)
(Carry Me There)
(Lead Me)
(Love Me And Feed
Me)
(Kiss Me And Free Me)
(I Will Feel Blessed)
(Carry)
(Carry Me Boldly)
(Lift Me Up Slowly)
(Carry Me There)
(Save Me)
(Heal Me And Bathe
Me)
(Softly You Say To
Me)
(I Will Be There)
(Lift Me)
(Lift Me Up Slowly)
(Carry Me Boldly)
(Show Me You Care)
(Hold Me)
(Lay Your Head Lowly)
(Softly Then Boldly)
(Carry Me There)
(Need Me)
(Love Me And Feed
Me)
(Kiss Me And Free Me)
(I Will Feel Blessed)
[Spoken]
In Our Darkest Hour
In My Deepest
Despair
Will You Still Care?
Will You Be There?
In My Trials
And My Tripulations
Through Our Doubts
And Frustrations
In My Violence
In My Turbulence
Through My Fear
And My Confessions
In My Anguish And My
Pain
Through My Joy And
My Sorrow
In The Promise Of
Another Tomorrow
I'll Never Let You
Part
For You're Always In
My Heart.
http://www.elyrics.net/read/m/michael-jackson-lyrics/will-you-be-there-lyrics.html
170
A reading text – help in planning a scuba diving holiday.
Thursday, September 6, 2007
Preparing For A Dive ‐ Things to Do Before You Scuba Scuba diving is a sport that many people indulge in, and it is a fun experience for almost anyone, except
perhaps those who can't swim and are terrified of water. It isn't without it's risks, however, and like any
outdoor hobby or sport, injuries can be sustained, sometimes even fatal ones, by undertrained or poorly
equipped divers. For the noobies out there, here are a few preparatory steps that you must take and some
information you need to make sure that you can enjoy your first dive in safety.
Certification and Training - take up a course that actually gives you certification to scuba dive. If you're
just doing scuba for kicks however, like maybe just renting gear out at a beach resort while on vacation, then
make sure you are accompanied by one a professional instructor when you do your dive. Also, keep in mind
that scuba divers must have skills in swimming and snorkelling as prerequisites for scuba diving. If you're
not proficient in both of these areas, it's best to try them out first before doing something as serious and
complex as scuba.
Equipment Checks - make sure that your equipment is in proper working order. As stated earlier, get
proper training before doing a dive. Part of any good scuba instructional course includes the care and
maintenance of equipment, as well as spotting potential weaknesses in equipment that can lead to it's failure
underwater. Many divers have suffered accidents during dives due to faulty air lines, but aside from that be
sure to check the rest of your equipment just as thoroughly, down to your compass and first aid kit.
First Aid - you'll need special training in treating underwater injuries, as well as the ability to recognize the
signs and symptoms of common maladies incurred by divers, which include hypothermia, decompression
sickness, and in hot weather, heat stoke and dehydration. Make sure your first aid kit is well stocked before
the dive.
Know Ascents and Descents - part of diving successfully is to keep a pressure gauge and depth gauge that
monitors water pressure around you and the depth you're at. Water pressure increases drastically the deeper
you go, and divers can sometimes suffer dizziness, shortness of breath, nausea, and muscle cramps from
descending too quickly. On the opposite note, even with a good, controlled descent, a rapid ascent can also
lead to system shock and trauma if the diver just suddenly dumps his diving weights and rockets to the
surface. The body won't be able to adjust to the sudden lack of pressure, especially once the diver leaves the
water.
Buddy Diving - never dive alone if you're a noobie. Always have a more experienced and trained diver with
you. Keep your buddy in sight at all times, and be sure to follow his or her lead once the dive begins. Do
NOT go off on your own, no matter how safe the surrounding waters seem to you. Tempting as it may sound
for the adventurous, even if you and a friend take the same scuba course at the same time, remember that he
or she does NOT count as a diving buddy if you're both noobies. There's nothing more dangerous in any
outdoor exploratory sport than a pair of people blundering around in a dangerous environment.
Communication - learn the hand signals used underwater by divers to communicate. Even with a high tech
open face scuba mask that has an integral comm radio, these hand signals are a must for any diver. For one,
your radio may break down and run out of batteries. For another, you might run into a cute girl on your dive
who's not wearing a comm system...
171
Navigation - know how to navigate underwater. The training course that you take should include the
recognition and use of simple tools like an underwater compass, as well as more advanced things like using
underwater floater buoys and line markers that will allow you to backtrack to your starting point once you're
done with your dive. Losing sight of your buddy and getting lost underwater is scary, take my word for it,
and having the capability to backtrack and meet up at a predetermined rendezvous point takes a load off
your mind if this happens.
Posted by Elben Beestinger at 5:25 AM
http://scuba-diving-guides.blogspot.com/2007/09/preparing-for-dive-things-to-do-before.html
172
MODUŁ 6:
KUCHNIE ŚWIATA
(„WORLD CUISINES”)
173
TITANIC AWARDS SURVEY CURRENT STANDINGS
World’s Worst National Cuisine
1st
Britain
25.1% of votes
2nd
United States
10.3% of votes
3rd
China
3.5% of votes
4th
Russia
3.2% of votes
5th
Germany
2.6% of votes
5th
Australia
2.3% of votes
6th
Ireland
2.0% of votes
TITANIC AWARDS SURVEY CURRENT STANDINGS
World’s Most Overrated Cuisine
1st
France
49.1% of votes
2nd
Italy
9.0% of votes
3rd
United States
5.1% of votes
4th
China
4.0% of votes
5th
Britain
3.0% of votes
6th
Japan
2.6% of votes
174
MODUŁ 7:
KSIĄŻKI, KTÓRE KOCHAMY
(„THE BOOKS WE LOVE”)
175
Read the reviews of Harry Potter books and try to write your own reviews of one book (other than
Harry Potter) in 5, 7 and 10 words. Vote for the best review in your group.
http://www.scholastic.com/harrypotter/activities/review/
176
Read the interview with J.K.Rowling and complete the factfile:
J K (Joanne Kathleen) Rowling was born in
the summer of 1965 at Yate General Hospital
in England and grew up in Chepstow, Gwent
where she went to Wyedean Comprehensive.
Jo left Chepstow for Exeter University, where
she earned a French and Classics degree, and
where her course included one year in Paris.
As a postgraduate she moved to London to work at Amnesty International, doing research into
human rights abuses in Francophone Africa. She started writing the Harry Potter series during a
Manchester to London King’s Cross train journey, and during the next five years, outlined the
plots for each book and began writing the first novel.
Jo then moved to northern Portugal, where she taught English as a foreign language. She married
in October 1992 and gave birth to her daughter Jessica in 1993. When her marriage ended, she
returned to the UK to live in Edinburgh, where Harry Potter & the Philosopher’s Stone was
eventually completed and in 1996 she received an offer of publication. The following summer the
world was introduced to Harry Potter.
Jo married Dr. Neil Murray in 2001, and a brother for Jessica, David, was born in 2003. A second
sister, Mackenzie, followed in January 2005.
Selected Awards & Prizes
J K Rowling was voted author of the year at the 1999 British Book Awards (Nibbies) and won the
Booksellers Association Author of the Year award two years in a row (1998 and 1999). She won the
W H Smith Children’s Book of the Year for 2000 and in 2004, she was awarded the WH Smith’s
Fiction Award. Most recently, in 2006, Jo was Winner of the Nibbie’s (Children’s Book of the Year)
for Harry Potter and the Half-Blood Prince.
Jo was awarded an OBE for services to children's literature in June 2000 and in 2003 received
Spain’s prestigious Prince of Asturias Award for Concord. She has honorary degrees from
Dartmouth College, New Hampshire USA, University of Exeter, University of St Andrews, Napier
University, Edinburgh, and University of Edinburgh.
J K Rowling is the President of the charity One Parent Families, and the Patron of The Multiple
Sclerosis Society Scotland. She is also a co-founder and co-chair of the Children’s High Level
Group, which aims to make life better for young people in care, in Europe and ultimately all over
the world.
The Books
Harry Potter and the Philosopher's Stone was published by Bloomsbury Children's Books in June
1997 and was published as Harry Potter and the Sorcerer’s Stone in America by Arthur A. Levine
Books/Scholastic in September 1998.
The second title in the series, Harry Potter and the Chamber of Secrets, was published in July 1998
(June 2, 1999 in America) and was No. 1 in the adult hardback bestseller charts for a month after
177
publication.
http://www.scholastic.com/harrypotter/books/author/
J.K. ROWLING’S FACTFILE:
(based on the interview)
Name
Joanne Kathleen Rowling
Birth date
Birth place
University
Children
Marriages
Worked for:
Worked in:
Awards
Books
Interesting facts
about “Harry Potter”
178
MODUŁ 8:
DOMOWI ULUBIEŃCY
(„PETS”)
179
Think you know your pets? Try this true or false test courtesy of Dr. Robyn Jaynes:
1. When a dog wags its tail that means it’s happy.
2. When a cat purrs that means it’s happy.
3. Dogs like to be hugged.
4. When a cat stretches out it wants its tummy scratched.
And now read the text and see whether you were right:
The right answer to these statements, surprisingly, is that they’re all false. That’s according to a
prominent animal behaviour expert, Dr. Robyn Jaynes.
Dr. Jaynes, based in Phoenix, is the director of veterinary services for PetSmart and is the
chain’s resident dog and cat expert. She develops training protocols for all store employees and can
talk at length about the myths many people believe about pets.
1.
One of the biggest myths is that tail-wagging means a blissful dog.
“About 90 percent of people think it signifies a happy dog,” Jaynes said in a recent interview.
”That’s very wrong and could be dangerous.”
People need to be able to interpret types off wagging, she says. For example, when a Golden
Retriever is happy it wags in an erratic fashion. But a dog that’s skittish and nervous has a more
methodical, controlled movement.
2. Cat purring is also clouded in myth.
“Many cats come into clinics purring because they’re nervous,” Jaynes said. Reach for a nervous
cat and … watch out.
“If a cat comes up to you that probably means it wants to be petted,” she added. “If it stays
away, don’t approach it without asking the owner first.”
3. Another dog myth: Dogs like to be hugged.
“That’s dangerous to do,” Jaynes said. “When you grab a dog around the neck it can be threatening
to it.”
Yet another myth: People think they can reprimand a pet for a problem after the fact.
“This doesn’t work and is detrimental to the relationship between animal and human,” she said.
“They don’t understand and take it as threatening behaviour. It makes them nervous and want to
stay away from you.”
4. And another feline myth: When a cat stretches out and lays on its side, it wants to get its
belly rubbed like a dog. “Cats don’t like it like dogs,” Jaynes said.
Why do owners need to know about pet behaviour?
“There’s the safety perspective,” she said. “And you want to have a happy pet. You don’t want a
problem pet, because they are the ones who get dumped in pounds.”
Jaynes said the one thing she’d like owners to know is that pets need to start with basic training
and how to socialize with other dogs.
“ Everything stems from that,” she said. “You can train older dogs but it takes more time; you
have to get rid of the bad habits they’ve acquired.”
Take it from an old dog, she’s right.
http://blogs.denverpost.com/fetch/2009/08/16/believing-myths-about-pets-can-turn-around-and-bite-you/
180
MODUŁ 9:
POLSKA – MOJA OJCZYZNA
(„MY HOMELAND - POLAND”)
181
Please read and listen to the following text.
Is this the English flag? No, it isn't, although so many people think it is. It is in fact the Union Jack, or so its
nickname. Its real name is the United Kingdom's Flag.
This flag is a combination of the flags of:
England (the cross of St George),
Scotland (the cross of St Andrew),
and Ireland (the cross of St Patrick) .
All the flags are named after the patron saint of each country! So you see there is more to it than meets the
. It isn't just one flag after all, like most people think! Just have a look and see what happens if you
eye
put these three flags on top of each other.
To tell you the truth it shouldn't even be called the Union Jack because a jack is flown on a
jackstaff, which is a small pole on the back of a small naval ship! It should really be called the Union Flag!
Now you may ask why the Welsh dragon is nowhere to be seen on the flag. In actual fact this would be a
very good question indeed. Well, I'll let you into this little secret, too. The Welsh dragon doesn't appear on
the flag, because Wales was already united with England at the time when the first Union Flag was created,
which was in 1606. As a result of this, Wales is represented by the English Flag instead of the Welsh
dragon.
However, things might change in the near future, because each of the countries, which form the United
Kingdom, is fighting for its own independence.
Text & mp3 recording taken from: http://www.kico4u.de/english/gbinfo/unionjack.htm
182
MODUŁ 10:
SKARBY REGIONU
(„LOCAL TREASURES”)
183
Watch the video and find out the following:
1. What is the name
of the “treasure”?
2. Where is it?
3. Why is it a real
treasure?
4. Some interesting
facts about it:
(any of the “Global Treasures” Videos can be used for this task)
Watch the video and find out the following:
1. What is the name
of the “treasure”?
2. Where is it?
3. Why is it a real
treasure?
4. Some interesting
facts about it:
(any of the “Global Treasures” Videos can be used for this task)
184
PLANOWANIE
I EWALUACJA
185
Module ___ : ___________________ VOCABULARY:
PT_01a: PLANNING THE PROJECT
MATERIALS:
ACROSS-CURRICULUM:
GRAMMAR:
PROJECT ____ :
____________________
____________________
SPEAKING:
____________________
LISTENING:
WRITING:
READING:
186
Module ____ : __________________ Project ___ : ____________________________________________________
VOCABULARY
GRAMMAR
LISTENING
SPEAKING
READING
WRITING
ACROSS
CURRICULUM
MATERIALS
187
PT_01b: PLANNING THE PROJECT
PT_01a: PLANNING THE PROJECT example
Module 01 : FASHION VOCABULARY:
MATERIALS:
Internet websites
connected with the topic,
youtube.com videos,
reading texts, images of
varied fashion designs.
decrease, well-off, afford, tension,
distract, focus, bargain, swap,
pride, rules, waste of time, solve
problems, hide, improve, dress
code, comfortable.
ACROSS-CURRICULUM:
Social studies – dress code,
appearance adjusted to the
situation; taking part in
debates, finding relevant
arguments; Art – new clothes
design; History – the history
of school uniforms
SPEAKING:
Discussions, debate “for
and against school
uniforms”.
Interviewing other
students about their
opinion on school
uniforms.
WRITING:
Slogans promoting school
uniforms, descriptions of
new school uniform designs,
arguments for a debate; blog
entries.
GRAMMAR:
Comparison of adjectives;
expressions: to be likely to,
to be able to, have to;
tenses: Present Simple,
Past Simple, Present
Continuous.
PROJECT 1 :
How to persuade_____
people to wear school
uniforms?______________
LISTENING:
Students speak out against
uniforms.mp4 (source:
youtube.com)
Discussions, debate “for and
against school uniforms”.
READING:
Pros and cons of school uniforms
– reading comprehension task;
websites on school uniforms,
designs, opinions.
188
PT_01b: PLANNING THE PROJECT example
Module 01 : FASHION Project 1: How to persuade people to wear school uniforms?
decrease, well-off, afford, tension, distract, focus, bargain,
VOCABULARY swap, pride, rules, waste of time, solve problems, hide, improve,
dress code, comfortable.
GRAMMAR
Comparison of adjectives; expressions: to be likely to, to be able
to, have to; tenses: Present Simple, Past Simple, Present
Continuous.
LISTENING
Students speak out against uniforms.mp4 (source:
youtube.com)
Discussions, debate “for and against school uniforms”.
SPEAKING
Discussions, debate “for and against school uniforms”.
Interviewing other students about their opinion on school
uniforms.
READING
Pros and cons of school uniforms – reading comprehension
task; arguments for a debate; websites on school uniforms,
designs, opinions.
WRITING
Slogans promoting school uniforms, descriptions of new school
uniform designs, arguments for a debate; blog entries.
ACROSS
CURRICULUM
MATERIALS
Social studies – dress code, appearance adjusted to the situation;
taking part in debates, finding relevant arguments; Art – new
clothes design; History – the history of school uniforms
Internet websites connected with the topic; YouTube videos,
reading texts, images of varied fashion designs.
189
PS_01: PLANNING PROJECT WORK IN GROUPS
RESEARCH QUESTIONS
1. NAME:
RESPONSIBLE FOR:
TASKS TO DO
2. NAME:
MODULE ___
RESPONSIBLE FOR:
PROJECT ___:
_________________________
_________________
___________
DATE:
DATE:
3. NAME:
4. NAME:
RESPONSIBLE FOR:
RESPONSIBLE FOR:
DATE:
DATE:
6. NAME:
5. NAME:
RESPONSIBLE FOR:
RESPONSIBLE FOR:
DATE:
DATE:
190
PS_02: PLANNING PROJECT WORK IN GROUPS
FORM:
MATERIALS:
1. NAME:
MODULE ___
RESPONSIBLE FOR:
PROJECT ___:
3. NAME:
_________________________
RESPONSIBLE FOR:
_________________
___________
DATE:
2. NAME:
RESPONSIBLE FOR:
DATE:
DATE:
4. NAME:
6. NAME:
RESPONSIBLE FOR:
RESPONSIBLE FOR:
5. NAME:
DATE:
RESPONSIBLE FOR:
DATE:
191
DATE:
ES_01 – Weekly evaluation
Weekly self-evaluation sheet:
Date/Week
What I plan to do
What I have completed
Week One:
from:______________________
to:_________________________ Week Two:
from:______________________
to:_________________________ Week Three:
from:______________________
to:_________________________ Week Four:
from:______________________
to:_________________________ Week Five:
from:______________________
to:_________________________ Week Six:
from:______________________
to:_________________________ Week Seven :
from:______________________
to:_________________________ Week Eight:
from:______________________
to:_________________________ 192
ES_02_Checklist_Did I
Checklist: Did I….? (self-evaluation sheet)
Skills and knowledge: Did I...?
Yes
Partially
...Understand the listening
and reading texts we used?
...actively take part in the
discussion?
...come up with 1-3 research
questions?
...find interesting materials
or information on the
internet or in the library?
...write the texts necessary to
complete the project?
...find appropriate pictures or
graphics to complete the
project?
...find the solution to the
problem/the answers to
the questions?
...use good English?
...cooperate with other
members of my group?
193
No (Why?)
ES_03_Peer & self evaluation of GW
My name
Self Evaluation Form for Group Work
............................................................................................
Seldom
Sometimes
Often
Contributed ideas
Listened to and respected the ideas of others
Compromised and co-operated
Took initiative when needed
Worked between classes
Spent time browsing for appropriate material
Did my share of the workload/tasks
My two greatest strengths from the list above are:
The two skills I need to work on from the list above are:
1. …………………………………………………………………………………………
1. …………………………………………………………………………………………
2. …………………………………………………………………………………………
2. …………………………………………………………………………………………
Partner’s name
Peer Evaluation Form for Group Work
............................................................................................
Seldom
Sometimes
Often
Contributed ideas
Listened to and respected the ideas of others
Compromised and co-operated
Took initiative when needed
Worked between classes
Spent time browsing for appropriate material
Did my share of the workload/tasks
The two skills my partner needs to work on from the
My partner’s two greatest strengths from the list above
list above are:
are:
1. ………………………………………………………………………………………
2. ………………………………………………………………………………………
1. …………………………………………………………………………………
194
2. …………………………………………………………………………………
Spis treści
Metoda projektu w pracy z uczniem zdolnym ……………………………………….
2
Planowanie pracy na przykładzie wybranego tematu projektu …….………..….
10
Techniki pracy podczas zajęć ……………………………………...………………...
18
Strategie przydatne przy rozumieniu tekstu ze słuchu i tekstu czytanego ……..
22
Rodzaje tekstów pisanych wykorzystanych w projektach ………………………….
23
Moduły projektowe ………………………………………………….…………………
26
Moduł I – Nasze ubiory, nasze wybory ……………………………….……………..
27
Moduł II – Jak żyć w zgodzie z naturą? ……………………………………………..
35
Moduł III – Reklama dźwignią handlu ……………………………………..……….
45
Moduł IV – Różne oblicza przemocy ………………………………………………..
52
Moduł V – Życie mórz i oceanów ……………………………………………………
61
Moduł VI – Kuchnie świata ………………………………………………….………
71
Moduł VII – Książki, które kochamy…………………………………………………
82
Moduł VIII – Domowi ulubieńcy …………………………………………….…………
91
Moduł IX – Polska – moja Ojczyzna …………………………………………………
98
Moduł X – Skarby regionu ……………………………………………………..……….
106
Opisy projektów zrealizowanych w Powiatowych Ośrodkach Wspierania Uczniów Zdolnych
nagrodzonych i wyróżnionych w konkursach powiatowych na najlepszy projekt
edukacyjny……………………………………………………………………………….
113
Bank pomysłów ………………………………………………………………………….
130
Materiały do ćwiczeń …………………………………………………………………….
143
172
173