Brazil EA Values

7/29/2019 Brazil EA Values

1/19

Working with Values

For teachers in Brazil

Jos Luis Morales

Claudia Ferradas Moi


2/19

English Adventure

Working with Values

2008 Pearson Education, Inc.

Disney material 2008 Disney Enterprises, Inc.

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

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

Staff credits: The people who made up the English AdventureWorking withValues teamrepresenting editorial, production, design, and manufacturingare Rhea Banker, Iris Candelaria, Ed Lamprich, Christopher Leonowicz, LindaMoser, Gabriela Moya, Susan Saslow, and Edith Pullman.

Text composition: TSI GraphicsText font: UniversIllustrators: Alfonso Abad, Jess Alonso, ngeles Peinador, and Roberto Sad


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english adventure 1

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MOTIVATE TO EDUCATE

Welcome to the English Adventure Working with Values

Handbook for Brazil. This contains values education

lessons, one for each of the levels of the English

Adventureseries.

When we set out to create English Adventure, we

wanted to help teachers of English motivate to educate

their children. The enchanting world of Disney characters

and stories would motivate so that they could teach not

only English, but also relevant content, lifelong learning

strategies, and values.

THE VALUE OF VALUES

As citizens of a troubled world, we agree with Lovat(2005) that: we live in a society that is shouting out

a new charter to us. Values Education is one powerful

means by which we might realize this charter. We

believe that quality education involves much more than

great language teaching, it involves educating the whole

person. For that reason, we have included a full Values

Curriculum throughout the English Adventureseries, to

focus on values such as: care and compassion, friendship

and cooperation, doing your best, respect, honesty, and

trustworthiness. These are identified both in the Scope

and Sequence charts and the Unit Overviews in the

Teachers Editions. The objective of this handbook is to

provide more ways of exploiting this curriculum while

reviewing the language and skills in English Adventure.

It is also intended as a much-needed bridge between

school and home.

THREE WAYS TO TEACH VALUES

Children learn best from first-hand experience, concrete

examples, and situations they can relate to. We also know

from experience, that children learn very little from long

speeches and de-contextualized advice, well intentioned

though it may be. For this reason, we propose that you

approach the Values Curriculum in anyor allof the

following ways:

1. The Implicit Approach. The Disney characters and

stories exemplify a wide range of human values. Many

of them highlight contrasts between right and wrong,

good and bad, in situations that children can easily

extrapolate to their own experience. Merely reading,

speaking, and writing about these characters and

stories can raise the childs awareness of the values

implicit in them.

2. The Light Touch. This is our favorite way to deal

with values. It involves inviting the children to reflect

on the specific value for a particular unit immediately

after they have read and enjoyed a story in comic book

format. Depending on the childrens age and language

level, this can be done in Portuguese and should not

take long. For example, in Students Book 2 Unit 5, My

body, page 36, Aladdin sees Genie make a gigantic

sandwich and eat it. Genie is not worried about his big

tummy. On the contrary, he appears quite happy to be

the way he is. After exploiting the story, you could takea few minutes to focus on the value(s) implicit in it.

Then you could help children understand that we are

all different and we should never feel inadequateor

make others feel inadequateon account of any

differences. Individual Disney stories can help anchor

specific values and make them memorable for the

child. Once a particular value has been anchored in

this way, you can quickly and effectively remind your

students of it whenever necessary.

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For example, in a situation where a child is made fun of

by a classmate because of a special need or individual

characteristic, the following dialog is possible:

Teacher: Remember what we learnt with Aladdin and

Genie?

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

Teacher: Please apologize to your friend and get on

with your work.

3. The Values Lesson. You may want to spend more

time on certain values and develop full lessons or even

mini projects around them. This handbook provides

such values lesson plans and their accompanying

photocopiable worksheets, one for each level of English

Adventure. They can be used immediately after the

relevant lesson in English Adventurehas been covered

or at any time after that. The lesson notes are organized

as follows:

1. Warm Up

This section provides suggestions for introducing the

topic, activating the childrens previous knowledge,

and reviewing language.

2. Focus on Values

This section provides suggestions for exploiting a

particular story or scene in the book to highlight a

value. The teachers notes suggest ways of helping

children understand and reflect on the specific value.

3. Values Activity Worksheet

This includes step by step instructions for using the

photocopiable worksheet provided for the particular

lesson.

4. Follow Up

This provides suggestions for further work such as:

individual or class projects, home-school connections,

or activities involving the whole school.

THE GREAT ENGLISH ADVENTURE

Parents must also be a part of their childrens English

Adventure. They can be kept informed of the values you

are working on and reinforce them easily at home if you

send them the Letters Home available in Portuguese from

www.englishadventure.com.br.

We hope that you and your students will enjoy these

activities and that they will promote a happy and stress-

free atmosphere in your classroom. We also hopethat your success will inspire your colleagues, school

administrators, and the childrens parents to join in your

efforts for the benefit of your community. Above all, we

trust that you will enjoy this great English Adventure as

you help children discover the value of values!

Jos Luis Morales

References

Lovat, T. (2005) Values education and teachers work: a quality

teaching perspective, New Horizons in Education, volume 112.

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VALUES LANGUAGEEnglish

AdvEnturE

bOOk AND UNIT

VALUES ACTIVITY

WORkSHEET

1. Solidarity: Overcoming jealousy

to reflect on the effect of jealousy

and how friendship can help us

overcome it.

English Adventure 1

Unit 6: Toys

1. Whos jealous?

Whos a good

friend?

to review toy vocabulary and Do you

have? Yes/No

2. Friendship: being responsile

to reflect on the consequences of

misbehaving

to distinguish the good guys

from the bad guys in a story.

English Adventure 2

Unit 7: My Clothes

2. Whos who? to review clothes vocabulary from the

unit.

to review

Im/He/Shes wearing a .+ adj +

noun.

3. Friendship: Awareness of social

diversity (housing)

to develop awareness of social

diversity concerning housing

English Adventure 3

Unit 4 Its Magic

Review 3 & 4

Our World: Houses

3. Interesting

traditional houses

to review the parts of the house:

living room, bathroom and types of

housing: apartment/house, etc.

to review: Wheres?And

prepositions: e.g. Its under the bed.

4. Friendship: Awareness of diversity

(physical features)

to develop tolerance and respect

for physical differences

English Adventure 4

Unit 1 Two Worlds

4. We are all

different!

to review the language of physical

description

to present more adjectives and nouns

to describe people: young, thin, etc.

5. Solidarity: Offering help and

support

to reflect on how we can help

others

English Adventure 5

Unit 4: Im better

today.

5. How can we help? to review language used when you

are not feeling well:

Whats the matter? I have a sore

throat.

to review language for giving advice :

Go home and go to bed.



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Unit 7: My Toys

ObJECTIVES

Values:

to reflect on how jealousy separates and how to overcome it.

Language:

to review toy vocabulary and Do you have.? I have ..

Materials:

A selection of the students own toys for the Follow Up

section.

1. WARM UP

Use the pictures in the Student Book to elicit the names of

the characters in Peter Pan and what toys they have:

T: Whos this?

S: Wendy.

T: Does she have a boat?

S: No, (she has) a doll.

Note: To elicit names of characters and their toys, you

may also want to use the Peter Pan Section of the English

Adventure 1 Video/DVD, episode 4: Is it a boat?

Tell the story as you point to the pictures in the Student Book.

Heres a suggested version. Use gestures to clarify meaningand Portuguese if necessary.

T: Peter Pan likes Wendy very much. They are good friends.

But Tinker Bell doesnt like Wendy. Shes jealous! Look! Tinker

Bell is pulling at Wendys doll!

Oops! Tinker Bell is now behind the chest of drawers. Help!

But Peter Pan has a yo-yo! How fun! Tinker Bell is sitting on

the yo-yo now! Peter Pan is a good friend, Tinker Bell!

2. FOCUS ON VALUES

Discuss with your students (in Portuguese) who has

misbehaved in the story and why. (Tinker Bell has. She is

jealous of Wendy and tries to take her doll.) Should Tinker Bellapologize? Should there be any consequences? If so, what?

Have the students ever done something wrong because they

were jealous of someone?

Comment on Peter Pans helpful behavior. What advice can

Peter Pan give Tinker Bell? How can he reassure her so she

doesnt feel jealous?

Students sometimes misbehave in class because they want our

attention. Many of them are often jealous of their brothers and

sisters and of other children. This is a good opportunity to raise

these issues and suggest more positive ways to deal with these

feelings.

3. VALUES ACTIVITY WORkSHEET 1

Look at the situations in the pictures one by one. Ask: Whos

jealous? Whos friendly?Students identify the children by

name and/or point to them.

Ask students to draw a sad face next to the pictures of

jealous children and a happy face next to those who are not.

Make sure they understand that they should not be ashamed

of feeling jealous but that they should not misbehave as

a result. Using situations in the illustrations highlight the

importance of including other people in their games and of

sharing your things when you can.

Answerkey:

1a L 1b J

2a L 2b J

3a L 3b J

Though the main focus here is on avoiding jealousy and

offering friendship, by telling the story and asking the

questions above to guide students you will also have

introduced new receptive language such asjealous, friendly.

4. FOLLOW UP

Role Play. Using real toys that the students or you have

brought to class, dramatize a situation where they lend TinkerBell their toys. In this role play, Tinker Bell does not need to feel

jealous and the children act out supportive, friendly, behavior.

S: (I have) a ball. Here (you are)! (hands the ball to the S

playing Tinker Bell)

Tinker Bell: (accepting the ball) Thank you.



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Unit 7: My Clothes

ObJECTIVES

Values:

to reflect on the consequences of misbehaving

to distinguish the good guys from the bad guys in a

story.

to learn that, in real life, people are defined by their actions

and attitudes rather than their looks and clothes.

Language:

to review clothes vocabulary from the unit.

to review Im/He/Shes wearing a .+ adj + noun.

Materials:

For the Follow Up ask students to bring:

pictures of heroes and villains from comic books, films

and video games

old clothes and props to dress up as heroes, heroines and

villains: various hats (boys and girls), large coats, striped T

shirts, girls dresses (preferably long), ribbons, red or black

pants, loose shirts, boys pants and shirts.

1. WARM UP

Use the pictures in the Student Book to review character

names from Peter Pan and clothes vocabulary. For this

purpose, you can also use English Adventure 1 video/DVDEpisode 4: Is it a boat?

Ask students to open their Student Book to page 50 and

point to the pictures as you tell the story. Heres a suggested

version. Use gestures to clarify meaning (and Portuguese if

necessary):

T: John and Wendy are at Peter Pans house in Never Land. A

stranger is coming! Look! He is wearing a big black hat. And

yes! Hes wearing a long red coat! Who is it? Oh, no! Its

Captain Hook! Run, children!

But, noWait a minuteIts Peter Pan! Wendy is really mad.

Captain Hook is mad too. He doesnt have his pants. He

doesnt have his coat and he doesnt have his hat!

2. FOCUS ON VALUES

Discuss (in Portuguese) what Wendy would say to Peter.

Is she right to get mad at him? And how do we feel about

Captain Hook? Are we sorry for him? Why not? Point out that

Captain Hook is an evil pirate, and we all laugh when we see

the bad guys in a story tricked. Peter Pan is naughty, though!

He hasnt been very responsible. Captain Hook is really mad

and they are all in danger. Besides, he has really scared his

friends Wendy and John.

Ask the students to display the pictures of heroes and villains

they have brought to class or use the ones provided in

Worksheet 2.


Ask students to color the pictures of heroes and villains at the

bottom of the worksheet and then match them to the right

headings (Goodies or Baddies) with a line.

Answerkey:

Goodies: Milo Thatch and Snow White

Baddies: Captain Hook and Cruella de Vil.

Ask students to look at the clothes the baddies wear. What

color are they? Are they scary? Do the same with the pictures

of the goodies. What color are the clothes? Are they light or

dark colors? Are they pretty?

Ask students to write a description of the goodies and the

baddies and the clothes they are wearing in the spaces

provided at the top of the worksheet.

4. FOLLOW UP

A Poster. If the students have brought pictures of fictional

heroes and villains, ask questions to help them understand

how artists help audiences tell goodies from baddies by usingspecific colors and exaggerating physical features (Captain

Hooks moustache, Cruellas cruel eyes and red lips). Help

them understand how in real life things are different and one

can usually tell by someones actions and attitudes rather than

their clothes and physical appearance.

Invite the students to make a classroom poster grouping the

Goodies and the Baddies as they did in Worksheet 2.

These posters can be used for review in future lessons.

A Role Play. Invite different groups of students to role play

the story. They can choose clothes and props that they

brought to class. Before they start the role play, invite each

student to introduce his/her character and describe what he/

she is wearing:

Example:

Peter Pan: Im wearing (oI have) a red coat and a big hat. Im

Captain Hook!

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Whos Who?

Captain Hook Milo Thatch Cruella de Vil Snow White

Goodies Baddies

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

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Unit 4: Its Magic Review: 3 and 4 Our World: Houses

ObJECTIVES

Values:

to develop a positive awareness of social and cultural

diversity concerning housing.

Language:

to review the parts of the house presented in the unit and

types of housing: apartment, house.

to review Wheres?and prepositions: e.g., Its under the

bed.

to introduce more vocabulary connected with housing: igloo,

tepee, croft.

Materials:

Values Activity Worksheet 3For the follow up: Map of the world.

1. WARM UP

Use the pictures in Student Book pages 28 and 29 to review

parts of the house, questions with Wheres?and elicit

replies using vocabulary and prepositions already taught:

T: Where are the plates?

S: In the kitchen.

T: Wheres the big bed?

S: In the bedroom.

Use the picture in Review Units 3 and 4 and the plans of their

bedrooms which students have drawn for the review activity(page 32 question 2). Ask more questions.

T: Where is the chair in your bedroom?

S: On the floor.

T: Where are the books?

S: On the table.

Use the photos of houses from the Our World section to

ask questions (Use Portuguese freely to clarify anything the

children dont understand):

T: Is this a house?

S: No, its an apartment.

T: What do you like about these photos?

S: (variety of answers)T: Would you like to live in one of these houses?

S: (variety of answers)

T: What is your favorite room in your house?

S: (variety of answers)

2. FOCUS ON VALUES

The aim of this activity is to focus on the diversity of houses found

both in the students cultural setting and in other countries.

The picture in Review Units 3 and 4 pages 32 and 33 shows

a child who has his own bedroom, and the pictures in Unit 4

show the luxurious accommodation of princes and princesses

in the world of fantasy. Maybe your students have to sharetheir bedrooms with brothers or sisters. Maybe they have no

independent bedroom but sleep on a bed in any of the rooms

of the house. Probably their houses look very different from

those shown in the book and they are also quite different

from other houses in the same town or city.

Draw the childrens attention to this diversity. Tell them

we are all different, making sure you discourage any

negative comments on other peoples lifestyle. If they feel

uncomfortable about sharing their rooms with brothers or

sisters, for example, discuss with the class whether it can also

be fun. Take this opportunity to highlight the fact that having

ones own home, filling it with our most precious possessions

and favorite furniture is one of each persons greatestexpectations in life and they will be able to do this in future.


Your students probably have seen pictures of traditional

houses in magazines and in films or on television. Draw their

attention to the pictures in the Worksheet and ask them to

match the pictures to the descriptions. Tell them in the past

people lived in traditional houses like these. In fact, some

people still build and live in houses like these.

Discuss the answers and get the learners to write the right

number in the boxes.

Answerkey:

1 c tepee; 2 a igloo; 3 b croft

On a separate sheet of paper, ask the children to draw

pictures of different houses in their area (or to cut out pictures

from magazines of similar houses, or even take photos of

houses and bring them to class). Help them write a brief

description of the house under each picture.

This is an apartment. Its small. Its in(neighborhood, part of

a city, etc)

This is a big house. It has 5 bedrooms.etc.

This is a farm house. Its in the country.

4. FOLLOW UP

Mini-Project. You can start a project on different types of

traditional houses and where they are found. Ask students

to find pictures of different houses in magazines or on the

Internet. Make a classroom poster with the pictures and brief

descriptions of the houses written by the learners. Take this

opportunity to explore typical housing of the lesser known parts

of Brazil and of native peoples and to compare houses from the

colder parts and from the warmer parts of the country.

Place houses on a map. Bring a big map of the world to

class and ask students to indicate on the map where the

different types of houses can be found. You may like to work

with the Portuguese grade teacher on the project.

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This is an igloo. Its in Alaska.

Alaska is very cold. Its nice and

warm inside the igloo. It has a big

room and a small room.

This is a croft. Its in Scotland. It

has a kitchen, a bedroom, a living

room and a bathroom. Its small

because the rooms are small.

This is a Sioux tepee. It has no

bathroom or bedroom. It has only

one room. It is very big.

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Unit 1: Two Worlds

ObJECTIVES

Values:

to develop tolerance and respect for ones own and others

physical characteristics.

Language:

to review the language of physical description

to present more adjectives and nouns to describe people:

young, thin, slim, etc.

Materials

Ask students to bring pictures of different traditional peoplessuch as those living in the Amazon region. Bring some

yourself in case students forget. Make sure you have a

picture of Native Americans, male and female, in traditional

clothes.

1. WARM UP

Use the pictures on pages 6, 8 and 9 of the Student Book to

review the characters from Pocahontas. Elicit a description

of both John Smith and Pocahontas (in English). Teach new

words as they become necessary.

Pocahontas has long black hair and big brown eyes. She is

slim, with long arms and long legs. John Smith is young, talland strong. He has long, blond hair and blue eyes.

Note: You may want to use the English AdventureVideo/DVD

4 Episode 1: Hes a robot! to elicit the description above.

Use the picture of Native Americans from Student Book page

11 to revise vocabulary and for a more detailed description of

the traditional clothes.

These are Native Americans like Pocahontas. The man has

long, black hair. He wears beads and feathers in his hair. He

has paint on his face. The woman has big earrings. There are

feathers in her hair too. The man and the woman have plaits.

2. FOCUS ON VALUES

Pocahontas and John Smith are examples of the diversity

of physical features found on our planet. They belong to

two different cultures that came together in the American

continent a long time ago.

Conduct a survey in your class to record how many children

have brown/black hair and eyes, how many have blond

hair and blue/green eyes. Are there any redheads? Draw

a table on the board and get the children to count so you

can complete the table with their data. The table may look

something like this:

Blackhair

Brownhair

Redhair

Blondhair

Blackeyes

Browneyes

Greeneyes

Blue/Greyeyes

5 10 1 5 5 10 2 6

As you collect the data from the children, make sure you

work on any negative comments or attitudes that may be

expressed in relation to specific physical characteristics such

as color or type of hair. Point out that we are all different and

that makes us all special.


The students complete the worksheet with descriptions of

Pocahontas and John Smith. Write any vocabulary you think

will be useful on the board for quick reference.

Point out that Native Americans like Pocahontas lived in North

America before English people like John Smith arrived there

from Europe.

Encourage the students to find out more about the native

populations of Brazil or other parts of the world. Form small

groups of four or five students and assign each group one

of the native peoples in the worksheet. Ask them to find

pictures and research information to bring the following class.

They may complete exercise 2 in the worksheet either for

homework or in class the next day.

4. FOLLOW UP

Place communities on a map. Bring a map of the world

(or a map of Brazil if you restrict it to your country) to

class and ask students to locate where their chosen native

communities live (you may want to invite the Portuguese

grade teacher to participate of this activity).

Mae a poster. If the students have brought enough

visuals ask them to contribute those left over from activity

2 towards making a giant poster with drawings, pictures or

photos with short descriptions. The poster can be used for

review in future classes.

Class project. Form groups of five or six students and

assign a native people to each. Brainstorm ways of doing

research (library, magazines/ books at home, Internet

searches, interviewing an expert, etc.) and what they would

like to know about these peoples (apart from their physical

characteristics). For example, they may want to find out

what sort of foods they ate, what sports or games they

played, etc. Each group collects information and visuals and

prepares a short presentation for the rest of the class.



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

They live in ...................................................

They are wearing ..........................................

They eat ........................................................

They like ........................................................

but they dont like ......................................

John Smith

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

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

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Pocahontas

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

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Unit 4: Im better today!

ObJECTIVES

Values:

to reflect on how we can help and support others when they

are in need or not feeling well

Language:

to review language used when you are not feeling well:

Whats the matter? I have a sore throat.

to review language for giving advice and orders: Go home

and get some rest.

1. WARM UP

Use the pictures in the Student Book to review the language

for the unit.

T: Whats the matter?

S: He doesnt feel well. He has a sore throat and a cough.

T: What can he do?

S: Go home and get some rest.

You can also exploit the comic book story on page 28:

T: Whats the matter with Rex?

S: He has a sore throat.

2. FOCUS ON VALUES

Unit 4 shows several examples of supportive behavior like

Bo Peep worrying about Rex and asking the sheep to bring

him some water. You can also find extraordinary examples of

generosity and support in Dr. Red Nose and Patch Adams on

page 31 Fun Facts, Laughing is healthy!

Once you complete work on the unit, draw the students

attention to what all these situations have in common: people

helping others, giving them support, cooperating to make

someone feel better.

Ask them to imagine a classmate is sick and cant come to

school. What can they do to show support?

Elicit things like phone him, send him an get well e-card (or

printed card), keep in touch by email or phone, let him know

what the class is working on, what homework theyve been

given, etc.)


Ask students to look at situations 1 to 3 on the worksheet.

These show people who need help. Ask the students to

suggest ways in which they could help and write some of

their suggestions on the board, e.g.,

T: Im feeling sad.

S: (We can) invite him to play with us. Keep him company.

Listen! Write a note or send an e-card to cheer him up.

Next, ask each student to write some suggestions on the

worksheet. Then invite them to share their suggestions withthe whole class. Teach vocabulary as appropriate.

Brainstorm situations at school where help or support are

needed. Is there anything they can do in these situations?

Elicit responses from sudents.

Although it is very likely that the students will reply in

Portuguese, help those who try in English and write any

language they may need to make their point on the board.

Next, invite the students to complete the worksheet with any

of these situations and what they would do to help.

4. FOLLOW UP

Good deed of the day. Putting some of these ideasinto practice would definitely give students a sense of

achievement. Invite the students to observe their classmates

or other people around them and identify someone who

needs help or support with something. Then invite them to

try to help. A few days later, you may want to check with

them that they have each done their good deed. Some

students may want to relate their experience of supporting

a friend (without revealing names!), or being supported, to

the class. Help them do this in Portuguese if they want to,

but accept English too. Remember the main purpose of the

activity is to work on values.



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How Cn We Help?

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

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

Im feeling sad.

Whatcanwedo?

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

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

Whatcanwedo?

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

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

Whatcanwedo?

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

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

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

Whatcanwedo?

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

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

I have a headache.

Im hungry.

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Whatcanwedo?

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

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

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Brazil EA Values

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