UNIVERSIDADE FEDERAL DE MINAS GERAIS – UFMG

FACULDADE DE LETRAS – FALE

CURSO DE ESPECIALIZAÇÃO EM ENSINO DE INGLÊS – CEI

PABLO RICARDO CARDOSO

TEACHING ENGLISH FOR BEGINNERS

The World around me
(Unidade Didática para o Ensino de Inglês)

Belo Horizonte
August 10th, 2017
 PABLO RICARDO CARDOSO

TEACHING ENGLISH FOR BEGINNERS

The World around me
(Unidade Didática para o Ensino de Inglês)

Trabalho de Conclusão de Curso apresentado ao

Curso de Especialização em Ensino de Inglês da
Faculdade de Letras da UFMG como um dos
requisitos para a obtenção de título de especialista.

Orientadora: Dra. Vera Lúcia Menezes de Oliveira

E Paiva

Belo Horizonte
August 10th, 2017
 Agradecimentos

Agradeço primeiramente a Deus pela força e sabedoria.

Aos meus pais por me incentivarem a estudar e pelo apoio.
Aos meus irmãos por serem meus melhores amigos.
A todos os colegas do CEI.
Aos professores, especialmente Profa. Dra. Marisa Mendonça Carneiro pela
orientação e pelas importantes considerações.
Aos meus alunos pelas aulas divertidas e pelos grandes ensinamentos.
 Table of contents

Introduction …………………………………………………………………...…. 04

Rationale …………………………………………………………………..…….. 06

Unit 1 – Workplace ……………………………………………………..……….. 12

Unit 2 – Family ……………………………………………………...…………… 20

Teacher’s Guide ……………………………………………..…………………... 28

Images ……………………………………………………...……………………. 46

References ……………………………………………………………………….. 49
 Introduction

Learning something new is an exciting experience. Studying a second language

should be one of these amazing times in which people feel empowered by their
development. In fact, research has shown that being bilingual brings countless advantages
to the brain. I have had that experience in my adult life. Despite always being fascinated
by languages, I only started studying English when I went to the university.
One of the strongest reasons why I wanted to learn English was to travel abroad.
After three years studying English I participated in an interchange program in Canada. I
could not measure how much I learned every day. The adventure was so fascinating that
on the next year I went to the United States on a similar program. Afterwards, I had the
opportunity to start teaching English, even though I did not feel ready for such a serious
task. For me, it was obvious that knowing how to speak a language was not enough to
teach it. Moreover, differently from other English teachers, I was not working on a major
in Languages. I was studying to be a Mathematics teacher.
Due to my lack of training as an English teacher, I started studying very hard in
order to feel more confident and of course, offer my students high quality classes.
Eventually I found out about the Specialization course at FALE and registered for it
immediately. CEI has given me the foundation I needed to prepare my classes based on
theory and research. This present paper is an attempt to use this knowledge and experience
on the preparation of materials for classes.
I named this final paper Teaching English for beginners: The World around me. I
challenged myself to design these units for beginners because in my teaching experience
I realized that they are the ones that need the support of the material and the teacher the
most.
The units follow a simple and clean layout. They are entitled Workplace and
Family, respectively. They are not necessarily subsequent even though they are designed
for students with the same age and level of proficiency. The World around me is intended
for late teenagers and adults with an A2 level of English, a common reference level
stablished by The Common European Framework of Reference for Languages: Learning,
Teaching and Assessment. The units contain the sections: Warm up, Reading, Grammar,
Now you know, Listening, Speaking and Writing. Vocabulary is explored within the
sections. Infographics and Personal letters are the genres used in the projects the students
are supposed to work on.
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 A teacher’s guide is also provided with the answer key to all the exercises,
background information for the units and sections in it and ideas for further practice.
At the end of this lesson plan, you will find a DVD containing a digital version of
the units as well as the video selections and audio that are used.
This material may not be commercialized without permission. It can only be
reproduced for educational purposes, partially or as a whole, with the express
authorization of the author.

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 Rationale

The Communicative Approach, which was developed in the late 1960’s, brought
many new ideas to the teaching of English as a second language. According to Padurean
(2014), the main objective of this approach is the students’ fluency. In addition, one
interesting characteristic is the use of authentic material throughout the textbooks other
than texts constructed with “simplified” language focused on a specific grammar subject.
Considering that the textbook is one of the most important tools for teaching
English as a second language, its development should be based on both research on
language acquisition and teaching practices that are proven efficiently.
The unit 1 - Workplace provides authentic written and oral texts. The objective of
the unit is to teach English for communication and interactions. The unit is divided into
the sections: Warm up, Reading, Grammar, Listening, Speaking and Writing. The
grammar topic studied is the Imperative Mood and the genre explored is infographics.
The Warm up section is a class discussion to help students start thinking of the
subject presented in the unit and to activate previous knowledge.
In the Reading section, one infographic entitled 11 Ways to be more positive at
work is presented. Infographics or information graphics are frequently used nowadays,
especially on the Internet. They are a modern and simple tool to convey meaning and
share information. The students are used to this kind of genre on their daily lives and even
though they are A2 learners, they will understand a lot just by using their previous
knowledge and by observing the design and the images on the text. Hinkel (apud Schmidt
1995) explains the importance of authentic texts, such as the one we selected, to teach
grammar. He states that “noticing and paying attention to the focal points of language and
its linguistic features greatly enhances students’ performance with complex syntactic
structures and vocabulary.” (p. 193).
To teach the grammar topic we aimed at the inductive method because we
consider it rather successful. According to Thornbury, its greatest advantage

… is the fact that it encourages mental effort and

forces students to rely on their intelligence and the
ability to analyze and make connections between
particular samples of speech. Knowledge obtained
through the subconscious process of identification
and incorporation of the presented grammatical rules
into ones language system is characterized by greater

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 permanence and can be put into practice without
conscious and time-consuming examination of the
context from the grammatical point of view.

The activities in the Grammar section will help students notice the uses and
structure of the Imperative mood in English. The students will have no problems
understanding its function since they will have worked with sentences expressing
suggestions in the reading section.
In the Listening section, the students will find pre-, during and post listening
activities in the same way it is suggested by Richards (2008, apud Goh and Yusnita 2006).
The activity consists of a short speech available on YouTube about networking. The
speaker helps female professionals by providing them with five tips on how to build a
strong business network. Students will predict suggestions they believe they might hear,
listen to confirm predictions and summarize the tips using the imperative form. Different
kinds of interactions will help them negotiate meaning and obtain better comprehension
of the listening passage. After listening just to the audio, students will also have the
opportunity to watch the video, to use visual effects to help their comprehension.

Richards (2008) discusses three functions of speaking: talk as interaction, talk as

transaction and talk as performance. In the speaking activity, students will role-play a
conversation, which is supposed to help them use language for a social purpose.
According to this author, “when people meet, they exchange greetings, engage in small
talk, recount recent experiences, and so, on because they wish to be friendly and to
establish a comfortable zone of interaction with others” (p. 22). Students will be
practicing these abilities involved in using talk as interaction with an appropriate style of
speaking.
The author affirms that teaching Speaking as interaction is probably the most
difficult skill to teach because human interactions are very complex and subtle. He
suggests “these are best taught by providing examples embedded in naturalistic dialogs
that model features such as opening and closing conversations, making small talk,
recounting personal incidents and experiences, and reacting to what others say” (p. 29).
The writing task will work with the construction of an infographic. Students will
be invited to create this infographic to be displayed at the language institute in order to
help other students to be more successful in their learning process. We believe that having

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a purpose to write students will engage in the task and practice the grammar point taught
in the unit indirectly.
In our unit, we work with the ideas defended by Derewianka (2003) regarding
genre theory. According to her, “while the emphasis in language learning is often placed
on the acquisition of syntax at the sentence level, in genre-based approaches the emphasis
is on the creation of meaning at the level of the whole text” (p. 135). The author also
explains that genre theory starts from the premise that language use is goal-oriented.

Genres evolve within a culture to enable members of

that culture achieve their social purposes. Certain
purposes might involve satisfying basis needs such as
shopping for food or telling the doctor about an
illness. Some, such as casual conversation or gossip,
might have a more interpersonal purpose in terms of
establishing and maintaining social relationships.
Others, such as poems and songs, might be of a more
aesthetic nature (Derewianka, 2003, p. 136).

The unit 2 – Family follows the same pattern as the previous one. This simple and
clean layout used in both units will help students to be familiarized with the material and
to anticipate the skills they will be practicing. The unit starts with the Warm up section,
in which students are supposed to express their ideas and practice what they have already
learned.
The text in the reading section is about family issues. It was taken from a website
called MedlinePlus, the National Institutes of Health's Website, produced by the National
Library of Medicine. The section brings pre-, during and post activities. In each one of
them the students will practice a specific strategy. Predicting information from the text,
understanding vocabulary from context and summarizing are some of these strategies.
In the Listening section, a video clip from the TV show Everybody hates Chris is
used. This TV show is an American sitcom that depicts an African American family from
Brooklyn, NY. Even though the video shows a fictional family, it represents a real-life
situation. In the clip, Chris’s family makes fun of him because they do not believe he can
date a “normal” girl. The students will try to predict why his family is making fun of him
in a pre-listening activity. They will watch the video three times. One of the characters,
Drew, explains that there are different kinds of intellectual disabilities. This will be an
opportunity for the teacher to talk about it, emphasizing how the words used to describe

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these disabilities change over the years, being currently perceived as insults. The teacher
may also promote a discussion about bullying or disabilities.
The grammar point studied in the unit is The genitive case, which will be taught
inductively. Students will notice from sentences taken from the audio the structure and
the use of the genitive case. Some activities will support that. In order to practice farther,
students will observe Chris’s family tree and express relations between people using the
–’s. A project to construct students’ own family tree is proposed. This project is supposed
to start in class and be continued extra class. A software downloaded from
Myheritage.com will enable students to create their family trees, inserting names, places
and date of birth of all relatives. The software can use the information uploaded to help
users find long lost relatives. It also allows users to print great looking posters of their
family trees. Students may use their family trees to introduce their families to their
classmates. Vocabulary used to talk about family and relationships is reviewed and
expanded using the family tree. In the Now you know section students will find a formal
explanation of the Genitive Case followed by some examples for each rule. The students
must also create some examples to ensure understanding.
The genre Personal Letters is presented in the writing section. Writing letters is
not common anymore but since students are trying to magically communicate with an
ancestor, letters seemed appropriate. The students will imagine they can send a letter back
into the past to one of their grandparents. The purpose of this letter is to introduce
themselves and talk about their close family. Practicing this kind of genre will help
students improve their abilities to write texts with similar structure, such as emails.
The students will draft, edit and rewrite their letters, which will be then delivered
to the teacher for correction and assessment.
In the Speaking section, students will choose one type of family to talk about on
a short speech. This task was designed to practice speaking as performance. The structure
of a speech is very similar to a written text. This will help students be more confident in
their speaking since they will have time to research, plan, revise and rehearse their
speeches.
According to Richards (2008),

Talk as performance tends to be in the form of

monolog rather than dialog, often follows a
recognizable format (e.g, a speech of welcome), and

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 is closer to written language than conversational
language. Similarly, it is often evaluated according to
its effectiveness or impact on the listener, something
that is unlikely to happen with talk as interaction or
transaction (p. 27).

We believe this task will also favor students in their speaking through the
rehearsal, since they will be able to choose the appropriate vocabulary, use correct
pronunciation and grammar.
Richard (2008) suggests that different criteria should be used to evaluate different
kinds of speaking activities. Therefore, the teacher must decide, “what successful
completion of the activity involves”.
The intention of this material is to help students to communicate with people that
are part of their daily routine. The World around me was designed for basic level students,
who already have the necessary tools to talk about familiar matters, to offer them the
opportunity to discuss issues related to work and family. This material can be expanded
with other units to continue to support students in their learning experience.
Participating in projects such as the elaboration of an infographic with suggestions
to help students to be more successful and the creation of their own family tree will help
students engage in communication with their peers and teachers as well as give them the
opportunity to use language to express their opinions and ideas.
The use of authentic material on these units was of paramount importance to
develop critical literacy on the students. It would have been easier to select authentic
material to work with more advanced students, since they would have the necessary
proficiency to work with more complex written and oral texts.
Mattos and Valério, (2010) define authentic material as those that were not created
for educational purposes. According to critical literacy, authentic material is the most
efficient to help students understand language in use in real life situations. The use of
infographics found online, a short speech to help professional women, a text from a
medical website and a clip from a TV show will definitely give the students chances to
analyze how the English language is used in real life situations. Consequently, students
will improve their skills and be more confident to communicate in English.
The teacher’s guide for these lessons provides extra information on topics used –
during the sections of each unit in order to give teachers the necessary background for

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their classes. It also contains the answer-key for all the activities and the audio scripts for
the listening passages.
All the images were found online and their links are available at the end of this
paper. The listening passage was extracted from a YouTube video, whose link is also
available. The clip from the TV show is also available on YouTube.

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Warm up

• How is your routine at work/school?

• How is your relationship with
colleagues/classmates?
• What do you like to do on your free time?

Reading

A. Discuss the following questions with your classmates.

• What are the characteristics of a good professional?

• What does a person need to be professionally successful?
• What can make you have a bad day at work?

B. Read the infographic “11 ways to be more positive at work” and divide the suggestions
into two categories. Then check your answers with your colleagues.

Suggestions to make you...

happier
more productive

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Source: http://www.oreillyrecruitment.ie/blog/wp-content/uploads/2014/04/11-ways-to-be-more-positive-
at-Work.jpg

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C. Complete the sentences1 with the following words and expressions found in the text.

ahead stick Commute

deserve entail be willing
get on with improve rush

1. “I think any wealthy person has to think,' Do I really ___ to have this much money?”
2. “What a delicious way to use leftover rice. Or plan ___ and cook the rice in advance
and refrigerate it so the grains…”
3. “… Maybe infection, possibly serious. All medical procedures ___ a certain amount
of risk, Jeff, especially experimental ones.”
4. “And now that it’s past, we just want to ___ doing what we always wanted to do: Play
heavy-metal.”
5. “When it costs more time and money to ___ and park downtown, people will use rail.”
6. “… taxes to transactions should also be reformed. I ___ and happy to debate solutions
to the problem of excessive…”
7. “… outstanding performances, you almost feel as if you want to ___ into a hot shower
after watching the film.”
8. “Unfortunately, participants within the CrossFit class did not ___ across all muscular
fitness items. Specifically, 60% of group…”
9. “… doing now was against the rules. I was supposed to ___ to business and limit the
time of each call…”

Grammar – The Imperative Mood

A. What is the function of these sentences?

Stay positive. Be proactive. Don’t rush.

( ) ask a question ( ) state a fact ( ) give a suggestion

1 All these sentences were taking from Corpus of Contemporary American English website at
https://corpus.byu.edu/coca/

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B. Match the pictures to their functions.

(1) Instruction (3) Command (5) Request

(2) Prohibition (4) Advice

C. Read the text again and underline all the pieces of advice. Which ones are in the
negative form?

D. Paraphrase the sentences without using DON’T.

Don’t rush, as you are more likely to

make mistakes that way.

Don’t expect work happiness to come to

you.

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*

Underline the correct words to create a formal definition for the grammar topic
studied

The indicative / imperative / subjunctive is a grammatical mood that expresses

commands, questions / requests, prohibition /supposition, permission, or any other kind
of advice / facts.

Listening - Networking tips for women professionals

Alaia Williams is the president of One Organized

Business. In this short presentation, she gives
suggestions for women professionals on how to build
a strong business network.

A. Before you listen to Ms. Williams, talk to your classmates and try to predict which
suggestions she is going to give.

B. Listen to the audio. Circle any words or sentences that you guessed correctly.

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C. Listen again. Write down any new information that you hear in the audio.

D. Listen again and write the five tips using your own words.

1.
2.
3.
4.
5.

E. Watch the video and use the visual effects to help you confirm
the five suggestions.

Link: https://www.youtube.com/watch?v=dwXYxN1UdHM

Speaking

Work in pairs. Use the role cards to role-play a conversation. You say a problem you have
and then your friend will give you a suggestion to resolve it. Use the useful language box
to help you. Remember to start and finish the conversation naturally.

Student A Student B
Demanding boss Working too far
Crowded bus Too tired
Rude colleague Too busy at work/school

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 Useful Language
Oh! I am sorry to hear That’s too bad!
that.
That’s terrible! Listen! Ask/Do/Take ….

Writing

A. Observe the infographic and tick all the characteristics of this type of text.

An infographic…

( ) is a narrative ( ) has an appealing design

( ) uses lots of images ( ) is a long text

( ) is simple ( ) uses lots of colors

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B. Create an infographic to be displayed at school. Give suggestions to help other students
to be more successful. Remember to include some tips on what NOT to do. Use this page
to write some ideas and to create your first draft.

Infographics

Information
graphics or infographic
are graphic visual
representations
of information, data or
knowledge intended to
present information
quickly and clearly.

Source:
https://en.wikipedia.org/wiki
/Infographic

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Warm up

• Do you have a big family? How

many people are there?
• Who is the person you admire the
most in your family? Why?
• What kind of family problems can a
person have?

Reading

A. Before you read the text, discuss these questions.

• What kinds of families can you think of?
• What is the definition of family?
• Which situations can bring problems to families?
• How can people solve problems with their families?

B. Read the text “Family Issues”. Circle the words you do not know. Try to understand
their meanings by the context.

Family Issues

There are many kinds of families. Some have two parents, while others have a
single parent. Sometimes there is no parent and grandparents raise grandchildren. Some
children live in foster families, adoptive families, or in stepfamilies.

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 Families are much more than groups of people who share the same genes or the
same address. They should be a source of love and support. This does not mean that
everyone gets along all the time. Conflicts are a part of family life. Many things can lead
to conflict, such as illness, disability, addiction, job loss, school problems, and marital
issues. Listening to each other and working to resolve conflicts are important in
strengthening the family.

Source: https://www.nlm.nih.gov/medlineplus/familyissues.html

C. Use the words from the box to entitle each picture.

illness disability addiction
job loss school problems marital issues

________________________ ________________________

________________________ ________________________

________________________ ________________________
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D. Match the two columns to create a glossary.

1. to raise ( ) a family who takes care of a child for a period of time;

2. foster family ( ) to like and to be friendly to each other;

3. stepfamily ( ) to look after a child until he or she becomes an adult;

4. support ( ) to cause something to happen;

5. to get along ( ) a family formed after a divorce;

6. to lead ( ) help and kindness that you give to someone who is having a
difficult time.

E. Summarize the text into four sentences using your own words then share your
sentences with your classmates.
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Listening – Making fun of family members

A. In most families, it is very common to make

fun of each other. Chris has a date to the
homecoming dance, a party in which former
students come back to school to celebrate. In
pairs, try to predict how Chris’s family is
going to make fun of him.

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B. Watch the clip from the episode Everybody hates homecoming
and circle any words or sentences that you guessed correctly.
Share this information with your classmate.

Link: https://www.youtube.com/watch?v=9EhkrRHLHEY

C. Watch the video a second time and complete the extract below with the intellectual
disabilities that Chris’s date might have, according to his brother and his sister.

Tonya: I told you there was something wrong with her. She's __________.
Julius: Your brother's date is not retarded.
Drew: Well, she could be, but there's different levels. She could be a __________,
an __________, an __________ or a __________. __________ have the highest IQ
of the mentally retarded, so if something's wrong with her, you may not notice at first.

DEBATE
• Do you use any of these words to offend or to make fun of people?
• What do you understand about bullying?
• Do you know anyone with a mental disease?
• What can we do to be more respectful and considerate of people with disabilities?

D. Watch the video a third time to check your answers.

Grammar – The Genitive Case

A. Choose the closest in meaning to the sentences:

“Your brother’s date is not retarded”.

( ) Your brother is date.

( ) The date of your brother is not retarded.

( ) The brother of your date is not retarded.

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 “I need you to work my shift Saturday night at Doc's”.

( ) I need you to work my shift Saturday night at Doc is.

( ) I need you to work my shift Saturday night at Doc of a grocery store.

( ) I need you to work my shift Saturday night at Doc’s grocery store.

B. Complete the vocabulary chart with words you know. Observe Chris’s family tree and
write some sentences about their relations. Follow the examples.

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 Masculine Feminine Relationship
Brother Sibling
Daughter Child / Kid
Mother Parent
Husband Wife Spouse
Grandfather / Grandpa __________ / Grandma Grandparent
Grandson Grandchild
Uncle Aunt Father’s or Mother’s sibling
Cousin Cousin ________’s or Aunt’s child
Nephew Niece Brother’s or ______’s child

Chris is Drew’s brother.

Tonya is Chris’s __________.
Chris and Drew are Julius’s __________.
Tonya is Julius’s __________.
__________, __________ and __________ are Julius and Rochelle’s children.
Gene and Maxine are __________’s parents.
Mousey is Rochelle’s __________.
Ryan is the boys’ favorite __________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.

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We use the genitive case (-’s) to show possession or a type of relationship. Find more
sentences using the genitive case and share them with your friends.
Jenise is your brother’s date. ________________________________
Ryan is the boys’ favorite uncle. ________________________________
Chris is Julius and Rochelle’s son. ________________________________
I need you to work my Saturday shift at ________________________________
Doc’s. ________________________________

Writing – a letter to an ancestor

A. Use the Family Tree Builder Software to create your own family tree. Go to
https://www.myheritage.com and sign up. Ask your parents and grandparents for help
to add your relatives’ names, places and date of birth into your tree. When you finish
you can print a poster of your family tree and display it on the classroom mural.

B. People don’t write letters to their loved ones anymore. Nowadays people usually write
e-mails and text messages to communicate with friends and family. Imagine you
could send a letter back in
time to one of your great-
great-grandparents. Write a
letter to your ancestor and
tell him/her about your
close family.

C. After the first draft of your

letter take a moment to edit
it and correct possible
mistakes. Make sure you use all the parts of a personal letter (heading, greeting, body
of the text, closing and signature). Finally, rewrite your letter and hand it in to your
teacher.

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Speaking

A. Choose one of the following types of family. Prepare a 1-2-minute speech to explain
it to your classmates. Remember to be calm, speak clearly and try to answer any
questions your audience might have.

Nuclear Family
Single Parent Family
Extended Family
Blended Family
Childless Family
Stepfamily
Grandparent Family
Same-sex Family
Adoptive / Foster Family
Other

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 Teacher’s Guide

UNIT 1 - WORKPLACE

Warm up
This is a discussion section to help students start thinking about the subject of the lesson
and to activate background knowledge. Make sure students use Simple Present to talk
about their routine at work, school and their free time. Help students feel comfortable to
speak. Focus on communication and not on accuracy.

Reading
A. Pre-reading activity – Tapping background knowledge (Answers will vary).
Give students some time to write down their answers; correct orally with the whole group.

What are the characteristics of a good professional?

Help students with some adjectives they know.
Suggested answers: Punctual, responsible, hardworking …

What does a person need to be professionally successful?

Suggested answers: Make enough money, be happy, be recognized …

What can make you have a bad day at work?

Suggested answers: Being sick, too much work …

B. During-reading activity – Comprehension of the suggestions to separate them into

categories (Answers will vary). Correct orally with the whole group.
Remember students to paraphrase and not copy the whole sentences.
Suggestions to make you…
happier Listen to music, Adapt, Take criticism to improve your work, Stay
healthy, Be positive
more productive Plan your day, Arrive early, Take breaks, Get on with boring tasks,
Take your time, Be proactive,

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C. Post-reading activity – Building vocabulary knowledge using the context of the
sentences. Correct orally.
1. deserve
2. ahead
3. entail
4. get on with
5. commute
6. am willing
7. rush
8. improve
9. stick

Grammar – The Imperative Mood

The grammar point must be taught inductively. The activities will help students notice
the structure and functions of the Imperative.
A. ( X ) give a suggestion
B. Match the pictures to their functions.
(1) Instruction. Open the program and let’s check those numbers.
(2) Prohibition. NOTICE – Don not smoke in this area.
(3) Command. Write your report again.
(4) Advice. Listen to their suggestions.
(5) Request. Please help me with my report.

C. In this activity students will underline all the sentences from the text in the Imperative
form. Students are supposed to notice and rewrite the two sentences in the negative form.
Tell students to paraphrase.
Don’t rush as you are more likely to make mistakes that way.
Don’t just expect work happiness to come to you.

D. Ask students to pair up. This activity will work on farther comprehension of the text.
Go around the class helping students paraphrase the sentences to change the
affirmative/negative structure. Answers will vary.

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 Don’t rush, as you are more likely to Do things calmly so you don’t do anything
make mistakes that way. wrong.
Don’t expect work happiness to come to Change things so you are a happier
you. professional.

NOW YOU KNOW!

Ask students to underline the correct words in order to create a formal definition for the
grammar topic studied.
The imperative is a grammatical mood that expresses commands, requests, prohibition,
permission, or any other kind of advice.

Listening
A. Pre-listening – Students write down their predictions using the Imperative. Ask
students to share their predictions with the group.

B. First listening – Tell students to focus on the general ideas and to check if they guessed
any words, phrases or ideas correctly.
Audio Script

Networking can be an incredibly valuable way for any woman to build their
business or professional career. The most import thing to remember is to show up.
Nothing happens if you show up and people don’t meet you. So you gotta really get out
there and bust through your fears and meet people and introduce yourself. The next thing
that’s really important to know is who you wanna connect with. Do you actually have a
business that targets other women? Then you probably wanna go to women’s
organizations, women’s networking groups to connect with, you know, your intended
audience. Who do you wanna connect with? How can you help them? And what do you
wanna get out of the particular event? Those are all key things to remember. The next
thing is to be prepared and be professional. Know who you’re dealing with. Know who
the host and hostess is. Ask how you can help and always show up with business cards
with accurate information. Your business card should reflect a great business tone but
also your own personal style and flair as well. The next thing to do is to follow up. I know
as women we tend to manage a lot of things at once, and do a lot of multitasking but the
growth and real power of networking comes from follow up. So make the time to build

30
relationships with other professionals that are going to grow your business. Follow up
with people within 48 hours while you're fresh in their minds. If you show up prepared,
professional and ready to connect, you’ll make a powerful impact as a woman in the
business world.

C. Second listening. Have students take notes on new information.

D. Have a discussion with the group to confirm comprehension. Tell them to focus on the
5 tips given and write them using their own words.

1. Always show up.

2. Determine who you want to connect with.
3. Ensure you are prepared and professional.
4. Put your tone and personality on your business card.
5. Be sure to follow-up.

E. Watching the video will give the students the opportunity to focus on facial
expressions and gestures. In the video, the five tips are shown in pieces of paper.
Link: https://www.youtube.com/watch?v=dwXYxN1UdHM

Speaking
Have students pair up. Each student chooses 3 problems from the box and write down
another one. Tell students to role-play the conversation naturally. Go around the
classroom and check if students are giving suggestions using the imperative correctly.
Student A Student B
Demanding boss Working too far
Crowded bus Too tired
Rude colleague Too busy at work/school
Make sure students use the expressions from the Useful language box (or similar ones)
to sound more naturally in their interactions.

Writing

A. The genre infographic is very common in newspapers, the Internet, school and work
reports. This activity will help students focus on its main characteristics. Read the title of
the infographic. Ask each student to read a suggestion aloud. For further practice, you

31
may have students give other suggestions. For example: Don’t play on your phone. Don’t
drink coffee. Sleep 7 to 8 hours. Correct orally.

( X ) uses lots of images ( X ) is simple

( X ) has an appealing design ( X ) uses lots of colors

B. Make groups of 3 or 4 students to work on this project. Give students a couple of days
to organize themselves, collect data, pictures or photos to create their infographic. Ask
the students to write their first draft in class. Students will help each other edit and rewrite
their text. Correct and assess their work before displaying it at school. If necessary, give
students another chance to improve it.

UNIT 2 - FAMILY

Warm up
This is a discussion section to help students start thinking about the subject of the lesson
and to activate background knowledge. Make sure students use There be to tell how many
relatives they have and Superlative to describe a relative they look up to. Ask questions
and show interest. Help students feel comfortable to speak. Focus on communication and
not on accuracy.

What kind of family problems can a person have?

Suggested answers: Health problems, money problems, violence, abuse …

Reading

A. Pre-reading activity – Tapping background knowledge (Answers will vary).

Give students some time to write down their answers; correct orally with the whole group.
• What kinds of families can you think of? Check the next page
• What is the definition of family? a group of people who live together and
are related to one another, usually consisting of parents and children.
(http://www.macmillandictionary.com/dictionary/british/family_1); people who
love and take care of each other ...

32
 • Which situations can bring problems to families? A disease, rebel teenagers, the
loss of a loved one, job loss …
• How can people solve problems with their families? With love and
comprehension.

Types of Family

Source: http://family.lovetoknow.com/about-family-values/types-family-structures

Family structure has changed dramatically over the last 50 years. The "Leave it to Beaver"
family (American television sitcom) is no longer the standard, and several variations on
family have been created. There are six specific types of family structures identified by
society today.
Family Structures
The following types of families exist today, with some families naturally falling into
multiple categories. For example, a single parent family who lives in a larger, extended
family. While these types of families are distinct in definition, in practice the lines are
less clear.
Nuclear Family
The nuclear family is the traditional type of family structure. This family type consists of
two parents and children. The nuclear family was long held in esteem by society as being
the ideal in which to raise children. Children in nuclear families receive strength and
stability from the two-parent structure and generally have more opportunities due to the
financial ease of two adults. According to U.S. Census data, almost 70 percent of children
live in a nuclear family unit.
Single Parent Family
The single parent family consists of one parent raising one or more children on his own.
Often, a single parent family is a mother with her children, although there are single
fathers as well. The single parent family is the biggest change society has seen in terms
of the changes in family structures. One in four children is born to a single mother. Single
parent families are generally close and find ways to work together to solve problems, such
as dividing up household chores. When only one parent is at home, it may be a struggle
to find childcare, as there is only one parent working. This limits income and

33
opportunities in many cases, although many single parent families have help from
relatives and friends.
Extended Family
The extended family structure consists of two or more adults who are related, either by
blood or marriage, living in the same home. This family includes many relatives living
together and working toward common goals, such as raising the children and keeping up
with the household duties. Many extended families include cousins, aunts or uncles and
grandparents living together. This type of family structure may form due to financial
difficulties or because older relatives are unable to care for themselves alone. Extended
families are becoming increasingly common all over the world.
Childless Family
While most people think of family as including children, there are couples who either
cannot or choose not to have children. The childless family is sometimes the "forgotten
family," as it does not meet the traditional standards set by society. Childless families
consist of a husband and wife living and working together. Many childless families take
on the responsibility of pet ownership or have extensive contact with their nieces and
nephews as a substitute for having their own children.
Stepfamily
Over half of all marriages end in divorce, and many of these individuals choose to get
remarried. This creates the stepfamily, which involves two separate families merging into
one new unit. It consists of a new husband and wife and their children from previous
marriages or relationships. Stepfamilies are about as common as the nuclear family,
although they tend to have more problems, such as adjustment periods and discipline
issues. Stepfamilies need to learn to work together and also work with their exes to ensure
these family units run smoothly.
Grandparent Family
Many grandparents today are raising their grandchildren for a variety of reasons. One in
fourteen children is raised by his grandparents, and the parents are not present in the
child's life. This could be due to parents' death, addiction, abandonment or being unfit
parents. Many grandparents need to go back to work or find additional sources of income
to help raise their grandchildren.
Variety of Structures
There is no right or wrong answer when it comes to what is the best type of family
structure. As long as a family is filled with love and support for one another, it tends to

34
be successful and thrive. Families need to do what is best for each other and themselves,
and that can be achieved in almost any unit.

B. During-reading activity – Comprehension and guessing of new word meanings. Tell

students the activities C and D will help them understand vocabulary. Any words that are
not in these exercises must be explained afterwards.

Family Issues

There are many kinds of families. Some have two parents, while others have a
single parent. Sometimes there is no parent and grandparents raise grandchildren. Some
children live in foster families, adoptive families, or in stepfamilies.
Families are much more than groups of people who share the same genes or the
same address. They should be a source of love and support. This does not mean that
everyone gets along all the time. Conflicts are a part of family life. Many things can lead
to conflict, such as illness, disability, addiction, job loss, school problems, and marital
issues. Listening to each other and working to resolve conflicts are important in
strengthening the family.
Source: https://www.nlm.nih.gov/medlineplus/familyissues.html

About MedlinePlus
MedlinePlus is the National Institutes of Health's Web site for patients and their
families and friends. Produced by the National Library of Medicine, the world’s largest
medical library, it brings you information about diseases, conditions, and wellness issues
in language you can understand. MedlinePlus offers reliable, up-to-date health
information, anytime, anywhere, for free.

C. During-reading activity – Using pictures to learn vocabulary

School problems Addiction

35
 Marital issues Illness

Job loss Disability

D. During-reading activity – Matching words and their definitions.

1. to raise (2) a family who takes care of a child for a period of time;
2. foster family (5) to like and to be friendly to each other;
3. stepfamily (1) to look after a child until he or she becomes an adult;
4. support (6) to cause something to happen;
5. to get along (3) a family formed after a divorce;
6. to lead (4) help and kindness that you give to someone who
is having a difficult time.

E. Post-reading activity – Summarizing the ideas from the text.

There are many different types of families.
Families are not people that just live together.
Families need to love and help each other.
It’s common that families have problems.
Communication is very important to resolve family problems.

Listening – Making fun of family members

A. Pre-listening activity. In pairs, students try to predict reasons why Chris’s family
might make fun of him.
B. First listening – Tell students to focus on the general ideas and to check if they guessed
any words, phrases or ideas correctly.
Link: https://www.youtube.com/watch?v=9EhkrRHLHEY

Audio Script
CHRIS (NARRATING) - Since I was going to the dance with Jenise, I needed to cancel
a date with Doc's.

36
CHRIS - Drew, I need you to work my shift Saturday night at Doc's.
ROCHELLE - He's already taking your place working after school. You need him to work
on weekends, too?
DREW - Oh, it's okay, Mom. I could use the money.
ROCHELLE - Well, what do you have to do anyway?
CHRIS - I have a date to the Homecoming Dance.
TONYA - A date? What's wrong with her?
CHRIS - Nothing. Her name's Jenise, and she lives in Park Slope.
ROCHELLE - Park Slope? That's expensive. And she goes to your school?
TONYA - I told you there was something wrong with her. She's retarded.
JULIUS - Your brother's date is not retarded.
DREW - Well, she could be, but there's different levels. She could be a moron, an
imbecile, an idiot or a cretin. Morons have the highest IQ of the mentally retarded, so if
something's wrong with her, you may not notice at first.
CHRIS (NARRATING) - Like the first time you watch Bill O'Reilly.
CHRIS - Why is it so hard to believe I have a date with a perfectly nice, normal girl?
LAUGHING OUT LOUD
ROCHELLE - Hello? Hello? … Oh... oh, stop.
CHRIS - You finished?
JULIUS - Yeah, yeah. But you have to admit, that was pretty funny.

Bill O'Reilly (political commentator)

Source: https://en.wikipedia.org/wiki/Bill_O%27Reilly_(political_commentator)
William James O'Reilly, Jr. (born September 10, 1949) is an American television
host, author, historian, journalist, syndicated columnist, and political commentator. He is
the host of the political commentary program The O'Reilly Factor on the Fox News
Channel. During the late 1970s and 1980s, he worked as a news reporter for various local
television stations in the United States and eventually for CBS News and ABC News.
From 1989 to 1995, he was anchor of the news magazine program Inside Edition.
O'Reilly is widely considered a conservative commentator, though some of his
positions diverge from conservative orthodoxy. O'Reilly is registered as a member of
the Independence Party of New York, and was formerly registered as a
Republican (see: Political views of Bill O'Reilly) and characterizes himself as a

37
"traditionalist." O'Reilly is the author of over a dozen books, and hosted The Radio
Factor until early 2009.

C. Second listening – Tell students to fill the blanks with the words they hear. Ask
students to focus on the Intellectual Disabilities Drew mentions.

Tonya: I told you there was something wrong with her. She's retarded.
Julius: Your brother's date is not retarded.
Drew: Well, she could be, but there's different levels. She could be a moron, an
imbecile, an idiot or a cretin. Morons have the highest IQ of the mentally retarded, so
if something's wrong with her, you may not notice at first.

Intellectual Disability
Source: https://en.wikipedia.org/wiki/Intellectual_disability#Terminology

Intellectual disability (ID), also called intellectual development disorder (IDD)

or general learning disability, and formerly known as mental retardation (MR), is a
generalized neurodevelopmental disorder characterized by significantly impaired
intellectual and adaptive functioning. It is defined by an IQ score below 70 in addition to
deficits in two or more adaptive behaviors that affect every day, general living. Once
focused almost entirely on cognition, the definition now includes both a component
relating to mental functioning and one relating to individuals' functional skills in their
environments. As a result of this focus on the person's abilities in practice, a person with
an unusually low IQ may not be considered intellectually disabled. Intellectual disability
is subdivided into syndromic intellectual disability, in which intellectual deficits
associated with other medical and behavioral signs and symptoms are present, and non-
syndromic intellectual disability, in which intellectual deficits appear without other
abnormalities. Down syndrome and fragile X syndrome are examples of syndromic
intellectual disabilities.
Intellectual disability affects about 2–3% of the general population. 75–90% of
the affected people have mild intellectual disability. Non-syndromic or idiopathic cases
accounts for 30–50% of cases. About a quarter of cases are caused by a genetic disorder.
Cases of unknown cause affect about 95 million people as of 2013.

38
 The terms used for this condition are subject to a process called the euphemism
treadmill. This means that whatever term is chosen for this condition, it eventually
becomes perceived as an insult. The terms mental retardation and mentally retarded were
invented in the middle of the 20th century to replace the previous set of terms, which were
deemed to have become offensive. By the end of the 20th century, these terms themselves
have come to be widely seen as disparaging, politically incorrect, and in need of
replacement. The term intellectual disability is now preferred by most advocates and
researchers in most English-speaking countries. As of 2015, the term "mental retardation"
is still used by the World Health Organization in the ICD-10 codes, which have a section
titled "Mental Retardation" (codes F70–F79). In the next revision, the ICD-11 is expected
to replace the term mental retardation with either intellectual disability or intellectual
developmental disorder, which the DSM-5 already uses. Because of its specificity and
lack of confusion with other conditions, the term "mental retardation" is still sometimes
used in professional medical settings around the world, such as formal scientific and health
insurance paperwork.
Terminology
Terms that denote mental deficiency have been subjected to the euphemism
treadmill. The several traditional terms that long predate psychiatry are simple forms of
abuse in common usage today; they are often encountered in such old documents as
books, academic papers, and census forms (for example, the British census of 1901 has a
column heading including the terms imbecile and feeble-minded).
Negative connotations associated with these numerous terms for intellectual
disability reflect society's attitude about the condition. Some elements of society seek
neutral medical terms, while others want to use such terms as weapons of abuse.
Today, new words like special or challenged are replacing the term retarded. The
term developmental delay is popular among caretakers and parents of individuals with
intellectual disability because delay suggests that a person is slowly reaching his or her
full potential rather than being disabled.[citation needed]
Usage has changed over the years and differed from country to country. For
example, mental retardation in some contexts covers the whole field but previously
applied to what is now the mild MR group. Feeble-minded used to mean mild MR in the
UK, and once applied in the US to the whole field. "Borderline intellectual functioning"
is not currently defined, but the term may be used to apply to people with IQs in the 70s.

39
People with IQs of 70 to 85 used to be eligible for special consideration in the US public
education system on grounds of intellectual disability.[citation needed]
• Cretin is the oldest and comes from a dialectal French word for Christian. The
implication was that people with significant intellectual or developmental disabilities
were "still human" (or "still Christian") and deserved to be treated with basic human
dignity. Individuals with the condition were considered to be incapable of sinning,
thus "Christ-like" in their disposition. This term has not been used in scientific
endeavors since the middle of the 20th century and is generally considered a term of
abuse. Although cretin is no longer in use, the term cretinism is still used to refer to
the mental and physical disability resulting from untreated congenital
hypothyroidism.
• Amentia has a long history, mostly associated with dementia. The difference between
amentia and dementia was originally defined by time of onset. Amentia was the term
used to denote an individual who developed deficits in mental functioning early in
life, while dementia included individuals who develop mental deficiencies as adults.
During the 1890s, amentia meant someone who was born with mental deficiencies.
By 1912, ament was a classification lumping "idiots, imbeciles, and feeble minded"
individuals in a category separate from a dement classification, in which the onset is
later in life.
• Idiot indicated the greatest degree of intellectual disability, where the mental age is
two years or less, and the person cannot guard himself or herself against common
physical dangers. The term was gradually replaced by the term profound mental
retardation (which has itself since been replaced by other terms).
• Imbecile indicated an intellectual disability less extreme than idiocy and not
necessarily inherited. It is now usually subdivided into two categories, known
as severe intellectual disability and moderate intellectual disability.
• Moron was defined by the American Association for the Study of the Feeble-
minded in 1910, following work by Henry H. Goddard, as the term for an adult with
a mental age between eight and twelve; mild intellectual disability is now the term for
this condition. Alternative definitions of these terms based on IQ were also used. This
group was known in UK law from 1911 to 1959–60 as feeble-minded.
• Mongolism and Mongoloid idiot were medical terms used to identify someone
with Down syndrome, as the doctor who first described the syndrome, John Langdon

40
 Down, believed that children with Down syndrome shared facial similarities
with Blumenbach's "Mongolian race." The Mongolian People's Republic requested
that the medical community cease use of the term as a referent to intellectual
disability. Their request was granted in the 1960s, when the World Health
Organization agreed that the term should cease being used within the medical
community.
• In the field of special education, educable (or "educable intellectual disability") refers
to ID students with IQs of approximately 50–75 who can progress academically to a
late elementary level. Trainable (or "trainable intellectual disability") refers to
students whose IQs fall below 50 but who are still capable of learning personal
hygiene and other living skills in a sheltered setting, such as a group home. In many
areas, these terms have been replaced by use of "moderate" and "severe" intellectual
disability. While the names change, the meaning stays roughly the same in practice.
• Retarded comes from the Latin retardare, "to make slow, delay, keep back, or hinder,"
so mental retardation meant the same as mentally delayed. The term was recorded in
1426 as a "fact or action of making slower in movement or time." The first record of
retarded in relation to being mentally slow was in 1895. The term mentally
retarded was used to replace terms like idiot, moron,
and imbecile because retarded was not then a derogatory term. By the 1960s,
however, the term had taken on a partially derogatory meaning as well. The
noun retard is particularly seen as pejorative; a BBC survey in 2003 ranked it as the
most offensive disability-related word, ahead of terms such asspastic (or its
abbreviation spaz) and mong. The terms mentally retarded and mental retardation are
still fairly common, but currently the Special Olympics, Best Buddies, and over 100
other organizations are striving to eliminate their use by referring to the
word retard and its variants as the "r-word", in an effort to equate it to the
word niggerand the associated euphemism "n-word", in everyday conversation. These
efforts have resulted in federal legislation, sometimes known as "Rosa's Law", to
replace the term mentally retarded with the term intellectual disability in some federal
statutes.
The term mental retardation was a diagnostic term denoting the group of disconnected
categories of mental functioning such as idiot, imbecile, and moron derived from
early IQ tests, which acquired pejorative connotations in popular discourse. It
acquired negative and shameful connotations over the last few decades due to the use
41
 of the words retarded and retard as insults. This may have contributed to its
replacement with euphemisms such as mentally challenged or intellectually disabled.
While developmental disability includes many other disorders, developmental
disability and developmental delay (for people under the age of 18) are generally
considered more polite terms than mental retardation.

D. Third listening – Promote a class discussion. Have students talk about intellectual
disabilities, bullying and/or playing jokes on friends. Write the correct answers on the
board.

Grammar – The Genitive Case

The grammar point must be taught inductively. The activities will help students notice
the structure and functions of the Genitive Case.
A. In this activity, students will give meaning to the apostrophe s. Tell them that “Your
brother’s date is not retarded” is more natural than “The date of your brother is not
retarded” in the English language.
If students are familiarized with the TV Show, they will know that the Doc’s is the
grocery store that belongs to Doc Harris. If necessary, explain that to them. In this
activity, students will notice the possibility of using -’s without a noun after it.

C. The vocabulary chart will be useful in the practice that follows.

Masculine Feminine Relationship

Brother Sister Sibling
Son Daughter Child / Kid
Father Mother Parent
Husband Wife Spouse
Grandfather / Grandpa Grandmother / Grandma Grandparent
Grandson Granddaughter Grandchild
Uncle Aunt Father’s or Mother’s sibling
Cousin Cousin Uncle’s or Aunt’s child
Nephew Niece Brother’s or Sister’s child

42
Explain the in-laws using examples from the family tree. Also, explain half-brother,
half-sister, stepmother, stepbrother … Ask students to read their sentences aloud.
Chris is Drew’s brother.
Tonya is Chris’s sister.
Chris and Drew are Julius’s sons.
Tonya is Julius’s daughter.
Chris, Drew and Tonya are Julius and Rochelle’s children.
Gene and Maxine are Rochelle’s parents.
Mousey is Rochelle’s aunt.
Ryan is the boys’ favorite uncle.
Gene is Julius’s father-in-law.
Louis is Rochelle’s brother-in-law.
Chris is Mike’s nephew.
Tonya is Ryan’s niece.
Gene is Maxine’s husband.
Maxine is Drew’s grandmother.

43
 NOW YOU KNOW!

In this section, the students will have the rules for the grammar topic studied. In pairs, ask
students to come up with more examples to write on the lines.

Writing – a letter to an ancestor

A. Students will need help on this project. Give them some days to work on it in order to
allow them time to seek for help. Parents and grandparents can help with information
that the students don’t know. If possible, go to the computer lab to help students sign
up on the website. Tell them to download the software and create their family trees.
On the website, the students will watch a video explaining how to use the software.
Tell students to watch this video as a listening practice. If necessary, they can turn on
the English subtitles. Ask students to print their family tree, present it to the class and
display it in the classroom mural.
B. Use the picture to call students attention to the parts of a personal letter. Explain that
this genre contains sub-types such as emails, business letters and journals, which all
carry some similarities to each other. Have students write the first draft of the letter
in class.

C. Give students time to go home and maybe talk to relatives about their grandparent.
Students then edit and rewrite the letter. Collect the letters for correction. To make it
more interesting, answer the letters pretending to be the students’ ancestor.

Speaking
A. Write the different types of family in pieces of paper and have each student get one. Tell
students to research information on their topic to present it to the class. They can talk
about families they know, about the challenges of such family and so on. Since this is an
activity to practice Speaking as performance, tell students to rehearse at home.

Nuclear Family
Extended Family
Single Parent Family

44
 Blended Family
Same-sex Family
Childless Family
Adoptive / Foster Family
Stepfamily
Other
Grandparent Family

Ask students to think of the following questions while preparing their speeches.
1. What’s your purpose?
2. Who is your audience?
3. What kind of information does your audience expect?
4. How are you going to start, develop and end your talk?

Take notes on students’ errors and give them feedback individually. Praise them in
public though.

45
 Images

Warm up picture – Workplace

http://drjennifernewman.com/wp-content/uploads/2004/11/Workplace.jpg

Demanding boss
http://s.hswstatic.com/gif/workplace-bullying-1.jpg

Don’t smoke sign

http://www.freesignage.com/pdfthumbs/osha_notice/do_not_smoke_in_this_area_osha_
caution_sign.png

Giving Instruction
http://www.eschoolnews.com/files/2012/02/shutterstock_15566440.jpg

Writing a Report
http://www.dubaiinternetmarketing.com/wp-content/uploads/2012/03/Effective-
Business-Management-Report-Writing-Dubai-1.jpg

Giving Advice
http://i.cdn.turner.com/cnn/2010/LIVING/10/27/cb.conflicting.career.advice/t1larg.conf
licting.advice.jpg

Ms. Alaia
https://www.linkedin.com/in/alaiawilliams/pt

YouTube Icon
http://static1.squarespace.com/static/501587e5c4aa0c0d03289988/t/530a4774e4b0efed6
707af65/1393182581824/youtube_logo_detail.png

How to wake up early infographic

http://www.coachingreallyworks.com/wp-content/uploads/2014/05/1388769585-let-go-
keep-simple-move-quickly-secrets-being-productive-entrepreneur-infographic-2-
760x678.jpg

Sad face
http://soapchat.net/index.php?attachments/sad-face-jpg.39546/

School icon
http://freedesignfile.com/upload/2013/08/School-icon-2.jpg

School icon set

http://thumbs.dreamstime.com/z/school-icon-set-13212483.jpg

Different types of family

http://thumbs.dreamstime.com/z/families-different-types-including-gay-lesbian-lgbt-
children-42477828.jpg

Family
https://casemed.case.edu/fammed/img/family_131902826.jpg
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Marital issues
http://wdy.h-cdn.co/assets/cm/15/10/54f5fe0a2e948_-_1-couple-relationship-issues-
lgn.jpg

School problems
http://www.educationquizzes.com/blog-for-parents/wp-content/uploads/2013/08/child-
problems.jpg

Job loss
http://andycore.com/wp-content/uploads/2013/07/job-lost.jpg

Addiction
http://www.priceofaddiction.com/wp/wp-
content/uploads/slideShow/1/1252095675_addiction_1004106.jpg

Disabilities
https://beyondphys1cal.files.wordpress.com/2013/04/screen-shot-2013-04-16-at-12-03-
22.png

Illness
http://i.dailymail.co.uk/i/pix/2011/08/07/article-0-0B55A612000005DC-
674_468x286_popup.jpg

Everybody hates Chris

http://www.seriemaniacos.tv/wp-content/uploads/2010/12/Everybody-Hates-Chris.jpg

Chris
http://img2.rnkr-static.com/list_social_img/13076/1633076/520/default.jpg

Drew
http://everybodyhateschris1.xpg.uol.com.br/drew.jpg

Tonya
http://images.sodahead.com/polls/001526971/4859864957_character_large_image_ans
wer_5_xlarge.jpeg

Julius
http://flowtv.org/wp-content/uploads/2009/04/cw-chris-prt-tcrews-a_000624-d207d5-
281x374.png

Rochelle
http://vignette2.wikia.nocookie.net/everybodyhateschris/images/e/eb/Rochelle.jpg/revisi
on/latest?cb=20120904211325

Maxine
http://myfavoritestars.blog.com/files/2011/04/loretta-devine-eli-stone.jpg

Uncle Mike
http://ak.c.ooyala.com/B3ZzY4bjrkurAvxy8YgDe6C5ClHRQDcP/MGngRNnbuHoiqTJ
H4xMDoxOjA4MTsiGN

47
Gene
http://static.tvgcdn.net/mediabin/galleries/shows/a_f/eq_ez/everybody_hates_chris/seas
on2/additions_season2_5/crops/everybody-hates-chris65.jpg

Uncle Ryan
https://i.ytimg.com/vi/EsutiL4kpPA/maxresdefault.jpg

Charlotte
https://www.youtube.com/watch?v=w_9QwUKJMpM

Uncle Louis
http://i817.photobucket.com/albums/zz95/mcjarubas/everybody%20hates%20chris/ever
ybody-wayne-brady44.jpg

Mousey
https://www.youtube.com/watch?v=w_9QwUKJMpM

Chris’s family tree

Created on https://www.myheritage.com.br/

Parts of a Personal Letter

https://missenglish2012.files.wordpress.com/2012/06/friendlyletter.gif

48
 References

PADUREAN, A. Perspectives on teaching English as a second language. Are teachers

ready to give up the past? Journal Plus Education. Vol X. 2014.

RICHARDS, Jack C. Teaching Listening and Speaking – From theory to practice. 2008.

DEREWIANKA, Beverly. Trends and Issues in genre-based approaches. 2003.

HINKEL, Eli. Teaching Grammar in Writing Classes: Tenses and Cohesion.

THORNBURY, Scott. How to teach grammar. Wydawnictwo Longman.

MATTOS, A; Valério K. Letramento Crítico e ensino comunicativo: lacunas e

interseções. RBLA, Belo Horizonte, v. 10, n. 1. 2010.

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