UNIT 3: MIND THE GAP

TOPIC: Social Inequalities TIMING: 7 Sessions

Summary: This unit is divided in three blocks: 1) (NOT!) Cast in the same mould looks at poverty, sexism and racism; in 2) Good old days the focus is on the generation gap; and in 3) What’s
for tea? the central point lays on food waste.
OBJECTIVES ASSESSMENT
Reading Comprehension Assessment Criteria
To understand the main ideas and specific information in articles about flexible working and stereotypes, and success across generations, Stated in Currículum LOMCE Catalunya Nivell
and social privilege and its impact on food choices. Avançat C1 - Anglès. [Pending Publication]
To understand the main ideas, events and trends in an excerpt from a non-fictional novel about interpreting data.
To comprehend tweets about growing old and quotes about white privilege.
Listening Comprehension Assessment Procedures and Instruments
To understand the main ideas and details about the change in trends from a documentary about the evolution of poverty in history. Self-assessment: analysis of communicative
To understand relevant aspects and details in interviews and a talk about the perception of the present. input activities using self-assessment
To understand the main ideas and details from a news report about the importance of Gen Z and about BAME people in leading positions. questionnaire (reading and listening
To understand the main ideas, details and cultural references in a short film. comprehension); analysis of written product
To recognise contrastive stress and stress-shit words. (summary and graph interpretation) using self-
Spoken Production and Interaction assessment questionnaire; end unit self-
To take part in argumentative interactions about old people taking up risky activities, respecting the social conventions. assessment checklist.
To take part in argumentative interactions about the connotations of certain words, respecting the social conventions. Peer-assessment: analysis of oral production
To summarise and reformulate the main ideas in article about success. (oral presentation) using a peer response
To initiate and maintain conversations about inequality, respecting social conventions. form.
Written Production and Interaction
To co-produce an argumentative essay about racism complying with the appropriate conventions and format of this text type. Teacher-led assessment: information from

To write a news report about food waste, complying with the appropriate conventions and format of this text type. self-assessment questionnaires (all skills);

To write a narrative text about a fictional family status, adapting lexis and structures to the topic and communicative situation. observation and eavesdropping using a

To write a description and interpretation of a graph about poverty adapting lexis and structures to the topic. classroom observation numerical rating

To write a forum contribution about the generation gap, adapting to the communicative situation. checklist and anecdotal records (all skills);

Mediation analysis of written products (written mediatio

Spoken Written and argumentative essay) using analytical
To express a personal response to a mural by Hyuro and To select and adapt the main ideas from a video about to write a news rubrics.
the graffiti ‘Tropical Hungry’ by Narcélio Grud. article about the abolition of private schools.
To deliver a presentation of a graph using the appropriate
discursive strategies of this type of text.
CONTENTS
Strategies
Language Use Strategies: listening and reading for gist and for detail; skimming; scanning; formulation of hypothesis and their verification or reformulation; guessing the meaning of words

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using previous knowledge or the textual context; knowledge of oral and written conventions; simplification of a denser text; selection of relevant ideas; text interpretation; transmission of the
main points; data interpretation and drawing conclusions from visual inputs (graphs); clarification and exemplification of ideas (debate); conceding or partially agreeing; being emphatic,
steering a debate; referring back and disputing; presenting evidences.
Language Learning Strategies: hypothesis formulation referred to meaning (listening and reading comprehension); reasoning and verification of the formulated hypothesis (all skills);
acknowledgment of usage differences between the oral and the written code (written mediation, writing – graph interpretation and argumentative essay, speaking – debate and presentation,
oral mediation – work of art interpretation); using self-assessment and peer-assessment as a tool to improve learning; accepting partial or superficial understanding of a communicative
situation; awareness of the role of classmates as a learning aid (pair/group work).
Text Types Text Organisation
Written Spoken • Contextual Adequacy: identifying interlocutors, their mutual relations and the communicative
Receptive: Receptive:
intentions; identifying the format of different text types, identifying the register; selection of
News article, excerpt from a non- News documentaries, talks, news reports, interviews, a
main ideas.
fiction book, art installation short film, scene from a film and stand-up comedy.
• Coherence and Cohesion: Topic maintenance: thematisation by means of discourse
review, quotes, tweets. Productive:
markers (as regards, in relation to,…), enquoting devices (according to), exemplification (to
Productive: Debates, presentations, problem solving tasks, casual
illustrate this, in particular); Turn-takers, turn-givers and turn-keepers in argumentative
Narrative text, note taking, news conversations and informal discussions.
interactions.
article and a forum contribution.
Functions Notions
Showing interest for something, responding to sigs of interest (1); affirm, negate, assent, classify, compare, Lexical elements: sexism, racism, inequality, success, failure, food and diet;
annotate, express curiosity, describe the physical and evaluative qualities of people, situations, activities, evaluative (1); sequence, anteriority, posterity, simultaneity (3); modality
events products, give offer, request information, express knowledge or lack of it, express doubt and certainty (probability, intention, predict, regret) (5); condition (6).
(2); request, express and argue an opinion or disbelief with different degree of firmness, express agreement
or disagreement, object, replicate, formulate conjectures and hypothesis, predict, suppose (5); ask for and
give advise and advise against, recommend, inform, propose suggest (7).
Macro-functions: 1) Socialisation; 2) Information; 3) Pleasure; 4) Feelings, attitudes, moods; 5) Opinions, 1) Entities; 2) Space; 3) Time; 4) Mode; 5) Estates, events, actions, processes
beliefs, hypothesis; 6) Intention, decision, volition; 7) Advice, offers; 8) Suasion and activities; 6) Logical relations between estates, processes and activities.
Sociocultural Competence Sociolinguistic Competence
- White privilege. - Register: informal (tweets), semi-formal (personal account), formal (news article and graph interpretation).
- BAME people in leading positions in the UK. - Using intonation (stress-shift words) and inversion to emphasize information in the sentence.
- Different age generations and their perceptions of success.
Vocabulary & Lexis Morphosyntax Orthography Phonology
- Sexism, racism and inequality. - Useful phrases to use in presentations. - The apostrophe - Contrastive Stress
- Success and failure. - Inversion. – Stress-shift words
- Types of food and diet. - Conditionals.
- Idioms with food.

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ACTIVITIES BY LANGUAGE ACTIVITY

Listening Speaking Linguistic Competence

- Video (talk): ‘Hans Rosling's 200 Countries, 200 Years, 4 Minutes’ from [BBC Four]. - Presentation from the data in a graph from the - Vocabulary – Sexism, racism and
Multiple-choice Qs. www.gapminder.org. inequality. Classify the words into the
- Video (news report): ‘Fewer than 5% of the UK's top roles are held by BAME people’ - Discussion about a short film ‘Leading Lady different categories.
from [Sky News] Qs about the video. Parts’ from the BBC. - Vocabulary – Success and failure.
- Video (report): ‘These Old People Love Doing Parkour!’ from [VICE News]. T/F Qs. - Critical discussion about the board game Ms. Matching words with meanings.
- Video (Talk): ‘How Generation Z Will Change The World According To Experts’ from Monopoly. - Vocabulary – Types of food and diet.
[Time]. Multiple-choice Qs. - Discussion about the video ‘Heartbreaking Fill in the gaps in a text about new diets.
Video (report): ‘Morrisons' Food Waste Destroys Farming Family’ excerpt from [Hugh's Moment When Kids Learn About White Privilege’ - Vocabulary – Idioms with food. Match
War on Waste]. Introduction to an argumentative interaction. from [Channel 4]. idioms with pictures and sentences.
- Audio (part I): 5 people interviewed in a radio programme about if now things are - Discussion about the attitudes and the definition - Grammar – Inversion. Matching
better or worse. Match opinions with speaker. of success for Gen Zers [Keynote] sentences halves, fill-in the gaps, re-
- Audio (part II): expert in psychology explains what the 5 interviewees are - Debate: Does using certain words make us less writing sentences.
experiencing. Note taking. racists or sexists? - Grammar - Useful phrases to use in
- Debate: Should the elderly be discouraged from presentations. Complete the sentences.
Reading taking part in dangerous activities? - Grammar – Conditionals and
- Article about flexible working and the reinforcement of stereotypes from - Game ‘The Price is Right’ (Appendix X) alternatives to if. Fill in the gaps, change
[Linguahouse]. Qs about the text, vocabulary and discussion. if for another alternative, produce
- Quotes about white privilege. Match the quote with the sentences that best capture conditional sentences from the car
Mediation
the meaning. Written accident scene from the film ‘The Curious
- Tweets about growing old to promote discussion. - Note taking from the video ‘Scale of UK food Case of Benjamin Button’.
- Jigsaw reading of an article about success across generations from [Keynote] waste 'repugnant'’ from [Channel 4 News] to write - Phonology – Contrastive Stress
- Article about social privilege and its impact on food choices from a News report. [English Hub]
[www.ecoandbeyond.co] - Note taking from the video ‘Three gender pay - Phonology – Stress-shift words [English

gap myths explained’ from [The Guardian] to Hub]

Writing Orthography – The apostrophe: adapted
validate hypothesis and repair mistakes..
- Argumentative essay about BAME people in leading positions. from the book Eats, shoots and leaves.
Spoken
- Tweets about growing old. - To react to a mural by Hyuro and the graffiti Complete the rules from the examples.
- A narrative text about the fictional social status of a family, their daily lives and ‘Tropical Hungry’ by Narcélio Grud
dietary routines (from the ‘The Price is Right’ game).
- Interpretation of a graph about poverty to draw and write conclusions.
- A forum contribution about the generation gap.
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