Unit: Valparaíso, World Site Heritage

Target population: 8th grade, primary school Naciones Unidas, Playa AnchaEntry behavior skills: students are not very keen on English, they do not like to work and do not have respect to the teacher.

Contents: Passive voiceActivities: reading texts, talking activities, fill in the blanks, true or false, games.Materials: photocopies, pictures of Valparaíso.Evaluation: group work activities, share information with the class, games.Time: four sessions of 45 minutes

Objectives:

General: Cog/Int, Students will be able to apply simple present structures in daily lifeOft, students will be able to respect their classmates’ opinion.

Enabling: Students will be able to: Discriminate simple present conjugation Share their opinions with their classmates

Contents:

Phonological: final sounds “ed” Structural: TO BE verb conjugation / Simple present, negative, interrogative and positive conjugation of the test/ adjectives

Cultural: Learning about ValparaisoFunctional: Describing places, customs and peopleLexical: port, boat, city, building, hills, heritage, etc

Valparaiso World Site Heritage

World Heritage Sites represent our world's most precious natural and cultural places. The World Heritage Sites are so special that we want to make sure that when you grow up and have grandchildren, they will be able to see them in the same condition you can see them today.

World Site Heritages are chosen by UNESCO. They have a ten criteria list for choosing a place and the place has to meet at least one requisite.

Since July 2003, the Sea port of Valparaíso is also part of our world site heritage. The colonial city of Valparaíso presents an excellent example of late 19th-century urban and architectural development in Latin America. In its natural amphitheatre-like setting, the city has well preserved its interesting early industrial infrastructures, such as the numerous ‘elevators’ on the steep hillsides.

Justification for Inscription

There are 10 criteria for being a World Site Heritage and Valparaíso accomplish Criterion iii: “… (iii) to bear a unique or at least exceptional testimony to a cultural tradition or to a civilization which is living or which has disappeared…” Valparaíso is an exceptional testimony to the early phase of globalisation in the late 19th century, when it became the leading merchant port on the sea routes of the Pacific coast of South America.

Adapted from the web sites http://theunitednations.suite101.com/article.cfm/unesco_world_heritage_selection_criteria#ixzz0RbWTIiRH http://www.muenkermedia.com/whp/whatAre.shtml

2

Activities

1. - Answer these questions and compare the answers with your classmates.

What do you think world site heritage means? Do you know something about UNESCO? Do you know places that are world cultural heritage?

2. - Scan the text and underline the words that you do not know. Look up the words in a dictionary; ask for help to your teacher if it is necessary

3. – Do you think your city can be a world site heritage? Why? Why not? 4. – True or False. Write a T for true and F for false. Justify all the false sentences.

a) _____ Valparaiso is a world site heritage since July 2003.b) _____ Valparaiso is an airport.c) _____ Valparaiso has lots of churchesd) _____The UNESCO criterion says that a place for being world site heritage must meet at least 1 requisite.e) _____ UNESCO has 10 criteria requisites.f) _____ Valparaiso accomplished two requisites for being a world site heritage.

5. – Look up these verb forms in the text and write next to them the complete statement that they are within.

“the city is characterized by a vernacular urban fabric”

“World Site Heritages are chosen by UNESCO”

What do they have in common? Do you think you can create a rule for their use? Ask your teacher for help and look up in the text more verb forms

6. Look at the four pictures in A and B and answer the following questions. If you need help ask your teacher.

3

What’s the difference between them? Do you think you can create a rule only looking at these statements?What would be the rule?

A B

Active Voice, Passive Voice

There are two special forms for verbs called voice:

4

1. Active voice 2. Passive voice

The active voice is the "normal" voice. This is the voice that we use most of the time. You are probably already familiar with the active voice. In the active voice, the object receives the action of the verb:

Subject Verb ObjectExample: Sue rides a bike In the passive voice, the object of the sentence receives the action and becomes the subject. Subject Verb ObjectExample: A bike is ridden by Sue

There are also some changes in the verb form. The structure of the passive voice is very simple: Subject + auxiliary verb (be) + past participle

(Remember that the main verb is always in its past participle form)Now look at the following chart above, there are some examples of passive and active voice.

Tenses Active Passive

Simple Present This movie bores Jack Jack is bored by the movie

Simple Past The movies surprised them

They were surprised by the movie

Present Continuous I am helping Shannon Shannon is being helped by me

Past Continuous They were cleaning the bedroom.

The bedroom  was being cleaned by them

Present Perfect I have mailed the gift. The gift has been mailed by me.

Past Perfect Steven Spielberg had directed the movie.

The movie had been directed by Steven Spielberg.

Will Jack will mail the gifts. The gifts will be mailed by Jack

Going to I am going to make the cake

The cake is going to be made by me.

Can/ Can’t Mai can tell the truth. Terry can't tell the future.

The truth can be told by Mai. The future can't be told by Terry.

7. Look the game above. Form groups of 3 students and throw the dice. The student who transforms the sentence in each box into passive voice and finishes first wins the game.

5

He has written a letter.

He has written a letter. They knew it.They knew it. She was reading

a book.She was reading

a book.

They had sent a message.

They had sent a message.

He has given me his book.

He has given me his book.

They did not sing a song.

They did not sing a song.

He teaches us English.

He teaches us English.

They have broken the chair.

They have broken the chair.

He plays football well.

He plays football well.

They have gathered all the

things.

They have gathered all the

things.

She has read the book.

She has read the book.

Have they seen the Taj Mahal?Have they seen the Taj Mahal?

They elected him minister.

They elected him minister.I kept him

waiting.I kept him

waiting.What do you

want?What do you

want?Open the door.Open the door.She was reading

a novel.She was reading

a novel.The servant will polish the shoes.The servant will polish the shoes.

Who teaches you English?

Who teaches you English?

Please tell him about it.

Please tell him about it.

Your performance surprised her.

Your performance surprised her.

He is telling a story.

He is telling a story.

Do you know her brother?

Do you know her brother?

He will invite her to the party.

He will invite her to the party.

She will not beat the dog.

She will not beat the dog.

Smith buys two books every

month.

Smith buys two books every

month.

This pot contains ink.

This pot contains ink.

They are making the

arrangements.

They are making the

arrangements.

He will have finished the

work.

He will have finished the

work.

Someone cheated John.

Someone cheated John.

All love him.All love him.I can win this race.

I can win this race.

Where did you keep that thing?Where did you

keep that thing?His behavior bothers me.

His behavior bothers me.

6