GRADE 10A: Heritage Seeking and giving opinions; discussion essay

About this unit

This unit is designed to guide your planning and teaching of English lessons. It provides a link between the standards for English and your lesson plans. The teaching and learning activities in this unit should help you to plan the content, pace and level of difficulty of lessons. You should adapt the ideas in the unit to meet the needs of your class. You can also supplement the ideas with appropriate activities from your schools textbooks and other resources. In this unit, explore the meaning of heritage. They read and discuss a text about ownership of historic artefacts and role-play setting up a project to preserve local heritage.

UNIT 10A.12 9 hours

Resources
The main resources needed for this unit are: a short reading text (approximately 250 words) giving the history of the Elgin marbles; a longer reading text (1000+ words) discussing the debate over whether or not the Elgin marbles should be returned to Greece; a range of views and opinions about the Elgin marbles; a recorded discussion about attempts at preserving heritage.

Expectations
By the end of the unit, most students will: understand a range of common affixes and roots and use them to guess the meanings of unknown words, and to extend, elaborate on and add precision to meaning; follow and respond to narratives, descriptions, explanations, recounts and commentaries; speak accurately, using a series of eight connected, simple and complex utterances; use a variety of interactive and language repair strategies to initiate, maintain and conclude conversations of about 10 minutes; talk about the hypothetical past; recount, discuss and compare events; prepare and present an opinion or point of view to persuade an audience; plan and participate in discussions, speak at length, develop ideas, give examples, ask and answer questions from the group; read widely for information, searching books and the Internet, skimming and scanning, and comparing and synthesising information from at least two sources; recognise typical language features of narrative, persuasive and discussion texts; read and understand persuasive and discussion texts; compose a short formal discussion essays of at least 250 words, weighing arguments for and against an idea or issue. Students who progress further will: speak accurately about past events using connected, simple and complex utterances with readily comprehensible content, requiring little interpretation, and where pronunciation enhances communication. Students who make slower progress will: speak fairly accurately about past events using a range of past tenses and appropriate cohesive devices to link ideas.

Key structures and functions

Talking about the hypothetical past: If Elgin hadnt taken the marbles, they might have been destroyed by the Turkish invaders. Narrating past events: The Rosetta stone was found in Egypt in by the French in 1799, but later fell into British hands. Italian troops seized the obelisk in 1937 and took it to Rome, where it has remained ever since.

Vocabulary
Heritage: preserve , artefacts, culture, treasures, sculpture, etc. Ownership: own, belong to, take care of, etc. Collecting: plunder, loot, raid, steal, etc. Connectors: therefore, consequently, first, secondly (etc.), however, on the other hand, etc.

145 | Qatar English scheme of work | Grade 10A | Unit 10A.12 | Heritage

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Standards for the unit

9 hours
3 hours Reading and writing 2 hours Conducting research 3 hours Preserving heritage 1 hour Extensive reading 9.4.1 Speak accurately and at length to explain, present opinions, recount, describe and summarise events and plans, using a series of 68 clear, connected, utterances. 10A.4.1 10A.3.5 Consolidate understanding of a range of utterances constructed in the passive voice.

Unit 10A.12
CORE STANDARDS Grade 10A standards
10A.2.1 Understand elements of morphology in order to be able to guess the meanings of unknown words. Consolidate knowledge from Grades 6 9 and extend their ability to recognise, investigate, and spell root words with a range of affixes, generate new words and guess the meaning of unknown words from affixes and roots to extend vocabulary and support spelling.

SUPPORTING STANDARDS including Grade 9 standards

EXTENSION STANDARDS including Grade 11A standards

10A.3.2. Understand and respond to descriptions and explanations of people, places, events and processes: identify detail accurately; note detail with sufficient precision to re-use without error; note logical progression. Speak accurately, using a series of up to 10 connected, simple and complex utterances with: accurate and appropriate use of grammar, vocabulary and pronunciation, including appropriate stress and intonation; appropriate cohesive devices to link ideas within utterances and organise ideas at discourse level; a variety of subordinate clauses, linked with appropriate conjunctions; precise delivery of ideas backed by relevant examples and minimised use of redundancy; ability to deal with unexpected questions or comments. 10A.4.5 Interact in group, paired and more formal discussion: actively participate, contributing relevant opinions, examples and suggestions to the discussion; show independence by initiating new ideas. 10A.4.6 Show awareness of other participants through: recognising the main points made by other speakers and responding in relevant ways; repeating or paraphrasing what was said to check meaning; asking follow-up questions; using basic expressions to: request or invite views from others and to show interest; using verbal and non-verbal expressions to show (dis)agreement, interest or ignorance. 11A.4.2 Speak accurately, using a series of up to 12 clear, connected, simple and complex utterances demonstrating: readily comprehensible content, requiring little interpretation, and where pronunciation enhances communication.

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9 hours
9.5.7

SUPPORTING STANDARDS including Grade 9 standards

Consolidate ability to talk with reasonable fluency about events in the past using past tenses. 10A.5.2

CORE STANDARDS Grade 10A standards

Talk about the hypothetical past: speculate and make accusations using past modals should, could, would, might have done. 11A.5.2

EXTENSION STANDARDS including Grade 11A standards

Consolidate and extend ability to describe possible choices, courses of action, in the past and weigh up options and consequences. Use hypothetical language with conditionals and appropriate modals and connectives.

10A.5.4

Recount and compare events, situations, narratives and personal experiences in the past, using the simple past, past continuous, past perfect and present perfect for the general past, as appropriate.

10A.5.10 Prepare and present to an audience an opinion or point of view to convince or persuade, in a series of complete utterances with appropriate use of: first and second person language; expressions to indicate degrees of certainty; connectives for reasons and consequences. 10A.6.5 Use active reading strategies: use indexes, pictures, tables of contents, and glossaries to help locate and assimilate information; skim and scan written and screen-based texts for information; compare and contrast text information; evaluate in relation to preferences or purposes. 10A.7.6 Read widely for information: prior to reading, identify key questions and possible sources; use skimming and scanning strategies to identify key information, distinguish relevant from irrelevant detail; synthesise information from at least three sources; make detailed legible notes in a form which suits the purpose sufficiently to structure an essay; evaluate at least three different texts on the same topic, the reliability and relevance of information from a given source. 10A.7.10 Read a variety of letters and emails noting the degrees of formality used and relating this to the purpose and intended audiences. 11A.7.4 Read widely for information: compare and evaluate different texts on the same topics, information presented in different screen and hard-copy text forms.

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9 hours

SUPPORTING STANDARDS including Grade 9 standards

10A.9.5

CORE STANDARDS Grade 10A standards

Compose short essays drawing on work in another curriculum subject or an issue of topical interest, using: organisational features typical of a discussion text to balance and weigh arguments formal written English typical of the styles used in discussions and debates the present simple, predominantly for generalisation and nonspecificity, the use of general terms and zero articles, discourse markers for explicit logical organisation, complete sentences rather than elliptical forms 11A.9.5

EXTENSION STANDARDS including Grade 11A standards

Compose essays, drawing on work in another curriculum subject or an issue of topical interest, using: organisational features typical of a discussion text to balance and weigh arguments formal written English typical of the styles used in discussions and debates.

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Activities
Objectives
3 hours Reading and writing Students are able to: understand a range of common affixes and roots and use them to guess the meanings of unknown words, and to extend, elaborate on and add precision to meaning; follow and respond to narratives, descriptions, explanations, recounts and commentaries; use a variety of interactive and language repair strategies to initiate, maintain and conclude conversations of about 10 minutes; speculate and make accusations using past modals should, could, would, might have done; compose a discussion to balance and weigh arguments, and draw a conclusion.

Unit 10A.12
Possible teaching activities
Write a definition of the word heritage on the board, for example: The history, traditions and qualities that a country or society has had for many years and that are considered an important part of its character. Oxford Advanced Learners Dictionary Elicit from the students a few examples. Divide the students into groups of 45 and have them make a list of what they consider to be their heritage. Before they begin, remind students of the importance of including all group members in the discussion, of seeking and giving opinions, asking appropriate follow-up questions, seeking clarification, etc. In turns, each group presents their list. Identify similarities and differences. Students identify the root of the word heritage and identify associated words (e.g. inherit, inheritance, heir, hereditary). They make sentences using the words in context. Students read a short text of approximately 200300 words about the history of the Elgin marbles. They make notes of the history of the marbles, paying special attention to narrative tenses. They plot events on a timeline. Students read a longer text of approximately 1000 words about the arguments for and against returning the marbles to Greece. Students identify opinions and supporting arguments. Highlight the use of connectors to present a number of arguments, introduce contrasting ideas, etc. Practise use of the third conditional for talking about the hypothetical past and past modals for making accusations, paying attention to stress and weak forms, for example: If Elgin hadnt taken the marbles, they might have been destroyed by the Turkish invaders.. Elgin should have left the marbles in place. Prepare a list of comments made by people associated with the Elgin marbles (e.g. the Greek Minister of Culture, the director of the British Museum, Lord Elgin). Students read the comments, identify the view point of the speaker and match to a name. Alternatively, students read a list of comments by members of the public and decide if they are for or against the return of the marbles to Greece. They identify which opinion they agree with most closely. Comments by people closely connected with the case can be found by reading a range of texts about the Elgin marbles. Comments by members of the public can be found on the BBC news website. The title of the article is Who should own historic artefacts? The Elgin marbles are 56 sculpted friezes that were removed by Lord Elgin from the Parthenon in Greece two hundred years ago and housed in the British Museum in London.

Notes
A discussion of heritage should include art, dance, crafts, sports, language, environment, industry, animals, etc.

School resources
This column is blank for schools to note their own resources (e.g. textbooks, worksheets).

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Objectives

Possible teaching activities

Divide the students into two groups. One group represents the Greek government and the other the British Museum. They prepare their arguments for or against the return of the marbles to Athens. Review features of a discussion essay. Students write a discussion essay of 200250 words presenting the arguments for and against the return of the Elgin marbles to Greece.

Notes

School resources

2 hours Conducting research Students are able to: recount, discuss and compare events, situations, narratives and personal experiences in the past, using the simple past, past continuous, past perfect and present perfect for the general past, as appropriate; read widely for information; make detailed legible notes in a form which suits the purpose. 3 hours Preserving heritage Students are able to: present to an audience an opinion or point of view to convince or persuade; speak at length, develop ideas, give examples; ask and answer questions from the group.

Ask students if they know of other disputed artefacts. Explain that they will research information on three more cases of disputed artefacts and, at the same time, they should also search for a picture of the artefact they are researching. Divide the students into three groups, A, B and C. Group A researches the Rosetta Stone, group B researches the Axum Obelisk and group C the bark etchings of the Aborigine Dja Dja Wurrung tribe. Students carry out their research and make notes using the pre-set questions as a guide. Students check and compare their information in groups. Make new groups of three, each with one member from each of the original groups A, B and C. Students report the findings from their research from their notes. They identify similarities and differences between the cases. Students discuss the three cases in whole-class work arrangement, presenting arguments for and against returning artefacts. They practise giving opinions, agreeing and disagreeing. Elicit from students examples of local arts, crafts, sports, traditions, qualities, etc. that are in danger of disappearing. Discuss reasons for this and how students feel about it. Students listen to a discussion about attempts at preserving heritage. They complete comprehension questions to identify the main ideas and details and identify why the speaker thinks the subject is important, what problems have been encountered, and so on.

Prepare a set of research questions that students must answer, for example: What is the artefact? What is its significance? When and how was it removed? Where is it now? What attempts are being made to return it to its original setting?

Review the language of giving opinions, agreeing and disagreeing as necessary.

The BBC website has an audio and video interview entitled Preserving Egypts belly dancing heritage. Another possible topic of discussion is the preservation of the Welsh language in Great Britain.

Set up a role-play: explain to students that they have access to a grant to start a project that enables local communities to celebrate, look after and learn more about their heritage. Brainstorm ideas, for example: preserving a historic building; developing a nature reserve; teaching a traditional sport or art; recording traditions, customs and history. Students discuss and identify criteria for approving funding of a project.

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Objectives

Possible teaching activities

In groups, students decide on a project. They design the project and make a request for funding, bearing in mind the agreed funding criteria. If necessary, review language for persuasion. In turn, students present their projects and their requests for funding. Students evaluate presentations using the agreed criteria, including: accurate and appropriate use of grammar, vocabulary and pronunciation, including appropriate stress and intonation; appropriate cohesive devices to link ideas within utterances and organise ideas at discourse level; a variety of subordinate clauses, linked with appropriate conjunctions; precise delivery of ideas backed by relevant examples and minimised use of redundancy; ability to deal with unexpected questions or comments. Make note of frequent or common errors during the presentations and deal with them in a whole-class situation after the presentations. Individually, students write a letter to a newspaper putting forward their proposal. They consider their intended audience and select language accordingly.

Notes

School resources

Criteria for assessing students performance should be discussed and agreed at the beginning of the activity.

1 hour Extensive reading Students are able to: read extensively from graded readers and other appropriately levelled texts in 2500 key word range, in a variety of genres and organised in paragraphs and chapters.

Students read a book from a range of graded or appropriately levelled readers within the 2500+ key word range. They may be given time to read their book in class and reading should be set for homework. Set a time within which students should complete a certain number of pages or chapters of the book and an activity that shows their understanding of the book. Activities will depend on the content of the book and can include: writing a book review asking for a summary and their opinion of the story and/or characters; responding to questions to show understanding of the main ideas; completing a table, graph or other diagram; language-focus work (e.g. tense, use of adjectives); role-playing characters in the book; writing a letter as if from a character in the book; trace the development of themes, ideas and events through the story; developing a story map and illustrations.

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Assessment
Possible assessment activities
Listening Students listen to an interview in which one or more people describe an art, tradition, language, etc. that is dying out and discuss the need to preserve it. They demonstrate comprehension by completing true/false or multiple- choice questions.

Unit 10A.12
Notes
Listening carries approximately 20% of the assessment weighting for this grade. Questions should be designed to assess the comprehension of gist and details. Speaking carries approximately 30% of the assessment weighting for this grade. Assessment scales should include both accuracy and fluency criteria.

School resources

Speaking

Students role-play an interview with the director of the British Museum and/or the Greek Minister for Culture on the case of the Elgin marbles.

Reading

Students read a jumbled text and demonstrate comprehension by ordering sentences or paragraphs.

Reading carries approximately 30% of the assessment weighting for this grade. Writing carries approximately 20% of the assessment weighting for this grade.

Writing

152 | Qatar English scheme of work | Grade 10A | Unit 10A.12 | Heritage

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