UNIVERSIDAD NACIONAL

CENTRO DE INVESTIGACION Y DOCIENCIA EN EDUCACION

DIVISION DE EDUCOLOGIA

ENSEÑANZA DEL INGLES

RECURSOS DIDACTICOS PARA EL APRENDIZAJE DEL INGLES

PROF. GIANINNA SERAVALLI MONGE

STUDENTS

NATHALIE ALVAREZ

YERALDIN SALABLANCA

DANIEL SOSA

OCTOBER 25TH, 2012

2

CULTURAL UNIT

By: Nathalie Álvarez Yeraldin Salablanca Díaz Daniel Sosa

3

Topics

Music

Art

Crafts

CONTENTS

Functions Requesting and giving information. Expressing ideas. Wh_ questions:

Language which, when, what, how many, how, why, etc.

Vocabulary

Intruments • Guitar

Music terms • Musicality • Melodic

Craft examples • Oxcard • Gold museum

Art terms

Graffiti

Sculpture

Portrait

4

Reading

GETTING READY!!!

A. CAN YOU FIND ALL THE WORDS?

S C U L T U R E G A R T G I

P K U I L H Y O R H O R N N

A N I M A L S u A L A J N C

I I P Z P A I N F F M L Ñ C

N B N V O A I N F T I N G O

T A R S R T O W I W O O O D

I P O R T R O L T K G L N C

N D X W Q A V V I N V C C Z

G P G A A I G N I F F A R G

O U I G I N H L N B T C X Z

O P I U T H N M G I O P N V

U I N S T A L L p T I O N G

B V C U I P O R O P A I N T

Installations – painting- sculpture- portraits-graffiti

B. DO YOU KNOW WHAT THOSE WORDS MEAN?

Match the following descriptions with its corresponding concept.

An artwork which has three dimensions such as height, width and depth.

Human figure

Three-dimensional work that are often site-specific and designed to transform

the perception of a space

Installation

Portrait

Sculpture

Graffiti

A writting or drawing with effects most of the time sprayed illicitly on the walls.

5

Reading

Through the words!!

A. DID YOU KNOW ABOUT MARISEL JIMÉNEZ?

Read the following reading about Marisel Jiménez and then answer the questions.

Marisel Jimenez is a Costa Rican artist, who studied at “Facultad de Bellas Artes of Universidad de Costa

Rica”. Regarding her works, she is more interested in the creation of

spaces of interaction with the visitor that lead to introspection, rather

than the analysis of concepts. She introduces us into her daring

mental scenario, a product of her point of view within the world of

emotions in which all human beings are immersed. She turns the

collective flaws and misrepresentations into shapes that articulate

messages of uncertainty and concern. For this artist the goal is to

sublimate the emotional baggage generated by process of existence

in the struggle to maintain liberty without giving up, a labor that she

fulfills with a strong visual inventiveness.

The emphasis to materialize the intangible energy that vibrates

in living creatures, objects and situations, is notorious when we revise

her trajectory. Works like “RETABLO DE LA CORTE DE CARLOS

JIMENEZ”, 1993, alludes the complex relations of her own family,

getting inspiration from the painted portraits of the cortesans, or “LA CAJITA”, 1999, that evokes birth and

death in a one footed wooden cradle, with a bleeding dead bird. In “RATICA”, 2001, she personifies innocence

and prejudices with a friendly rat that looks to the world from a metal, jail smile, baby bed, and in “OCTAVIO

SACRAMENTO”, 1996 the artist declares her wish “to get to be part of that parallel universe, where the only

object left that produces the most intimate and contained sensation of lirism, of icy coldness”. The emotional

fiber that unites her art works trespasses the surface in an expression of textures and contrats, to discover the

essence of her sculptural forms that include dead outstanding Costa Rican personalities of combative

temperament like the writer Yolanda Oreamuno and expresident José Figueres Ferrer, both in bronze.

(Rolando Barahona)

B. TIME TO ANSWER!

Answer the following questions about the previous reading

1. What is Marisel Jiménez more interested in?

______________________________________________________________

2. What are Marisel less interested in?

______________________________________________________________

3. Mention two of Marisel’s works.

______________________________________________________________

4. What is the goal Marisel has?

______________________________________________________________

5. Which does Marisel’s work represent her family issues?

_____________________________________________________________

RATICA, Marisel Jiménez

6

Reading

Lasts steps!!!

WOULD YOU LIKE TO BE AN ARTIST TOO?

a. Read the following article that explains how to make a sculpture step by

step.

1. Brainstorm. Sculptures can have different meanings. They can look cool or look lame. They could have a message on them, or be a picture. Brainstorm what kind of sculpture you want to have. 2

Collect. Sculptures are known for what they are made out of. You could have a unicorn made of candy wrappers, or a dragon made from Coke bottles. If needed, remember to collect glue as well. 3

Make a base. All sculptures have to have something to hold them up. It's called the base. It can be showing or not showing. Many sculptures have a basic base made out of sticks. To be steadier, you could use a piece of metal. 4

Paste. We've all used it. Paste in sculptures is like bread on a sandwich. You have to choose one that will hold up what you are using. 5

Give it character. If you don't want your sculpture to be a piece of the ground, you have to give it character. For example you could have a newspaper unicorn. To give it character glitters paint it. 6

Paint it. You don't have to paint it if you don't want to. If you do, choose bright eye-popping colors. That will make it stand out. Source: http://www.wikihow.com/Make-a-Sculpture

b. Pair work. Discuss with your classmate those steps, and come up with an

idea to create your own piece of art.

NOW! IT’S TIME TO DO YOUR OWN SCULPTURE.

c. Use your creativity and create your own work. Use the technique you

prefer.

Suggestions

- Graffiti

- Painting

- Installation

- Sculpture

7

Writting

GETTING READY!!!

A. DO YOU KNOW THEM?

eregrino Gris is a Costa Rican Folk and Celtic music band, (name given to the music influenced by traditional music from

Ireland, Scotland, Galicia, and Brittany). The band was founded in March 11th; 2001but the investigation and composition work

started seven years before. Peregrino Gris has participated in different activities either public or private. Also, the band usually

plays in the Jazz Café in San Pedro. In December 2003, the first CD of the band hit the market which created a good reputation of the

group and caught the attention of a significant audience to their music. Two years later, in December 2005 the group made public its

second CD called “Confrontacion”. Both CDs includes 100% original compositions that had gotten success in sales. Besides, the band

recorded a track together with the Spanish band Asgaya de Asturias in 2006. The third CD of the band with its original music was

presented in June 2011. Then, the band is looking for the opportunity to show its music outside the country. The band has also

included in his repertoire traditional Ireland, Scotland and Galicia Music.

Peregrino Gris, apears in a country that seems to have no relationship at all with those countries known as Celtic, Costa Rica.

However, this project came alive not only from listening to Ireland, Scotland but also from a deep research based on knowing, listening

and even interpreting traditional music from around the world, in order to know through its music customs and way of living of the

people. Thus, this investigation project has taken us to a cultural exploration travel where a relationship between two cultures

apparently different from each other shows up and by experience, realizing that music is a universal language, human need. Also,

traditional music seems to link to each other naturally to get together all human beings as part of a whole. Peregrino followers are

witnesses and participants of such connection: Through the Project has been an interaction with a lot of people with different beliefs,

disciplines, and musical likes but to all these people in one way or the other get attracted to this type of music where they identify

themselves, discover something that wakes up their spirit and each person gives his own meaning as part of his life. Some people

dance freely inspired by the beat of the music and closed their eyes to listen to it, but in some way this universal language creates a

synergy that unites all musicians to the people that listen to it. Taken from: Sicultura.cr translated by: Daniel S.

Answer the following questions based on the previous reading about “Peregrino Gris .”

What kind of music does Peregrino Gris play?

____________________________________________________________________________

What is the name of the second album of the group?

____________________________________________________________________________

Explain in your own word, how does this “proyect” known as Peregrino Gris came alive?

___________________________________________________________________________

What are the countries that influence their music?

__________________________________________________________________________

P

8

Writting

In your own words!!

Do you play an instrument?

Choose an instrument that you like. Then, describe the instrument, give some reasons why you like it

and what do you feel when listening to the instrument being played.

Now imagine you meet someone for first time and she/he asks you about: what kind of music do you

like? What band or bands do you like to listen to? What do you find attractive about the band or the

music they play? And if possible provide some songs, from the band; you would like that person to

listen to.

9

Writting

Last steps!!

How much do you know about these topics?

Definitions taken from: Cambridge Advance Learners’ Dictionary. 3rd, 2008

10

Listening

Getting ready!!!

Listen to the audio. Match the correct craft names with the corresponding number.

1.

2.

3.

4.

5.

( ) Masks

( ) Oxcart

( ) Sculpture

( ) Baskets

( ) Crocks

11

Listening

Through the Oxcarts Story!!!

A. Listen to information provided by the video “Ox-herding and Oxcarts Traditions in Costa Rica”.

Take notes and then, answer the questions below.

1. Are oxcarts consider the most famous Costa Rican craft?

_________________________________________________________________

_________________________________________________________________

2. What were oxcarts used for?

_________________________________________________________________

_________________________________________________________________

3. What did oxcarts mean for families?

_________________________________________________________________

_________________________________________________________________

4. Every region has its own design

_________________________________________________________________

_________________________________________________________________

5. How oxcarts could be identified from region to region?

_________________________________________________________________

_________________________________________________________________

6. Which were the two means of transportation that came to replace oxcarts?

_________________________________________________________________

_________________________________________________________________

12

Listening

Last steps at the Gold Museum!!!

A. Listen to information about the Gold Museum in Costa Rica, in which there are explained

important features about pre-Columbian art. After that, take a look at the following statements, and

write “T” for true or “F” for false, according to the information given.

Pre Columbian collection of gold in the world

26 hundred golden art are exhibit 1600 pieces of spectacular pre Columbian gold work

Developed the sophisticated art of metallurgy smelting and molding the precious metal in

many shapes and figures both for adorning, religion rituals and for practical day to day life

They created the technique were they were having small fragments of gold together to form

larger pieces

This museum enrich the look into the ancient culture of Costa Rica

13

Speaking Getting ready!

Oxcarts looked like a beautiful

piece of artwork. They are

highly ornate and elegantly

carved and painted with

beautiful bright colors. A

national symbol of Costa Rica,

the oxcart played an

important role in the

country's history. The oxcarts

were used to transport coffee

beans to the markets. If you

should visit Costa Rica, Sarchi

is definitely worth a visit. And

wouldn't it be cool to have

one of these oxcarts in your

yard. Taken from: http://travelwitheileen.blogspot.com

Music is an integral part of most

cultures of Latin America and Costa

Rica is no exception. Costa Ricans

enjoy contemporary American rock,

American and British, and have a

special affinity for the melodies.

Costa Rica is home to a diverse

music scene. From classical to

calypso, the music is everywhere in

the streets, homes, restaurants,

bars, discos and theaters, Classical

Music of Costa Rica: The National

Symphony Orchestra of Costa Rica

has received international

recognition under the leadership of

its current director, Chose

Komatsu, and is considered one of

the major orchestras in Latin

America. Adapted from: 01centralamerica.com

Now let´s talk about

music and crafts!

Get in groups of 3 and

share what you know or

what the picture reminds

you..

Then, Read the short

readings related to the

images.

Following, discuss in groups

the readings.

Make a list of objects that

you think could be related

to these pictures.

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

14

Speaking GET INTO YOUR MIND

Let’s have a little discussion about art, crafts and music! What do these words mean to you?

Now get in pairs and discuss the following questions, orally.

1- What does music mean to you?

2- What do you consider as music?

3- What does the word “Art” mean to you?

4- What are some examples of art?

5- What is to be an artist?

6- Can anybody be an artist?

7- What characteristics should an artist have?

8- What are some examples of Costa Rican

crafts?

9- What is the cultural importance does Costa

Rican crafts have?

10- What do crafts represent to you?

Still in pairs, look at the following picture and describe what you can see from it. Try to explain,

what you think the image represents and what the image makes you feel.

15

Speaking

Last steps!!!

Now!! It’s time to find the artist for the museum

Group work.

1. Let’s supposed you’re a very important entrepreneur who is hiring artist to make and

exposition. And you have to interview all the artists to hire the best one.

Consider…

What should you have to ask him/her?

Personal information, theme, age, technique.

What kind of music, craft, or piece of art do you prefer in your exposition?

Rock, Celtic, crafts, jewelry, crocks, sculptures, graffiti, or painting.

How much work experience the artist is required?

What level must the artist handle?

Expert, intermediate, or beginner.

2. Then, you must be the artist who is going to be hired.

Think about…

What does the entrepreneur need to know to hire you?

Why he/she should hire you?

Your strengths

16

Rubrics

17

Rubrics

Aspects Rating

1 2 3 4

Gra

mm

ar

The lack of complex and difficult structures managing is showed. The use of tenses and inflections are hardly difficult to use. Many mistakes should be corrected.

Complex and difficult structures are not appropriately managed; the bad use of tenses confuses the message. Transitional words were not produced.

Complex and difficult structures are hardly managed. Some tenses are mixed up. A few mistakes should be corrected. Transitional words are limited.

Complexity and difficulty of grammatical structures are appropriately managed, accuracy of tenses is showed. Transitional words adequately.

Vo

cab

ula

ry

General and simple vocabulary is used, the misunderstanding of some meanings affects the message, and the use of related words to clarify is missing.

Limited use of technical words, the misunderstanding of some words affects the real message. Use of related words is limited.

Regular managing of technical vocabulary, related words usage is showed, some words are too general.

Technical vocabulary is managed, the use of synonyms and explanations are really helpful to the audience, correct use of part of speech.

Flu

en

cy Flow is never maintained,

there is no appropriate speed. The message is almost lost. Many pauses.

Linking of sounds does not occur, some pauses are made incorrectly. The speed is not adequately.

Most of the time the flow and rhythm are maintained, the speed is controlled in some cases.

Appropriate flow and rhythm; the student makes the pauses in a correct time.

Pro

nu

nc

iati

on

Most of the words are pronounced incorrectly, and that affects the meaning of the message, self-monitoring does not occur.

Some words appropriately pronounced, but the mispronounced ones affect the meaning of some sentences. Awareness of mistakes is limited.

Plenty of the words are pronounced correctly, but there are some omissions, additions, or substitutions. Self-monitoring constantly occurs.

Most of the words are accurately pronounced. Self-monitoring always occurs.

Co

mp

reh

ensi

on

Incoherence, the elaboration of the ideas is inappropriate. Responses

are limited.

Many questions about the topic could not be answered. The lack of

understanding is reflected.

Many of the questions about the topic can be

answered, some others needed to be changed, and responses show

understanding.

All the questions about the topic can be answered, good

understanding of the topic is showed.

18

Rubrics

A

SP

EC

TS

4 3 2 1

Develo

pm

ent

The task presents a sophisticated development of the topic for the specific purpose. Well executed progression of ideas. Each paragraph presents strong use of examples, evidence or relevant details to support the main idea. The use of analogies, illustrations or anecdotes is satisfactory applied.

Appropriate development of the topic for the specific purpose is shown. There is an acceptable progression of the ideas in each paragraph. There is a clear use of examples, evidence or relevant details to support the main idea. Considerable use of analogies illustrations or anecdotes is presented.

Limited development of the topic for the specific purpose. Unsatisfactory progression of ideas is shown. Limited used of examples, evidence and relevant details is presented. The use of analogies, illustrations or anecdotes is limited.

There is a minimal development of the topic for the specific purpose. The writing task lacks a logical progression of ideas. There is minimal use of examples or relevant details. Analogies, illustrations or anecdotes are not presented.

Sente

nce S

tructu

re Sophisticated and well controlled

sentences. There is presence of variation of phrases and clauses (gerund, participial, infinitive; dependent and independent clauses). There is complex use of the sentence in the paragraph.

Complete and correct sentences are presented. Some variation of phrases and clauses (gerund, participial,

infinitive; subordinate clauses). Complex use of the sentences is limited.

There are some errors in sentence structure. Limited sentence variation (simple, compound, complex). However, errors in more complex sentence structure are presented. Presence limited use of phrases and clauses (gerund, participial, infinitive; subordinate clauses)

Contains numerous uncompleted and/or run-ons sentences. Little or no sentence variation (simple, compound, complex). Presence of errors in most of the sentences. Minimal or no use of phrases and clauses (gerund, participial, infinitive; subordinate clauses)

Gra

mm

ar

Usa

ge

There is a vivid, precise, concise, relevant, and consistent grammar usage in terms of subject/verb agreement, singular/plural nouns, verb tense, and pronoun usage. Also, the satisfactory use of

adjectives and adverbs is presented.

Appropriate, clear, and acceptable grammar usage is shown. There are a few errors in terms of subject/verb agreement, singular/plural nouns, verb tense, and pronoun usage. Adjectives and, adverbs are well applied

in the sentence.

Vague, redundant, simplistic and inconsistence grammar usage. Problems with subject/verb agreement, singular/plural nouns, verb tense, and pronoun usage are shown. There are many troubles with the use of

adjectives or adverbs.

Inappropriate, incorrect, and unclear grammar usage is present. There is not subject/verb agreement reflected in the sentences. There are too many problems with singular/plural nouns and the use of verb tense. Significant presence of pronouns in the sentence is missing. The use of adjectives or adverb is not well applied or not applied at all.

Mechan

ics

Accurate use of punctuation rules is presented. Satisfactory use of capitalization is shown. Spelling needs no editing. the precise use of the mechanics inventions allows the truthful transmission of the message.

There are few errors in terms of punctuation. Some Capitalization errors are shown. There is presence of some spelling errors.

There are a considerable amount of errors in terms of punctuation, capitalization, and spelling. The paper needs to be edited.

There is presence of serious and consistent errors in punctuation, capitalization and spelling that impedes understanding and transmission of the message.

HIGH SCHOOL’S NAME: Liceo Los Lagos Level: 10th ENGLISH DEPARTMENT Date: November 1st, 2012 Teacher: Nathalie Alvarez, Yeraldin Salablanca, Daniel Sosa Time: 80 minutes Cognitive Target: Costa Rican Art, music and crafts. General Objective: Students identify valuable aspects about Costa Rican art, music and crafts.

19

OBJECTIVES CONTENT PROCEDURES VALUES ASSESSMENT

Art crafts and music in Costa Rica: Wh_ questions: which, when, what, how many, how, why, etc. Who is a famous painter/writer? Where does the ___ play? Yes/no questions Do you like/prefer ____? Is he/she a ____? Types of music: classical, popular. Places: Gallery, theater, etc. Functions: Requesting and giving information. Expressing ideas. Comparing events. Discussing with someone about something.

Warm up:

The student plays the “hot sit” game. The

students get in two groups or teams. One

member from each team sits facing the group.

The teacher writes on the board a word related

to music, crafts and art for all of the team

members to see excepting for the two players in

the hot seats. The teams must try to get a

member in the hot seat to guess the word or

phrase. The first person to guess correctly gets to

stand up and a new member from their team

takes the hot seat. The person on the other team

has to remain in the hot seat until getting an

answer first.

• Respect for others'

activities, interests

and abilities.

• Appreciation of

artistic

manifestations and

good working habits.

• Commitment in

every action taken.

CULTURE

• Value painters and

musicians known in

our country and

worldwide

Listening

Discriminating the variation of art

and its techniques and materials.

Presentation

The teacher presents some pieces of art such as

graffiti, a painting, sculpture and one craft all of

them are going to be set in each corner of the

classroom. Then, the teacher asks students to go

around the class observe, and touch each piece of

art and take notes. Later on, based on students’

notes the teacher explains the different

techniques and materials of the pieces of art.

Discriminating the variation of art and

its techniques and materials by

observing some pieces of art.

Students get feedback from their

teachers and classmates. Students self-

correct and monitor their

performance.

Reading

Practice:

Students listen to a song by Fidel Gamboa

Students analyze Costa Rican music by

listening and reading a song. They get

HIGH SCHOOL’S NAME: Liceo Los Lagos Level: 10th ENGLISH DEPARTMENT Date: November 1st, 2012 Teacher: Nathalie Alvarez, Yeraldin Salablanca, Daniel Sosa Time: 80 minutes Cognitive Target: Costa Rican Art, music and crafts. General Objective: Students identify valuable aspects about Costa Rican art, music and crafts.

20

Analyzing Costa Rican music and

its significance into the social

context

regarding Costa Rican culture. On a second time,

they just read the song to get a clearer meaning

of it. After that, they are given some pieces of

construction paper in which they have to write

some ideas in order to analyze the message of

the song. Then, students poste the piece of

construction paper on the board and make a

comment about their ideas.

feedback from their teacher and

classmates, Also, students self-correct

and monitor themselves.

Speaking

Identifying Costa Rican music,

craft and art in context.

Production

Students work on the didactic unit about Costa

Rican art, music, and crafts. Students answer and

discuss the activities orally, from page 14 “Get

into your mind”.

Students identifying Costa Rican music,

craft and art by responding some

answers, orally.

Students get feedback from their

teachers and classmates. Students self-

correct and monitor their

performance.

Writing

Distinguishing information

related to Costa Rican music,

crafts and art.

Wrap up

Students receive a sheet of paper with a letter

soup to complete. The letter soup contains words

related to music, crafts and art.

Students distinguish information

related to Costa Rican music, crafts

and art by completing letter soup.

Students get feedback from their

teachers and classmates. Students self-

correct and monitor their

performance.

21