1 2 THE RULES 5.1 Objectives Telpochcalli were Aztec schools - PDF document

PLAYING BY Your space 1 2 THE RULES 5.1 Objectives Telpochcalli were Aztec schools attended by teenagers (from aged 15 onwards) from the lower classes. Students were taught to serve their community or to become a soldier. The school FUNCTIONS talking about permission; following and giving day started with a cold bath and was largely spent memorizing simple instructions songs or learning how to use weapons. Naughty students were GRAMMAR be allowed to , let ; third conditional punished with beatings or told to sweep the streets at night, VOCABULARY discipline; consequences and reasons which was considered worse than a beating. Calmecac were Aztec schools for the upper classes. Students Student’s Book page 110–111 were trained to be priests, judges and teachers. Tell students they are going to read an article READING about some children in the past. Read through the 1 As a warm up, write the word freedom in the centre instructions in open class. Play the audio while of the board. In open class, nominate individuals to students read and listen and label the pictures. describe what they understand by freedom . Write: Are During whole-class feedback, ask individual students you free to do anything you want? on the board and to describe what is happening in each picture. elicit some ideas in open class. Answers Read through the instructions with students. Check/clarify: hang out with . Ask students to work 1 Greek 2 Both (Greek girls learned weaving; Aztec individually and complete the exercise. girls learned home-making skills.) 3 Both (Boys in both 2 Students write down their answers to the question. cultures learned to fight.) 4 Aztec With weaker classes, you might need to give them 6 Ask students to read through the sentences and check some ideas to get them started. Monitor and help understanding. Before reading, ask students to think with any vocabulary questions. about the type of word (noun, verb etc.) that could 3 SPEAKING Divide the class into pairs. Students go in each gap. Check/clarify: to get rid of , slave , compare their answers to Exercises 1 and 2 and punishments , unwanted . decide who has to live with stricter rules. Listen to some examples in open class as feedback. Mixed-ability 4 Students look at the pictures on page 111. In open Stronger students can try to answer the questions from class, nominate individuals to say why they think the memory, before looking back at the text to check their children had a hard life. answers. Weaker students can look at the text and find the 5 answers. Allow them to compare their answers with a partner 2.32 You could set a homework research task for before checking answers with the whole class. students to fjnd out about the following items before they come up in the text. You could then start ofg the Answers lesson by asking students to tell the class what they have found out. 1 five days 2 slaves 3 went to school 4 enough 5 Nasty punishments 6 was important 7 didn’t go 8 important families BACKGROUND INFORMATION Ancient Greece is the name given to a period of Greek history Optional extension from 800 BCE to 600AD. In this period, Greece made huge advances in politics, philosophy, architecture, education and Divide the class into small groups. Ask students to discuss science. Greek culture and philosophy had a powerful influence the following question: on Roman culture and formed the basis for western civilisation. Which of the things in the article would you dislike the most? Is The Aztecs were ethnic groups of central Mexico. The Aztec there anything you would enjoy? Empire was an efgicient social, political, religious and Ask students to discuss the question before whole-class commercial organisation which dominated Central America feedback. from the 14 th to 16 th centuries. The Aztecs built magnificent temples and palaces, some of which still are still standing today. 106

12 PLAYING BY THE RULES Language note Students may produce incorrect statements like My dad lets The importance of rules me to stay out late . Remind them that in English we don’t use 1 Read through the instructions and sentences in open to afuer the expression let someone do something . Students class. If necessary elicit or explain that not allowed to may also produce incorrect statements like I’m allowed stay means to not have permission and let means to give out late . The expression allow someone to do something is permission. Tell them these words will be covered always followed by the infinitive with to . later in this unit. Students work with a partner to 2 Read through the instructions and the example complete the exercise. Check answers in open class. sentence. Ask students to work individually and complete the exercise. Check answers in open class. If Answers you’re short on time, set this exercise as homework. 1 c 2 b 3 d 4 a Answers 2 SPEAKING Working in small groups, students 1 My parents didn’t let me go to the party. think of more rules for each of the four areas and 2 I wasn’t allowed to walk to school on my own until I the punishment for breaking the rules. Before this was 12. exercise, you may need to teach some vocabulary for 3 The teacher doesn’t let us text in class. punishments, e.g. to be suspended from school (told 4 I’m allowed to play my dad’s electric guitar. to stay at home for a period of time), to be expelled 5 Dad lets my sister stay up until 11 pm on Saturday nights. from school (told to leave permanently), to be given a fjne , to be put in prison etc. Monitor and help with Fast finishers any diffjculties. Listen to some of their ideas in open Ask students to imagine they are 45 years old and they have class as feedback. two teenage children. Ask them to write sentences describing what their children are allowed to/not allowed to do. Optional extension 3 Working alone, students write two true sentences and In groups, students invent a club, e.g. a chocolate-eating one false sentence. Give an example of your own to club. Encourage them to think of funny/silly ideas. They then get them started and point out that they can use both write the rules for the club without mentioning the club’s positive and negative forms of allowed to and let in name or purpose. their sentences. Example rules 4 SPEAKING Divide the class into pairs or small groups You’re not allowed to eat or even mention healthy food like for students to complete the exercise. Listen to some fruit or vegetables. You must make sure you bring some to share with the whole club. examples in open class for students to guess which Don’t eat before club. You’ll need to clean your teeth afuer club. sentences are not true. Give students one point if they Each group reads out their rules and the other groups try to spot a false sentence and give students two points if guess what kind of club it is. nobody guesses which of their sentences is false. Workbook page 108 and page 127 Student’s Book page 112–113 Be aware of common errors related to let vs. make , GRAMMAR go to Get it right on Student’s Book page 126. be allowed to / let 1 Read through the example sentences in open class. VOCABULARY Draw students attention to the words which follow allowed to and let . Divide the class into pairs and ask Discipline students to complete the rule. Check answers in open 1 To introduce the topic, tell students a story about class. Use the examples in Exercise 1 to clarify the a naughty thing that you (or somebody you know) rules. did as a child. Explain what the punishment was and use some of the vocabulary from the exercise. Ask Rule students to work with a partner and think of naughty 1 be allowed to 2 be 3 verb 4 let/not let things they have done and what the punishment was. 5 let/not let Listen to some of their experiences in open class. Students complete the exercise. During whole-class To check understanding at this point, elicit a few feedback, say the expressions for students to repeat more examples from the class of things they are and check pronunciation. allowed/not allowed to do in the classroom, at home, etc. Mixed-ability Stronger classes: Students work with a partner to complete the exercise. Weaker classes: Allow students to use a dictionary to check difgicult vocabulary. In pairs students complete the exercise. 107