UNIT 3

“THE STORY OF MY LIFE”

METHODOLOGICAL RESOURCE TO LEARNING N° 3
Title: Can one person change the world?
Class: 4th Time: 240’ Date: July 13th – 17th, 2020
LET’S MAKE CONTACT AND REMEMBER
1. Look at the picture and answer the questions.

In what historical context do you think each picture was taken?

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What are the life stories of the people involved in each photograph?
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What has happened to make each group protest?
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Are these protests still relevant today? Or are they just part of history? Why?
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LET’S INQUIRE AND CONTRAST
2. Read and answer the questions
RIGHT TO PROTEST
From Wikipedia, the free encyclopedia
The right to protest may be a manifestation of the right to freedom of assembly, the right to freedom of
association, and the right to freedom of speech. Additionally, protest and restrictions on protest have lasted
as long as governments have.

Many international treaties contain clear articulations of the right to

protest. Such agreements include the 1950 European Convention on
Human Rights, especially Articles 9 to 11; and the 1966 International
Covenant on Civil and Political Rights, especially Articles 18 to 22. Articles 9
enunciates the "right to freedom of thought, conscience, and religion."
Article 10 enunciates the "right to freedom of expression." Article 11
enunciates the "right to freedom of association with others, including the
 right to form and to join trade unions for the protection of his interests." However, in these and other
agreements the rights of freedom of assembly, freedom of association, and freedom of speech are subject to
certain limitations. For example, the International Covenant on Civil and Political Rights contains prohibitions
on "propaganda of war" and advocacy of "national, racial or religious hatred"; and it allows the restriction of
the freedom to assembly if it is necessary "in a democratic society in the interests of national security or
public safety, public order, the protection of public health or morals or the protection of the rights and
freedoms of others." (Articles 20 and 21) It is important for people interested in protest to note that different
places have passed their own clarification of these rights.

Protesting, however, is not necessarily violent or a threat to the interests of national security or public safety.
Nor is it necessarily civil disobedience, when protesting does not involve violating the laws of the state.
Protests, even campaigns of nonviolent resistance, or civil resistance, can often have the character (in
addition to using nonviolent methods) of positively supporting a democratic and constitutional order. This
can happen, for example, when such resistance arises in response to a military coup d'état; or in the
somewhat similar case of a refusal of the state leadership to surrender office following defeat in an election.
Do you see the protesters as people who should be admired and whose example should be
followed? Or are they just troublemakers? Why?
I see the protesters as people that want a change for a topic that harm them. It always depends of
the kind of a problem a how this problem harm to this group of protesters. And there are problems
that need more importance than others, because are problems that doesn´t need a protest to be
solved and are problems that necessarily need a protest to achieve change.
LET’S CONSTRUCT
3. READING COMPREHENSION
In the text the section headings 1 to 8 are missing. Choose the correct heading from the list below for
each paragraph.
A. An 1 b explanation -a
B. Early 2 h life -e
3 f C. Education -g
4 D. Goal Time -i
5 E. A violent reaction -k
6 F. The Bus Ride -d
7 G. Solidarity with Rosa -h
8 H. The Roots of Activism -j

Find words or phrases in paragraphs 2 and 3 that correspond to the phrases 9 to 12.
9. Made complicated by ____________________________________
10. Specific ____________________________________
11. Traveling home ____________________________________
12. Set aside ____________________________________
 13. Reread paragraph 4. From statements a to f, select the four that are true. Write the appropriate
letters in the boxes provided.
a) Rosa Phoned E.D. Nixon in order to raise enough money to get out of jail.
b) Nixon’s plan was to use Rosa’s case to fight the segregation laws.
c) At the same time the black population of Montgomery started a successful campaign to avoid
using the buses.
d) Rosa was found guilty because of her bus protests.
e) Martin Luther King formed the Montgomery Improvement Association and became its
president.
f) Rosa Parks became a role model for the followers of the civil rights movement.

LET’S TRANSFER
5. Can one person change the world?
Think about Rosa Park’s part in the story of the civil rights movement in the USA. There are at least
two ways of viewing her history.
Rosa Parks made history.
History made Rosa Parks.
Here are some points in support of both sides of the argument.
OUTCOME: Choose one side and prepare an opening speech for a debate. Remember to support the
opinions of your side.
 SPEAKING RUBRIC - SPEECH

COMPETENCE: COMMUNICATES ORALLY IN ENGLISH AS A FOREIGN LANGUAGE

ACHIEVEMENT LEVEL OUTSTANDING EXPECTED IN PROCESS BEGINNER TOTAL

(5) (4) (3) (1 – 2)
Adapt, organize and develop The responses are broad in scope The responses are, for the The Responses are The responses have no
ideas in a coherent way and depth, and include personal most part, broad in scope and limited in scope and scope or depth.
interpretations and / or attempts depth. depth.
to engage the interlocutor.
Strategically interact with Pronunciation and intonation are Pronunciation and intonation Pronunciation and Pronunciation and
different interlocutors very clear and improve are, for the most part, clear intonation are generally intonation are generally
communication. and do not hinder clear. clear but sometimes
communication. make communication
difficult.
Reflects and evaluates the The vocabulary is appropriate to The vocabulary is appropriate In general, the vocabulary Sometimes the
form, content and context of the task, shows variety and for the task, varied and is appropriate for the task vocabulary is appropriate
the oral text nuances that enhance the includes the use of idiomatic and is varied. for the task.
message, and includes the use of expressions.
idiomatic expressions for a
specific purpose.
Reflects and evaluates the A variety of basic and more A variety of basic and more A variety of basic and Some basic grammatical
form, content and context of complex grammatical structures complex grammatical some more complex structures are employed
the oral text are used selectively, and they structures are used effectively. grammatical structures and some attempts are
enhance communication, are used. made to employ more
complex structures.
SCORE
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LET’S EVALUATE AND REFLECT
1. What have I learned in this session?
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2. Do I use grammar and vocabulary appropriately?
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3. Do I communicates my ideas clearly?
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4. What was the most difficult part of the speech
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Bibliography:
 Saa’d AlDin, K., & Morley, K. (2018). English B course companion, 2 nd edition. United Kingdom.:
Oxford University Press
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Authorship: Loza, O., & Catacora, T. – English teachers COAR Puno, Peru