Group members:

- Teaching team
 Table of contents

1. Task plan...................................................................................................................................................3
2. Topic justification.....................................................................................................................................4
3. Context.....................................................................................................................................................5
4. Task sequence..........................................................................................................................................7
4.1. Warm-Up (10 minutes).....................................................................................................................7
4.2. Reading task.....................................................................................................................................9
4.2.1. Pre-reading activity (10 minutes)..................................................................................................9
4.2.2. Reading activity (15 minutes).....................................................................................................10
.................................................................................................................................................................... 10
4.2.3. After reading activity (15 minutes).............................................................................................11
4.3. Listening task..................................................................................................................................12
4.3.1. Pre-listening activity (10 minutes)..............................................................................................12
4.3.2. While-listening activity (15 minutes)..........................................................................................13
In your groups, share the lists prepared en the pre-listening activity and check if any of the options are
mentioned in the video. Discuss about the ones which are not mentioned...............................................13
4.3.3. Post-listening activity..................................................................................................................14
4.4. Vocabulary activity.........................................................................................................................15
4.5. Grammar activity............................................................................................................................17
4.6. Speaking task..................................................................................................................................18
4.6.1. Speaking activity part 1 (15 minutes)..........................................................................................18
4.6.2. Speaking activity part two. Option 1...........................................................................................18
4.6.3. Speaking activity part two. Option 2...........................................................................................20
4.7. Writing task....................................................................................................................................21
4.7.1. Individual writing activities.........................................................................................................21
4.7.2. Group writing activity.................................................................................................................21
1. Task plan

Topic
Racism
Aims
To understand global and specific information from oral and written texts on racial
discrimination.
To produce simple and coherent oral and written texts expressing opinions on the
issue of discrimination.
To identify some social and cultural features of English and English-speaking countries
related to racism.
Contents
Vocabulary related to racism
Present perfect vs past simple
Level
1st Bachillerato
Sequence (pre-task, task and post-task)
Warm-up
Reading task
Listening task
Vocabulary activity
Grammar activity
Speaking task
Writing task
2. Topic justification
"I have a dream that one day on the red hills of Georgia the sons of former slaves and the
sons of former slave owners will be able to sit down together at the table of brotherhood."
Martin Luther King
Race and racism are topics that regularly populate our news
and affect a wide variety of people in profound ways but
discussions about these topics can be difficult and provoke
strong emotions.
Students are members of a multicultural society and world
so they need to understand equality and know their rights,
to understand both how they should be treated, and how
they should treat others. Teaching these topics creates a
safe place for students to explore, discuss, challenge and form their own opinions and
values.
As Black Lives Matter protests rage across the world, students are motivated to learn more
about racism, and talk about it in ways that can facilitate change. Education is a powerful
tool for creating change. Today, against the backdrop of the COVID-19 pandemic that has
exposed stark socio-economic inequalities and exacerbated hate speech, the world is also
witnessing a global uprising against systemic, institutionalized and structural racism and
discrimination. Protests are unfolding in nearly every continent – from North and South
America to Europe and Australia. This is not only about yet one more senseless killing of an
unarmed African-American man. It is about the senseless killing of millions over many
centuries, the unequal and unjust treatment, the different forms of violence, the economic
and social inequality, the lack of opportunity, the racial profiling, the marginalization, the
micro-aggressions and the countless daily indignities.
Educating students about equality and human rights empowers them with learning they can
use far beyond the classroom taking it out into the school corridors, their homes and beyond
into the wider community. The respect and tolerance it teaches will help us altogether to
create a healthier, happier, fairer school culture, and could lead to reductions in bullying and
other negative behaviour, and improvements in attainment and aspirations.
3. Context
The present syllabus is designed for a state secondary school located in a province town. Its
Town Hall is quite active as it offers different leisure and learning activities for all ages, and
mainly focused on teenagers. There are also two public libraries with computers and reliable
Internet connection available and there is a local theatre where different cultural events
take place throughout the year.
Most families belong to low-middle class, and most of the parents have primary and
secondary studies. Despite the school running several diversity-catering programmes, there
is a need to improve the relation between the school and the families since their attitude is
neither very cooperative nor confrontational, but predominantly indifferent, especially
regarding children’s behavioural problems.
The school promotes the use of ICT tools in the teaching-learning process, as classrooms are
well-equipped with interactive whiteboards, projectors, speakers and Internet connection.
Laptops are also available in most classrooms and can also be borrowed from the library
when needed. It is important to say that the school has a library with a section of graded
readers in the foreign languages taught at the school, including English.
This task is designed for a 1st of Bachillerato class made up of twenty students, thirteen of
whom are female and the remaining seven are male. None of them requires a curriculum
adaptation plan or constitutes a special needs student. However, there are different learning
styles. For example, most of them are visual learners and therefore are more comfortable
while relying on images, whereas others are more verbal and prefer reading or listening.
Others combine styles such as social and aural and are more effective when they work in
groups. For this reason, the task presents a wide range of learning activities to cater for such
diversity.
They share a generally positive attitude towards the subject of English and value the
opportunities that mastering this language can provide them, especially in terms of
professional chances in the local context.
This generation belongs to that of the so called “digital natives” meaning that they are
familiar with technology and tend not to have many difficulties in this area. As a negative
aspect of this upbringing, they have access to a lot of information with very little effort so
tasks which involve critical thinking and creativity have been prioritised to combat this issue.
Most students in this group are Spanish and there are two students coming from immigrant
families from African and Latin American Spanish-speaking countries: Equatorial Guinea and
Ecuador.
4. Task sequence

4.1. Warm-Up (10 minutes)

To introduce the topic we have designed and ice-breaker to help the students to focus on
the main idea.
Have a look at these pictures and think about the questions below.

What is your experience dealing with race? Do you think racism is real?
Share your answers with the class.
The teacher explains to students that everyone has a racial identity. Sometimes white racial
identity is seen as the “default” and people mistakenly think only minorities (African-
American, Latino/Hispanic, Native American, Asian) have a race. It is important to emphasize
that all people have experiences with race, whether they are overt, hidden, unconscious or
implied. People might experience those encounters directly, witness them happening to
others, or have opportunities, or privileges, as a result of their racial identity.
Watch the video Racism is real and identify eight differences between the treatment of black
versus white people (20 minutes).
The teacher forms groups of four students that will work together in the different tasks.
Students analyse images to get the information they need and share their answers in their
group. They can watch the video a second time if necessary.
 4.2. Reading task

The reading task has three parts, a pre-reading activity to prepare the students giving them
clues about the text (after reading the text they will be able to check if their matchings were
right), then they read the text and check if they understand the main ideas and finally, they
work in a follow up activity to go in depth in the knowledge about the topic.

4.2.1. Pre-reading activity (10 minutes)

Match and finish the sentence.

4.2.2. Reading activity (15 minutes)

Read and answer the questions.
When the time finishes, they discuss the answers with the help of the teacher when needed.

4.2.3. After reading activity (15 minutes)

 Word search: In pairs, look in your dictionary / computer to find collocates, other meanings,
information, synonyms … for the words 'black' and 'racism'. Make questions using the words
you found.

Black Racism Ask

the

other couple in your group your questions.

4.3. Listening task

The listening task has three parts, a pre-listening activity to enable students make
predictions about the theme, then they watch the video and check if they understand the
main ideas and can get specific information and finally, they continue to delve into the
subject with a follow-up activity.

4.3.1. Pre-listening activity (10 minutes)

Imagine that you are a black person who lives in the United States, what measures would
you take to avoid being at risk due to the colour of your skin? Make a list with your partner.

4.3.2. While-listening activity (15 minutes)

Put the ideas in the order that you hear them.

The young man's ideas about the future

What people can do for racial equality
Advice for young black people about the police
The young man's experiences of racism
Talking to young people about the reality
The young woman's experiences of racism

Listen to the video again and decide if the sentences are true or false. Use the subtitles if
you need them.

TRUE FALSE
The young man has been taught that if the police stop you, you
should stay still and do what they say.
The young man says people have died because they ignored the
advice.
The young woman thinks people should talk to children about these
issues.
The young man has experienced racism from children and adults.
The young woman says no one talked about her skin colour until she
was a teenager.
The young man suggests different ways for people to ask for change.
The young woman thinks people need to do what the law says.
The young man wants everybody to speak out about racism.
In your groups, share the lists prepared en the pre-listening activity and check if any of the
options are mentioned in the video. Discuss about the ones which are not mentioned.

4.3.3. Post-listening activity

Homework:
Create a word cloud: Write a list with words you consider important from the previous
reading an listening task, record the words in a word cloud generator like Word it
Out, Wordle.
Next class:
Share the word cloud with one of your classmates (your partner in the pre-listening
activity) and discuss (15 minutes):
What do you see in the word cloud? Is it mostly negative, positive or neither? What are
your thoughts and feelings? Are some words repeated, and if so, why? What patterns do
you notice?
 4.4. Vocabulary activity

To work on the vocabulary, the teacher designs an activity that helps to practice and revise
relevant vocabulary using a very attractive and motivating didactic material. In this case
students not only work with vocabulary, they also practice different skills. It is also useful to
evaluate and self-evaluate the students’ progress and their areas of improvement.
First step: Designing the Word Roulette.
The students are assigned 3 words each (that appear in previous activities) and are asked to
write definitions as homework and send them to the teacher (the teacher recommends the
use monolingual dictionaries to help them, so they are also working on reading and writing).
Using the tool Educaplay the teacher creates a word roulette with all the definitions
(selecting the best ones and including one for each of the alphabet letters). In the tool the
teacher introduces the word and the corresponding definition (some are written and others
orally recorded).
Second step: Edit the time to play and the number of attempts.
Third step: Start
playing.
Homework:
- Write definitions
for three words and
send then to the
teacher.
In class:
- Start playing: Try
to finish the word
roulette or get as
many correct answers as possible in the time stablished (20 minutes).
The students play in their groups using a tablet. The group plays against another team. In
this part of the activity, they have to read or listen to the definition, interact to decide the
correct answer and finally write it. At home, they can repeat the game individually to revise
the vocabulary.
 4.5. Grammar activity (10 minutes)

Kahoot game for practising the use of the present perfect versus the simple past. This is the
link for the teacher.
https://create.kahoot.it/share/black-lives-matter-present-perfect-vs-past-simple/59231f4a-
1124-412c-bef5-f1e46d8f0564
In order to use it with the class, the teacher has to generate a PIN number and give it to the
students, who will enter it in their mobile devices:

Then, they will be able to access the Kahoot game and play it. This is a screenshot of what it
looks like:

4.6. Speaking task

This task has two parts to allow the students to demonstrate their progress in the acquisition
of the contents. In the second part we present two different options to give you a deeper
view.
4.6.1. Speaking activity part 1 (15 minutes)
Rank these items with your partner. Put the best ways to protest at the top. Change
partners and share your rankings justifying your choices:

4.6.2. Speaking activity part two. Option 1

This option will be developed in two different sessions.
- Black lives matter survey (35 minutes):
In your groups, write five GOOD questions about Black Lives Matter in the chart (i.e. What
can we do to end racism? or What questions would you like to ask a racist?). When you
have finished, interview students form other groups, get at least two answers for each
question and don’t ask more than one question to each classmate. Write down the
answers.

STUDENT 1 STUDENT 2 STUDENT 3

_______________ _______________ _______________

Q.1.

Q.2.

Q.3.
 Q.4.

Q.5.

Now return to your group and share and talk about what you found out.
- Make a mini-presentation to other groups on your findings (50 minutes).
Students organize the findings obtained in the previous session and prepare a PowerPoint
presentation to explain the most important results of their survey (as homework they look
for some pictures to include). The final 20 minutes will be devoted to the presentations (2
or 3 minutes per group) explain them to their classmates.
 4.6.3. Speaking activity part two. Option 2
This option will be developed in two different sessions.
Role-play debate:
- In your groups look for information to defend your premise (35 minutes).
Each group works with one role and decides the best way to defend their premise.
- Debate your ideas with the other groups (50 minutes).
Each member of the group takes turns defending their option with three other members of
the other groups for 10 minutes so that everyone speaks at least twice. At the end each
group will vote which of the other groups has best defended their premise.

4.7. Writing task

4.7.1. Individual writing activities

Students choose one of these options as homework:
- Letter: Write a letter to an expert on Black Lives Matter. Ask him/her three questions
about Black Lives Matter. Give him/her three of your ideas. Read your letter to your
partner in your next lesson. Your partner will answer your questions.

- What happened next? Write a newspaper article about the next stage in this news story.
Read what you wrote to your classmates’ group in the next lesson. Give each other
feedback on your articles.
4.7.2. Group writing activity
Groups choose one of these options:
- Blank Lives Matter Magazine (50 minutes):
In your group, write a magazine article about the Black Lives Matter protests. Include
imaginary interviews with people who think they are the best way to bring change, and
with people who don't. Publish your magazine in the class blog.

- Racial equality (50 minutes):

In your groups, make a poster about racial equality. Show your work to your classmates in
the next class. Did you all have similar things?

- A race story (50 minutes):

In your groups, write your own race story. To present these stories publicly after writing
them, you might use one of these methods:
• Record the stories on video.
• Create an illustration of the encounter.
• Create comic or storyboards that tell the story.
• Illustrate the story with pictures and selfies that convey your thoughts and feelings.
• Create a Snapchat story that illustrates what happened.
• Perform part of the story with spoken word, song, or performance art.

“Education is the most powerful weapon which you can use to change the World”.
Nelson Mandela

References
Banville, S. (2020). Black Lives Matter protests take place worldwide. Breaking News
English.
Brave New Films (2015). Racism is real. Retrieved form https://www.youtube.com/watch?
v=fTcSVQJ2h8g&t=8s
Newsround (2020). We need everybody to speak out to make a change. CBBC. Retrieved
from https://www.youtube.com/watch?v=gPyxXsr6z-I
Resources:
British Council:
https://englishonline.britishcouncil.org/es/?
gclid=CjwKCAjwiY6MBhBqEiwARFSCPu97RxF6iE1NKKAeFvy_iXu1nFQ0YTJb8NVTmH3f8uX_
7Xg6m3-f9RoCFIsQAvD_BwE
Educaplay: https://es.educaplay.com/
Kahoot: https://kahoot.com/schools-u/
The New York Times: https://www.nytimes.com/es/
Word it out: https://worditout.com/
Wordle: http://www.edwordle.net/
Wordreference: https://www.wordreference.com/
YouTube: https://www.youtube.com/