How to express obligation in English. SDGE of the Egramint project

Egramint - PID2019-105298RB-I00 1 ¿SABES DAR ÓRDENES, CONSEJOS, PROHIBIR O ADVERTIR EN INGLÉS?. ¿CÓMO EXPRESAMOS LA OBLIGACIÓN EN INGLÉS? PRIMERA LENGUA EXTRANJERA: INGLÉS 4º ESO PRESENTACIÓN En este proyecto vamos a aprender a dar órdenes en inglés, ofrecer consejos, formular prohibiciones y expresar advertencias por medio de distintas formas lingüísticas como los verbos modales y los imperativos, así como a entender estas funciones comunicativas en situaciones de la vida cotidiana relacionadas con los medios de transporte y los viajes. Además, estableceremos comparaciones con las formas lingüísticas que empleamos en lengua castellana o en la lengua de la comunidad autónoma en contextos similares, estableciendo semejanzas y diferencias con las que se usan en inglés. El objetivo final es que realicéis un video de TikTok en grupos en el que escenifiquéis diálogos relacionados con los medios de transporte y los viajes en los cuales utilicéis e interpretéis adecuadamente los distintos elementos lingüísticos estudiados, así como las funciones comunicativas descritas para expresar obligación en inglés, y que hagáis una breve explicación de los mismos, siguiendo una pequeña guía ofrecida por el profesor o la profesora. Let's start! Egramint - PID2019-105298RB-I00 2 Imagen de shutterstock.com DESARROLLO DE LA SECUENCIA DIDÁCTICA PHASE 1 Session 1 & 2 Activity 1 (warm up) After watching the following video in YouTube, answer the following questions in your own language. https://www.youtube.com/watch?v=Tw9A3YYMR58 • What does the expression “mind the gap” means? Please, look it up in an online dictionary. • What is the speaker’s intention by saying this expression? ✓ Is he commanding listeners to mind the gap? ✓ Is he advising listeners to mind the gap? ✓ Is he prohibiting listeners to mind the gap? Egramint - PID2019-105298RB-I00 3 ✓ Is he warning listeners to mind the gap? • Who are the listeners? • Where are they? • Why should listeners mind the gap? • (Optional) You can read the story behind the “mind the gap” voice at https://twitter.com/garius/status/1204795961731629058 . Make a summary and bring it to class. Activity 2 (in pairs) Look at the examples below. Indicate who the speaker is and the listener(s). Then circle the word that expresses what the speaker is doing. SITUATION 1 Who is the speaker? Who is/are the listener(s)? What is the speaker doing? He is COMMANDING (dar una orden) the young man to take the 12:00pm bus. He is ADVISING (aconsejar) the young man to take the 12:00pm bus. Imagen de Adobe Stock File # 457026623 SITUATION 2 Who is the speaker? Who is/are the listener(s)? What is the speaker doing? Can you describe her body language? She is COMMANDING (dar una orden) her friend to buy a bigger suitcase. She is ADVISING (aconsejar) her friend to buy a bigger suitcase. We should buy a bigger suitcase You have to take the 12:00pm bus, if you don’t want to be late Imagen de Adobe Stock File # 318458853 Egramint - PID2019-105298RB-I00 4 SITUATION 3 Who is the speaker? Who is/are the listener(s)? What is the speaker doing? The speaker is COMMANDING (dar una orden) people not to disturb. The speaker is ADVISING (aconsejar) people not to disturb. Imagen de Todd Pearson 200020744-001 SITUATION 4 Who is the speaker? Who is/are the listener(s)? What is the speaker doing? The speaker is COMMANDING (dar una orden) her boyfriend to turn right. The speaker is ADVISING (aconsejar) her boyfriend to turn right. Activity 3 (in pairs) Complete the table by looking at the examples in Activity 2. COMMUNICATIVE FUNCTION CONTEXTS LANGUAGE FORMS IN ENGLISH IN SPANISH X COMMAND ADVISE Situation: In the bus, giving directions Speaker: Bus driver Listener(s): A passenger or young man Have to (You have to take the 12:00pm bus) Tiene que coger el autobús de las 12:00pm. COMMAND ADVISE Situation: Speaker: Listener(s): You must turn right to take the highway Imagen de jacoblund 514567290 Egramint - PID2019-105298RB-I00 5 COMMAND ADVISE Situation: Speaker: Listener(s): COMMANDING ADVISING Situation: Speaker: Listener(s): Activity 4 (in pairs) Look at the examples below. Indicate who the speaker is and the listener(s). Then circle the word that expresses what the speaker is doing. Imagen de https://metro.co.uk/2021/09/28/womenfollowed-lockdown-rules-more-closelythan-men-study-shows-15330411/ SITUATION 5 Who is the speaker? Who is/are the listener(s)? What is the speaker doing? The speaker is PROHIBITING (prohibir) people to keep their distance. The speaker is WARNING (advertir) people to keep their distance. SITUATION 6 Who is the speaker? Who is/are the listener(s)? What is the speaker doing? She is PROHIBITING (prohibir) her father to smoke. She is WARNING (advertir) her father not to smoke. You mustn’t smoke here! Imagen de Zabavna en Adobe Stock 147837269 Egramint - PID2019-105298RB-I00 6 SITUATION 7 Who is the speaker? Who is/are the listener(s)? What is the speaker doing? The speaker is PROHIBITING (prohibir) people to cross tracks. The speaker is WARNING (advertir) people not to cross tracks. SITUATION 8 Who is the speaker? Who is the listener? What is the speaker doing? The speaker is PROHIBITING (prohibir) the man to park there. The speaker is WARNING (advertir) the man not to park there. ACTIVITY 5 (in pairs) Complete the table by looking at the examples in Activity 4. COMMUNICATIVE FUNCTION CONTEXTS LANGUAGE FORMS IN ENGLISH IN SPANISH PROHIBIT X WARN Situation: At the train station Speaker: The authority, the staff at the train station Listener(s): Passengers Imperative form (Keep your distance) Mantenga o mantengan la distancia. PROHIBIT WARN Situation: Speaker: Listener(s): PROHIBIT WARN Situation: Speaker: Listener(s): You can’t park here, sir. Imagen de shutterstock por Rosemarie Mosteller 1950144733 Imagen de https://brettpodolsky.com/search-andseizure/illegal-search-and-seizure-in-texas Egramint - PID2019-105298RB-I00 7 PROHIBIT WARN Situation: Speaker: Listener(s): PHASE 2 Sessions 3, 4 & 5 In the previous activities, we have seen how speakers command, advise, prohibit, and warn listeners in English using different linguistic forms across situations. With these activities in mind, please do the activities below. Activity 6 (in pairs) PART A. Complete the conversations by choosing the correct linguistic form(s). Then answer the questions below. Imagen de lorenzoantonucci en istockphoto.com 531224069 CONVERSATION 1 Michael: I _________________________________ (MUST/HAVE TO) get up early tomorrow to catch a flight. Will: Yes, definitely. Imagen de https://www.psychologieintheater.nl/coronadip/ CONVERSATION 2 We _______________ (MUST/HAVE TO) wear medical masks in the metro. CONVERSATION 3 Sue on the phone: So at what time will you be home? Tom: I _________________ (MUST/HAVE TO) be back home before midnight according to COVID regulations. Imagen de Maridav en istockphoto.com 1171649240 Egramint - PID2019-105298RB-I00 8 • ¿Por qué has elegido la forma MUST/HAVE TO en la conversación 1? ¿Es posible escoger ambas? Tanto en caso afirmativo como negativo, explica por qué. • ¿Por qué has elegido la forma MUST/HAVE TO en la conversación 2? ¿Es posible escoger ambas? Tanto en caso afirmativo como negativo, explica por qué. • ¿Por qué has elegido la forma MUST/HAVE TO en la conversación 3? ¿Es posible escoger ambas? Tanto en caso afirmativo como negativo, explica por qué. PART B. Now read the explanations in the following table, and complete. Then offer 1 more example. How do we express obligation in English? LANGUAGE FORMS MEANING COMMUNICATIVE FUNCTION SITUATIONS We use HAVE TO (In Spanish) ___________ In affirmative form: ___________ to express _____________ (strong, medium, weak obligation) that you cannot avoid in order to _______________ someone or yourself to do something Situations: Regulations and norms; daily conversations in which the speaker is an authority figure or conversations between equals EXAMPLES Example 1: (Mother to son): You have to pick up your sister from school at 5:00 pm. (The speaker is COMMANDING her son to pick up his sister). Example 2: __________________________________________________________________________ Egramint - PID2019-105298RB-I00 9 Activity 7 (in pairs) PART A. Complete the signs and the conversation by choosing the correct linguistic form(s). Then answer the questions below. SITUATION 4 Imagen de www.pinterest.es 276478864602249155 Please ___________________ (TURN OFF/MUST TURN OFF) your mobile phones. SITUATION 5 Imagen de de Caia Image / SCIENCE PHOTO LIBRARY 897514 Air stewardess: Sir, _____________________ (FASTEN/YOU MUST FASTEN) your seat belt, please. We are already taking off. SITUATION 6 Imagen de https://www.teamcassracing.top/ProductDetail.aspx?iid=201250308&pr=37.88 • ¿Por qué has elegido la forma IMPERATIVO/MUST en la situación 4? ¿Es posible escoger ambas? Tanto en caso afirmativo como negativo, explica por qué. • ¿Por qué has elegido la forma IMPERATIVO/MUST en la situación 5? ¿Es posible escoger ambas? Tanto en caso afirmativo como negativo, explica por qué. • ¿Por qué has elegido la forma HAVE TO/MUST en la situación 6? ¿Es I ___________________ (HAVE TO/MUST) respect the other passengers, and lower the volume. Egramint - PID2019-105298RB-I00 16 Wrapping up PHASE 3 Sessions 6 & 7 Activity 11 PART A (individual). Below you can find the synopsis of the film Passengers (Pasajeros). Read it carefully and then move to Part b of this activity. SYNOPSIS A spaceship is on a 120-year voyage to colonise a new planet. The passengers on board will be in hibernation for nearly all the journey. However, after only 30 years, one of the passengers, Jim Preston, wakes up from his hibernation due to a malfunction in the spaceship. He tries to go back to hibernation, but it is impossible. Out of loneliness and despair, he dehibernates a female passenger, Aurora. Both fall in love, and enjoy the spaceship talking to the robot Arthur. The robot tells Aurora that Jim woke her up, and she is devastated, because she will never get to live in the new planet. Finally, Jim discovers how to re-hibernate her but Aurora decides to stay with him. VOCABULARY NOTE • Spaceship: nave espacial. • Voyage: viaje. • Colonise: colonizar. • Hibernation: hibernación. • Journey: trayecto. • Wake up: despertarse. • Malfunction: mal funcionamiento. • De-hibernates: des-hibernar. • Devastated: devastada. • Re-hibernate: re-hibernar. PART B (in groups). To become familiar with the film, watch the trailer in Spanish at https://www.youtube.com/watch?v=8JuGv5xI52w. Then write a short dialogue for the vignette of your group with at least three language forms that express obligation (HAVE TO, IMPERATIVE, MUST, CAN’T, MUSTN’T/MUST NOT, and SHOULD/SHOULDN’T). Imágenes de Passengers © Columbia Pictures Context: Jim and Aurora talk about the malfunction in the spaceship… GROUP 1 - DIALOGUE Egramint - PID2019-105298RB-I00 17 Context: Jim decides to go outside into space to try to solve the problem of the spaceship… GROUP 2 - DIALOGUE Context: Aurora just discovered that Jim woke her up… GROUP 3 - DIALOGUE Context: Aurora saves Jim and decides to stay with him… GROUP 4 - DIALOGUE PART B (in groups). Now classify the language forms you used according to the items in the table below. LANGUAGE FORMS MEANING (STRONG, MEDIUM, WEAK OBLIGATION) COMMUNICATIVE FUNCTION FORMAS LINGÜÍSTICAS Egramint - PID2019-105298RB-I00 18 Activity 12 (in 4 small groups). Revision PART A. According to the dialogues in Activity 11, each group has to make a TikTok video in class acting out the dialogue (*remember to bring clothes and objects that may be useful for the scene). Group members should participate equally in the conversation. Here you have an example. PART B. Now answer the questions in the table in your own language for each language form that you used. QUESTIONS • What did you want to express with _______________ (language form 1, 2, 3)? ✓ Strong obligation? ✓ Medium obligation? ✓ Weak obligation? • Which communicative function did you want to perform with (language form 1, 2, 3)? ✓ To command? ✓ To advise? ✓ To prohibit? ✓ To warn? • Who is the speaker? who are the listeners? Is any of them an authority figure? What is their relationship? • Why did you choose _________________ (language form 1, 2, 3) as opposed to other language forms? PART C. Bring your group video to class. Conversations and answers to the questions will be discussed. Wrapping up We use HAVE TO to express ___________________ (strong, medium, weak obligation) in order to ____________________ (command, advise, prohibit, warn) listeners in situations in which:  Regulations and norms are involved  The speaker is an authority figure Egramint - PID2019-105298RB-I00 19  The speaker and listener are equals For example: __________________________________________________________________ We use IMPERATIVE to express ________________ (strong, medium, weak obligation) in order to ____________________ (command, advise, prohibit, warn) listeners in situations in which:  Regulations and norms are involved  The speaker is an authority figure  The speaker and listener are equals For example: __________________________________________________________________ We use MUST to express ______________________ (strong, medium, weak obligation) in order to ____________________ (command, advise, prohibit, warn) listeners in situations in which:  Regulations and norms are involved  The speaker is an authority figure  The speaker and listener are equals For example: __________________________________________________________________ We use CANNOT/CAN’T to express ____________________(strong, medium, weak obligation) to prohibit (command, advise, prohibit, warn) something to listeners in situations in which:  Regulations and norms are involved  The speaker is an authority figure  The speaker and listener are equals For example: __________________________________________________________________ We use MUST NOT/MUSTN’T to express ________________ (strong, medium, weak obligation) in order to ________________ (command, advise, prohibit, warn) listeners in situations in which:  Regulations and norms are involved  The speaker is an authority figure  The speaker and listener are equals For example: __________________________________________________________________ We use SHOULD/SHOULDN’T to express _______________ (strong, medium, weak obligation) in order to _______________ (command, advise, prohibit, warn) listeners in situations in which:  Regulations and norms are involved  The speaker is an authority figure  The speaker and listener are equals For example: __________________________________________________________________