UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3 PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15) Keep in mind… Video session: Date: __________________ Activity: _____________________________________________________________________________________________ Remember to … Aim: At the end of level 3, students will use basic simple structures to enable them to survive in social, travel and everyday situations, satisfying needs of a concrete type to: Understand basic, simple written and oral texts related to descriptions of special dates and places in a town. They will be able to extract relevant information on plans and experiences from very short, simple documents on everyday matters. Use written and oral means to give directions, describe places and possible activities done there to recommend them. They will be able to talk about their future plans and narrate briefly activities done at vacations, parties and everyday situations. Interact in a simple way to exchange simple information on people’s health, feelings, likes and dislikes to give them advice. They will be able to make plans and arrangements as well as ask and give information about past events provided that the other speaker negotiates meaning and adjust his/her language to familiar expressions and basic requests and speaks slowly and clearly. ❒ Always write the objective on the board ❒ Recycle information from previous sessions ❒ Put structures in context ❒ Teach one thing at a time ❒ Personalize examples ❒ Keep eye contact ❒ Consider the different learning styles ❒ Give clear and direct instructions ❒ Always model the exercise ❒ Call your students by their names ❒ Link exercises, activities and tasks ❒ Keep the four skills in mind... especially ❒ ..how to achieve interaction ❒ During a reading or listening comprehension activity, your .....students should check answers among them and then with you. ❒ Students should always be evaluated somehow at the end of a .... session. ❒ It’s the students who review grammar points or concepts, not the .. ...teacher. Have a nice course!
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UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3
PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15)
Keep in mind…
Video session: Date: __________________ Activity: _____________________________________________________________________________________________
Remember to …
Aim:
At the end of level 3, students will use basic simple structures to enable them to survive in social, travel and everyday situations,
satisfying needs of a concrete type to:
Understand basic, simple written and oral texts related to descriptions of special dates and places in a town. They will be able
to extract relevant information on plans and experiences from very short, simple documents on everyday matters.
Use written and oral means to give directions, describe places and possible activities done there to recommend them. They
will be able to talk about their future plans and narrate briefly activities done at vacations, parties and everyday situations.
Interact in a simple way to exchange simple information on people’s health, feelings, likes and dislikes to give them advice.
They will be able to make plans and arrangements as well as ask and give information about past events provided that the
other speaker negotiates meaning and adjust his/her language to familiar expressions and basic requests and speaks slowly
and clearly.
❒ Always write the objective on the board
❒ Recycle information from previous sessions
❒ Put structures in context
❒ Teach one thing at a time
❒ Personalize examples
❒ Keep eye contact
❒ Consider the different learning styles
❒ Give clear and direct instructions
❒ Always model the exercise
❒ Call your students by their names
❒ Link exercises, activities and tasks
❒ Keep the four skills in mind... especially
❒ ..how to achieve interaction
❒ During a reading or listening comprehension activity, your
.....students should check answers among them and then with you.
❒ Students should always be evaluated somehow at the end of a
.... session.
❒ It’s the students who review grammar points or concepts, not the
.. ...teacher. Have a nice course!
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3
PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15)
S
ES
SIO
N
NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE
PHONETICS
VOCABULARY
SUGGESTED TASKS
Orient students in the course in general: projects, evaluation, methodology, etc. Carry out a DIAGNOSTIC TEST
Objective: Ss will be able to ask and give information about their plans or future intentions for special dates.
1
Holidays, festivals and special occasions
Talking about dates
Dates. On + date In + month
Sb. p. 72 Wb. p. 62
My birthday is on November 2
nd.
/ө/= tenth, fifth Ordinal numbers, months
TASK 1. Oral and Written. (whole class) Ask your classmates and make a birthday calendar.
Planning a special date
Future “be going to” Affirmative statements
Wb. p. 63, 65. Sb. p. 73
I’m going to celebrate my birthday.
/ө/= birthday, month Celebrate / ıŋ / =going
Months, Dates, holidays, festivals, activities done in special occasions, time expressions (tonight, next week, on Saturday)
TASK 2. Oral. (groups) Using the calendar in task 1, plan a party to celebrate the closest birthday.
Future “be going to” Negative statements
Wb. p. 66
We’re not going to a restaurant.
Asking and giving information about future celebrations
Future “be going to” Yes/No questions
Sb. p. 73, 74
Is Kayla going to have a party for you? No, she isn’t.
Future “be going to” Wh- questions
Sb. p. 75 Wb. 64
What are you going to do tonight?
My future: job, family, trips
Asking and giving information about plans and intentions
Future “be going to” Affirmative, negative and interrogative statements
I’m going to live in Canada / ıŋ / =going Verbs related to job, love, family, trips
TASK 3. Oral (Pairs) Student A: You’re applying for a PRONABE scholarship. Talk about your future plans to convince the jury to give it to you. Student B: You’re interviewing an applicant for a scholarship. Ask him about his future plans to be sure he is a suitable candidate.
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3
PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15)
Objective: SS will be able to make phone calls, ask somebody out informing them about the plans and accept or refuse invitations.
2
Phone calls
Calling and answering the phone.
Formulaic expression for calling people
This is… Is X at home? Hold on…
This_is Message later
Useful expressions for phone calls.
Sb. p. 106-108 Wb. p. 91.
Task 17. Oral. (Pairs) Student A: Phone your friend to invite him to go out. He’s not at home. Leave a message that you’re going to call later. Student B: Your son’s friend is at the phone. Say why your son can’t answer and take the message.
Justifying where people are at a specific moment.
Prepositions of place in, at , on
Sb. p 106 Wb. p. 92
She’s at home. He’s in class. They’re on vacation.
/ ð / = there here Locations
Phone calls and messages
Leaving a message
Subject and object pronouns
Wb. p. 93
Michael left her a message. She got Michael’s message.
message
Pre- task Wb. p. 93 ex. 4. Task 18. Oral. Your friend wasn’t at home when you called him to go out (Task 17). Call to his cell phone. He doesn’t answer, leave a message telling him the plans.
Future plans to hangout Asking and giving information about future plans.
Future “be going to” Affirmative, negative and interrogative statements
Are you going to do something at night? We’re going for some drinks.
/ ıŋ / =going Verbs related to leisure activities and entertainment.
invitations
Making an invitation
Would you like to + verb+ complement? Do you want to+ verb+ complement?
Would you like to have a cup of coffee?
Would Places to go
Time expressions Time tables Expressions for invitations (ask sb out, accept and refuse)
Task 19. Oral (Pairs) Student A: Phone your friend again to invite him to go out. Decide where to go. Student B: Your friend invites you to go out. Accept or refuse his invitation. If you refuse say why.
Accepting an invitation Verb pattern: verb+ to (want to/ ‘d love to/ ‘ d like to)
Yes, I’d love to go with you. Contraction: I’d
Refusing an invitation Verb pattern: verb + to (need to/ have to)
Do you want to go to the movies this weekend? I’m sorry, but I have to do a lot of homework.
Reduction: want + to have + to
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3
PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15)
Review last session, check homework
Objective: Ss will be able to express the way they feel and their physical problems as well as give advice using imperatives.
3
Health: physical problems
Expression symptoms and health problems.
Have + noun
Wb p. 68 Sb. p. 79 I have a headache.
Headache /ө/= teeth, throat, health
Parts of the body, illness, health problems.
TASK 4. Oral. (Pairs) Student A: You have a health problem. Visit the doctor and tell him how you feel and the symptoms you have. Student B: You are the doctor. Ask your patient how he feels and give him advice.
Health: emotional states Asking and giving information about how people feel.
Feel + adj
Sb. p. 79 He feels homesick. I don’t feel well.
Awful Feel hurt
Expressions: How are you? How do you feel? What’s the matter? What’s wrong? Negative and positive adjectives (good, terrible…)
Health: Advice Giving advice and instructions to make people feel better.
Imperatives (aff, neg)
Wb. p. 71, 72 Sb. p. 82
Use some muscle cream. Don’t work too hard.
Sentence intonation in orders
Medication, Frequency adverbs, verbs to give advice about health issues (call the doctor, take the pills…).
TASK 5 Written (Groups)
Pre-task: Read Sb. p. 83. Write a magazine article the title is: “Ten Crazy Tips to be healthy”
Conditions and consequences
Expressing consequences to give advice
Zero conditional If (present simple)+ imperative.
If you want to get better take this syrup.
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3
PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15)
Review last session, check homework Midterm exam: Writing (13:30hrs)
Objective : Ss will be able to talk about relevant events occurred during the weekdays and the weekend.
Time expressions (yesterday, on Saturday, last week…) Regular verbs in past
TASK 9. Written and oral. (Groups) You’re back to school. Your teacher asks you how your weekend was. Your classmates are showing off about their weekends. Describe yours and if it is necessary make it up to impress them.
Simple past: regular and irregular verbs. Affirmative statements
Wb. p. 92
We went to the movie theater we watched a nice movie.
Past tense represents a difficulty to students. DON’T HURRY TO TEACH ALL (affirmative: regular and irregular, negative and question) IN ONE SESSION/ONE WEEK. Remember to work ONE THING AT A TIME. When students manage this unique element they will be able to learn another. PRACTICE, PRACTICE AND PRACTICE this new element in isolation. THEN, move to activities and tasks where they can integrate all the elements they have learned. DON’T GIVE THEM LONG LIST OF VERBS! At this level (A1) students only need some verbs to communicate. WE PROVIDE A LIST WITH THE MOST RECURRENT AT THIS LEVEL. CHECK IT AND FOCUS ON IT.
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3
PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15)
Review last session. Check homework
Give results and feedback (9:00hrs). Midterm exam: Speaking (12 :00hrs)
Objective: Ss will be able to ask and give information about their last vacations and about a person’s life.
5
Journal Keeping a record about your daily activities.
Simple past: Testing: regular and irregular verbs. Affirmative statements
We went to the movie theater we watched a nice movie.
ed endings /t/ /d/ /ıd/
had read ate
Past time expressions Irregular verbs in past Weekend activities
TASK 10. Written (as a homework, individual) Keep a journal for a Week. Include activities you did and didn’t do
Simple past. Negative statements (did)
Sb. p. 93
We didn’t have a party
Contraction: didn’t
Stress in negative sentences
Childhood Asking and giving information about their childhood.
Simple past. Yes/ No questions and short answers (did)
Interchange 14
Did you like playing with mud as a child? Yes, I did / No, I didn’t.
Raising intonation in questions.
great
Adjectives to describe personality Activities done as a child
Pre-task: Interchange 14. TASK 11: Written and oral (groups) Develop a questionnaire to carry out a survey to find the shiest, the pickiest, the most mischievous… classmate as a child.
Vacation Describing past event done during vacation
Simple past. Wh- questions (did)
Where did you go last holiday?
vacation summer activities, go + verb + ing (go dancing)
TASK 12A. Written. (individual) You want to go to a different place for next vacation. Ask your classmates about their last vacations so you get some fresh ideas. TASK 12B. Oral. Use the task 11a to interview your classmates. Based on their answers decide where to go and justify it.
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3
PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15)
Objective: SS will be tested in the use of simple past questions when requesting information about their classmates’ lives. SS will be able to make phone calls, ask somebody out and accept or refuse invitations.
6 People’s lives
Talking about people’s biographies
Simple past: Affirmative statements with Verb TO BE ( was, were)
Wb. p. 87 1
Bruce Lee was an actor.
was were born Biographical
information Occupations Places and dates of birth
TASK 13. Written. (3’s) Write an entry for Wikipedia about your favorite famous person. Task 14. (individual as a homework) Use pictures to make a timeline of your life.
Interchange 15
Simple past: Negative statements with Verb TO BE ( was, were)
Wb. p. 85 Sb. p. 101 ex. 3
His parents weren’t rich.
Simple contractions: weren’t, wasn’t
Asking and sharing information about former lovers.
Simple past: Yes/ No questions with Verb TO BE ( was, were)
Was your ex loyal? Were you happy together?
Question intonation was were
Adjectives to describe people.
TASK 15. Oral. (pairs) Student A: You just broke up with your boy/girlfriend and you need to talk about it, Student B: your friend needs to talk about his recent break up. Ask him questions about his ex to make him feel listened.
Asking and comparing information about schooldays.
Simple past: Wh- questions with Verb TO BE ( was, were)
Wb. p. 88, 89. Sb. p. 104
Who was your favorite teacher?
Question intonation was were Contractions: weren’t, wasn’t, didn’t
Dates, years, school days.
TASK 16. Oral. (groups) You have the opportunity to choose your next English teacher. She can’t be the one you have now. Discuss with your classmates about your last courses, your previous teachers and the activities you did to make a decision.
Simple past: questions
with did, was, were**
Sb. p. 100, 103 Wb. p. 90
What did you like about your teacher? Was she funny?
Asking and giving information about their lives.
Simple past: questions with did, was, were
Sb. p. 100, 103 Wb. p. 90
Where did you grow up? / How old were you in 1997?
Biographical information.
TASK 17. Oral. (whole class) Ss present task 13 and the audience ask follow up questions to know more about their classmates.
**Before doing activities and tasks to integrate questions with did/ was/ were: 1) Contrast both structures 2) Work on drills of discrimantion,
selection, correction, completion... 3) work on activities that integrate both structures 4) Give a task to be performed.
1 Teacher must present “were” with extra material
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3
PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15)
Review last session, check homework
Objective :Review all the grammar points, specially, simple past
7
Review (Grammar review-
Quizzes)
The teacher asks about the grammar points they saw in the course. The students name them and write them on the board. The students give mini presentations in teams about the grammar and notional points. The teacher makes correction and provides feed back.
Pronunc. According to ss’s needs
Quiz on vocabulary
Second exam on Writing (13:30hrs)
8
8:30-10:00 Final Oral Exam
10:00-12:00 Final exam. 12:00-13:00 Grades
13:00-13:30 Feedback 13:30-14:00 Capture Grades
Keep in mind…
Video session: Date: __________________ Activity: _____________________________________________________________________________________________
Remember to …
❒ Always write the objective on the board
❒ Recycle information from previous sessions
❒ Put structures in context
❒ Teach one thing at a time
❒ Personalize examples
❒ Keep eye contact
❒ Consider the different learning styles
❒ Give clear and direct instructions
❒ Always model the exercise
❒ Call your students by their names
❒ Link exercises, activities and tasks
❒ Keep the four skills in mind... especially
❒ ..how to achieve interaction
❒ During a reading or listening comprehension activity, your
.....students should check answers among them and then with you.
❒ Students should always be evaluated somehow at the end of a
.... session.
❒ It’s the students who review grammar points or concepts, not the
.. ...teacher. Have a nice course!
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3
PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15)
IRREGULAR VERBS
Base form Past form
1. Be 2. Become 3. Buy 4. Catch 5. Come 6. Do
7. Drink 8. Drive 9. Eat 10. Feel 11. Get
12. Give
13. Go
14. Grow 15. Have
16. Leave 17. Make 18. Meet 19. Read
20. Ride 21. Run 22. Say 23. See 24. Sell 25. Sing 26. Sit 27. Sleep 28. Speak 29. Swim 30. Take 31. Teach 32. Tell 33. Think 34. Wear 35. Write
1. Was/were 2. Became 3. Bought 4. Cought 5. Came 6. Did
7. Drank 8. Drove 9. Ate 10. Felt 11. Got
12. Gave
13. Went
14. Grew 15. Have
16. Left 17. Made 18. Met 19. Read
20. Rode 21. Ran 22. Said 23. Saw 24. Sold 25. Sang 26. Sat 27. Slept 28. Spoke 29. Swam 30. Took 31. Taught 32. Told 33. Thought 34. Wore 35. Wrote
EXAMPLE OF COLLOCATIONS WHERE THE IRREGULAR VERBS ARE USED (ACCORDING TO THE INTERCHANGE INTRO BOOK)
Weekdays and weekends
Vacations Schooldays and background
Base form Base form Base form
Do homework/housework Go to school/ work Go shopping Have a good weekend/ a test Come home Meet my classmates See a movie Read a book Eat my lunch Feel terrible Take the bus/ classes Get up Get home
Ride a horse See the pyramids Go to the beach Go hiking Have fun Swim Drink a coktail Eat seafood Take pictures Buy souveniers Meet interesting people Leave the city Drive to the campsite Catch a fish Tell stories See friends
Be a child Take classes Grow up Become a singer Get married Wear nice clothes Teach history Make an album Say to my friends
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3
PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15)
General Characteristics: This course is part of a 15-level course which is an extracurricular subject. The course has been designed for young adult university students who need to learn English as a Foreign Language and it takes them from A1 to level B2 according to the CEFR (The Common European Framework of Reference for Languages).
Hours per week Monday-Thursday courses
6 hours.
Saturday courses 5 hours.
Hours per course
Monday-Thursday courses
42 hours.
Saturday courses 40 hours.
Methodology
This course has an approach which recycles grammar structures but at the same time in each stage or level a new notion and function of them is explored. A particular method has been generated to match this FES Iztacala needs.
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3
PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15)
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3
PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15)
Apertura (Warm-up,
sensibilización)
Verificación (Evaluar, testing,
elicitar)
Tarea
Cierre (Recapitulación)
¡CUIDADO! (Remedial work)
Seguir diagrama para “Teaching”
DIAGRAMA DE FLUJO PARA”TESTING”
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3
PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15)
Evaluation The process will be divided into two, the midterm and final evaluation. The idea of having both is focused on finding out the progress of students, as well as their needs in the midterm exams. Then, both students and teacher can work to polish up those aspects and find out if any remedial work needs to be done. To get an integral evaluation that allows students and teachers assess the different skills in language the following criteria is proposed.
Material RICHARDS, Jack. Interchange Intro, 3rd Edition. Cambridge 2010.
READER: Warring, Rob. Footprint Reading Library: Columbus and the New World. Thompson Heinle. 2008
MEDIATECA FES Iztacala (at least three per term)
Video Sessions. (at least one per term)
Resources McMACARTHY and O’DELL. Basic Vocabulary in Use. Cambridge. 2010. http://www.cambridge.org/other_files/Flash_apps/VIU_AmE/index.html
MURPHY, Raymond. Essential Grammar in Use 3rd Edition. Cambridge. 2010.
SATURDAY COURSES WEEKLY COURSES
SKILL
Midterm Evaluation Final Evaluation TOTAL SKILL Midterm Evaluation Final Evaluation TOTAL