All About You Teachers Guide

8/12/2019 All About You Teachers Guide

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LISTENING: INTRODUCE ME!

1 . Choose a word from the list to complete the

sentences. Work with a partner.(10 min)

client travel agent tourist guide

singer

a. Every summer we travel to another country, so we go

to a travel agency and the ________________ gave me all

the information.

b. Juan Luis Guerra? Yes! He is my favorite

_____________.

c. I got lost in the park because the ______________

followed the right path and I took a different one. I

shouldnt have done that.

d. The supermarket was full of ____________ when the fire

started.

2. Do you know someone famous? What questions

can you ask a famous person? Discuss with a partner.

Check the example below: (5 min)

Example: What do you do in your free time?

3. Check with your classmate the following expressions;

do you understand/use them? (10 min)

WHATS YOUR NAME?

SECTION

INSTRUCTIONS

B. 1. Have students work in pairs

and look up these words in adictionary and complete the

sentences below. Explain these

words will also appear in the

listening activity later on. After

students have completed the

task, check answers.

C. B. 2. Have students work in

groups and discuss the

questions below. After they

finish, they report to the class.

D. 3. In the same groups, students

check the meaning of these

expressions. Have them discuss

in groups and clarify any doubts

they may have.

4.4 Read the questions in 3 with

the class before they listen.

Explain they will listen to a group

of people, and that they need to

pay attention to the questions and

answers that are given. Suggest

they can make notes and take

some time later to fill in the chart.


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WHATS YOUR PHONE NUMBER?

WHAT IS YOUR ADDRESS?

WHERE ARE YOU FROM?

4.You will watch a conversation among a group of people.

Listen and complete the gaps with a suitable word or

phrase. (10 min)

5. You will watch Giorgio Moretti and Marie again. As you

watch, complete the client file. (10 min)

Georgio

Moretti

Marie

Sheryl

Bob

Paul

Name: ___________________________Occupation: ________________________________Nationality: ______________________________Age: ___________________Marital Status: ___________________

Phone Number: ______________________________

VIDEO

COMPREHENSION

4.4. After the students comple

the chart, survey the class to se

how many students got t

answers correct. Play t

recording one or more times

necessary.

4.5. Once all the students hav

completed the chart, ask the

about the questions that t

people made in the audio, an

write them down on the boar

Now tell the students they w

listen to another interview, th

time between Giorgio and Mar

and that they need to comple

the file. Play the recording one

more times. After they hafinished, have them check th

answers in pairs.


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Read the following text and practice the questions with your

partner:

My profile

Hi, my name is Roberto Palacios. I am 25 years old and I amoriginally from Mexico City but now I live In New York. I studymedicine at Columbia University here in the United States. Ilike practicing different sports such as football, basketballand tennis, but I prefer going to the gym. I also like music,my favorite is pop. I am a friendly and easygoing person. Idon't like when people are rude to others. In the future, Iwant to be the best doctor in the world and save peopleslives. My mother says I am on the way to achieve my perfectdream. She helps me and supports me all the time. I only livewith my mother who is a nurse. My father lives in Mexico. Ialso have two more brothers who live with my father. Theyare younger than me and they study secondary level. Myfather and my brothers visit us once a year but we all are in

contact every day.

Answer the following questions about Robertos information

1. Where is Roberto from? He is from Mexico.

2. Where does he live now?New York.

3. What career does he study at the university? Medicine.

4. What is his favorite interest in sports? The gym.

5. What does he hate about people in general? When

they are rude to others.

6. What does Roberto want to be in the future? The best

doctor in the world.

7. Does Roberto receive support from anybody? His

mother.

8. Does he have brothers? How many brothers does he have? Yes, two brothers.

9. Are his brothers younger or older than Roberto? They are younger.

10. What is Robertos occupation now? He is a student.

POST- LISTENING TASK (15 MIN)

a.

Explain students the rules for

grammar point and have t

do the exercises. If there is tyou can have them work on

grammar appendix.

b. Background information: Exp

what a profile is and the kin

information that is include

these kinds of texts. Ask stud

to read the first two senten

and predict what they think

text will tell about. Point out

main information, such

nationality, hobbies, a

occupation, etc. Have stud

answer the questions with you

B. Extension Activity:Have students get together with a partner and talk about their background.

Suggest they can use the format of the interview they have just listened to. (10 min)


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Reading: Talk about your hometowntown

Learning objectives: read and discuss some information about someones description of

his hometown; develop skills in reading for specific information.

Warming:

Focus students attention on the two questions and encourage them to give their

answers. Take five minutes to get learners present their information.

Encourage learners to predict what the information will talk about by using the previous

questions and the headline. Check their guesses.

1. Get learners to read the information about someones hometown and answer the

questions below. They can work in pairs.

READING

TALK ABOUT YOUR HOMETOWN

What is your hometown like? Would you live in a

different place? Why?

I was born in a small sea-side town in Malaysia called Mersing. It

is situated in the south-east of Malaysia, near the South China

Sea. It is a small town with a population of about fifty thousand people. It is a peaceful and beautiful town.The main

occupation of the people there is fishing. The sea is their livelihood. Besides fishing, tourism has also become quite

popular. Tourists stop over at Mersing on their way to the islands off Mersing. The most popular island is Pulau Tioman. The

population here is made up of Malays, Chinese and Indians. The majority of the people are Malays. There are either

fishermen or farmers. The Chinese are mostly shopkeepers and restaurant and hotel owners. The Indians who are the

minority are either civil servants or rubber tappers. The town consists of three streets of shops. There are three schools, a

Chinese, a Malay and an English medium schools. There is a hospital and a few private clinics, a cinema hall, library and

a big wet market by the sea. There are a number of hotels to accommodate tourists who flock to Mersing to visit the

Islands. The people in my hometown live in peace and harmony. I love the peace and quiet of my little hometown.

I. Scan the text and answer the questions:

TIP: to help Ss focus on the task, tell

them not to worry about words they

dont understand. Encourage them to

keep reading and understand the

new words from context.


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What is the population of Mersing made of?

What are the main occupations in Mersing?

II. Write true or false for these statements. Justify your

answers. Discuss your answers with a partner.

1. Mersing is a big city in the south east of Malasya.

________________________________

2. Tourism is one of the most popular occupations in

Mersing. _______________________

3. Chinese living in Mersing are mainly farmers and

fishermen. ______________________

4. Mersing is a peaceful place to live in.

__________________________________________

III. Read the text again. Underline the word that means:

1. near the sea (paragraph 1)

2. occupation or employment (paragraph 2)

3. a fresh food market (paragraph 4)

4. to go in large numbers (paragraph 4)

IV. DISCUSSION BOX: Work in pairs or small groups and

discuss these questions together.

1. Is your hometown similar to Mersing or different?

2. Would you like to live in Mersing? Why?

READING

INSTRUCTIONS

I. Have students scan the textand answer the questions stated

in the exercise.

2. Read the text aloud for learne

as a model and then ask some o

them to re-read it to check

pronunciation.

3. Ask learners to read the text

once more to find and underline

the words in the text which meathe same as the expressions

numbered below. Give learners

some clues to help them where

find the words.

4. Get learners to work in pairs

and discuss the following

questions. Tell them to compare

the information in the reading

with their own one and share thresults with the whole class.

EXTENSION ACTIVITY: WRITING: (PRODUCTION)

5. Finally, ask learners to write a short paragraph similar to the one presented

in the task in which they describe what their hometown is like.

V. Production: what is your hometown like? Write a paragraph and tell all the

information you know about it.


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Speaking Activity:

Introduce your classmate

Teachers guide.

Goal: Students will be able to use appropriate vocabulary and structures to

introduce a classmate to the whole group.

INSTRUCTIONS

1.

Students are asked to work in pairs and interview

his/her partner about personal information using the

preview vocabulary. Students are going to take notes

in order to share with their classmates.

You are going to work with a partner to interview

him/ her. Ask personal information questions, and take

notes on that information.

2.

T: Explain students that in the interview they should try

to find as much as possible about each other

regarding the template. Teachers can encourage

students to ask for any vocabulary they need. Refer

students to the Learners profile vocabulary as well as

to the grammar points: present simple and verb to be section I.

Then you will switch roles and your classmate will record the information you give.3. T: Remind them to switch roles to ask the questions and record, as students speak note down

errors to focus at the end of the task . Do not correct at this stage unless absolutely

necessary.(5 minutes)

INSTRUCTIONS

In this section you must pattention to the pronunciation

the students and try to get them

practice as much as possible.

You can model for them with o

volunteer. Have the rest of the cla

help you complete a chart on t

board.

Students may feel mo

comfortable if they write down thquestions using the template.

minutes)


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Decide on the most significant information and tell your class about your partner.

T: Give students few minutes to prepare how they will report back to the class .

As each pair reports back to the class, ask the other students to listen and take note of

errors or feedback (5 minutes)

Use the following template as a guide to take notes.

My classmate

Family

Education

Hobbies

Projects

Other


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EXPLORE WRITING

MY HOMETOWN

GRAMMAR FOCUS:SIMPLE PRESENT TENSE.WRITING LEVEL:ELEMENTARY.

In this section, students will create a paragraph with 10-12

sentences describing their hometown and a place or places

they know well. They must use the vocabulary seen in this unit

about places to visit, their personal likes and important

information about the places they mention.

Students are expected to use simple and compoundsentences using coordinating conjunctions BECAUSE/AND/SO

to express and complement their ideas.

PREPARATION FOR THE TASK:

Before giving out the task to students, select a series of words

you know will help them write down about their hometown.

Review places around a town/city e.g. [restaurant, city center,

downtown, library, town square, monument, etc.] discuss with

students important places around the city and ask them to give

examples of WHY they are important. Introduce word BECAUSE.

Have students give 3-4 examples and check for correct spelling.

[7-15 MINS]

Hand out the task to students. Explain this is an individual task,

but they will have a chance to work together during steps of the

way to check and share each others work.

STEP ONE: BRAINSTORMING. Expected time [10-20 mins]

Students consider ideas from the questions in the exercise. Tellthem to write down a list of all of their ideas, including examples

and supporting information. Tell them that they can brainstorm

alone, with a partner, or in a group (no more than 3 members).

Their notes should be in simple form; they shouldnt worry about

grammar, spelling, or using complete sentences during this stage.

Outcomes:

I. Use Simple Presen

structure to describe

their hometown.

II.

Use simple and

compound sentences

to give information

about places in town.

III. Create a descriptive

paragraph using

vocabulary and

expressions given in

class.

ATTENTION!

Before you begin this taskyou must check for previousknowledge of sentencestructure and paragraphstructure.

If students are introduced fo

the first time to writing, useone hour of the scheduledtime to prepare them for thetask. You can use attachmenone [sentence structures] fothis purpose.


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Check for comprehension of instructions before letting them

organize and start.

They may use dictionaries during this step, but check with them for

correct usage of words and meanings to avoid confusion.

ACTIVE WRITING STAGE

STEP TWO: ADDING INFORMATION Expected time:

[20-30 min]

Guide students to choose the best ideas, the most helpful or

interesting examples, and the strongest supporting information. Tell

them to think about the order of their ideas. For this, you can ask

the class:

Which idea are you going to write about first, second, third, etc.?

When students answer, help them give out more information

including the words AND/SO. Have them practice and check with

you 5 sentences. Emphasize that it is important to organize their

ideas before they begin to write their paragraph.

STEP THREE: TOPIC SENTENCE Expected time: [20-30

min]

In this stage, students give a topic sentence to their paragraph. Toexplain this open the following link:

https://www.youtube.com/watch?v=l2nOzN6DllY

Or you can practice with the following explanation of a paragraph

structure:

http://www2.actden.com/writ_den/tips/paragrap/topic.htm

Have students try to do three sentences to practice and choose

the best one for their paragraph. Here they will check theirclassmates work.

Have them spot the following things for a topic sentence:

1. Does it include the topic and a main point?

ATTENTION!!

Pay special attention to anyquestions students may have

during this stage. Emphasizeon what a descriptiveparagraph is and the use oFIRST; SECOND; THIRDFINALLY to structure andorganize their ideas or detailsby importance.

Remind students to developtheir ideas and NOT repeathemselves. Every sentenceshould be connected to the

previous information.
https://www.youtube.com/watch?v=l2nOzN6DllYhttps://www.youtube.com/watch?v=l2nOzN6DllYhttp://www2.actden.com/writ_den/tips/paragrap/topic.htmhttp://www2.actden.com/writ_den/tips/paragrap/topic.htmhttp://www2.actden.com/writ_den/tips/paragrap/topic.htmhttps://www.youtube.com/watch?v=l2nOzN6DllY


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2. Is it clear/ Can you understand it?

3. Does it have correct spelling-punctuation?

STEP FOUR: THE RUBRIC AND EVALUATION. Expected

time: [10-20 min]

Make sure each student has a copy of the instruction sheet and the

rubric. You must explain to them how they will be evaluated; do so

by dividing the rubric into the different points. Take time to carefully

explain what you are looking for.

Tell them to get in groups of 3 or 4 students and have them check

each others work to this stage with the rubric. Have them go point

by point and make changes if necessary. They may use dictionaries

in this stage as well to help with production.

STEP FIVE: FIRST DRAFT. Expected time: [1 hour]

Students write the first draft of their paragraph. It must include 10-12

sentences, and it should include simple present structure, adjectives,

AND/SO to connect sentences and BECAUSE to explain their ideas.

Ask them to please double-space the assignment. You must make sure

they write the paragraph in class. Students will not be allowed to finish

it at home, and they cannot use notes from outside of the class.

The expected time for this part of the task is one hour, however; if you

feel students may need more time, you may arrange 30 minutes extra.

Two hours is too long for just one paragraph.

Remind the students to have in mind the rubric when writing their

paragraphs. Also, tell them they should do it in pencil, they get the

opportunity to change whatever they choose to without damaging

their work.

Once they have finished, they MUST submit their work to you. Assign a

number to each work to control the exchange for later.

ATTENTION!!

You can give them examp

of what is good and baccording to the rubric. make this more challenginhave them analyze texamples and decide whscore they would give them.

During step five, studemay not have extra not

use their cellphones computers. They can utheir handouts only, and tmaterial from class (booTell them any copy-paste wdeduct points from thwork, so they better not tathe risk.


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STEP SIX: PEER EDITING. Expected time [20-30 min]

Once you have all their assignments in your possession, and each

has a number assigned to it; exchange them between students. Tellthem to write their name on the bottom of the page like so:

EDITED BY: ____Carla Gutierrez________

Once they do this, they must check each others work. Ask them to

get together with the person they are editing. They are going to help

their partner by editing their assignment.

Explain to the students they should look at the grading rubric again.With your help, make a list of some things that they are going to look

for when they edit their partners paper. Once you have modeled

and checked for comprehension, students start editing. Tell your

students to talk to their partner if they find a mistake or have a

suggestion for their work.

STEP SEVEN: FINAL DRAFT. Expected time [1 hour]

Students have one hour to make necessary corrections, andrewrite

their paragraph. Your must collect their brainstorming notes, firstdraft, and final assignment. Use this information to give them a

grade. Remind students that they will only have a full grade if they

have completed EACH of the steps in the task.

They have one hour to complete the full final version of their

paragraph. No extra notes, cellphones or book is allowed. Only

dictionaries given by the teacher. If they have a question they must

approach you in the way you institute as if this were a true exam.

Have a list of words you think they might need to write if necessary.

Remember they are doing this in paper, but this time they have theoption to do it by pencil or pen. Extra corrections, smudges,

crossings, misspellings or any damages to the paper will cause

deductions to their final work. Clear this with them before they finish

the peer editing section.

At this point of the unit, students should practice how to deliver a

ATTENTION!!

Pay special attention to aquestions students may havduring this stage. Emphasion what the length is and thuse of FIRST; SECOND; THIRFINALLY to structure anorganize their ideas or detaby importance. Tell thethey should develop thideas completely befochanging to a new one.

Remind students to develotheir ideas and NOT repethemselves. Every sentencshould be connected to thprevious information.


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FINAL ORAL TASK

At this point of the unit students should practice how to givea brief presentation about information that is familiar tothem.

The final task consists in an individual oral presentation in

which you will talk about yourself and your hometown. You

will use information from the Speaking Lesson of the unit, as

well as information from the Writing activity.

Since you may be part of an exchange program in the

future where you will interact with people from different

cultures, it is useful to practice how to deliver an individual

presentation in which you will share information about:

Yourself

Family

Education

Hobbies

Projects

Your hometown

You should design visual aids including key phrases about

the information you will present. For the presentation you will

have 3 minutes to provide good and appealing

information, including introduction body and conclusion.

Your teacher will use the following rubric to evaluate your

work:

USEFUL TIPS

Use vocabulary from the unit.

Design slides with few key word

phrases and lots of images.

Practice your presentation.

INSTRUCTIONS

Refer students to the Speaking

Lesson to review personal

information when introducing

person; then refer students to

the Writing Task about their

hometown.

The information gathered those activities is useful fgetting ready for the individupresentation.

Instruct students about tneed of practicing thpresentation beforehand, they can check the time a

become more confident. Tstudents about presentiinformation in an organizeway that is, having cleintroduction, body aconclusion.

It would be useful to show video with an example of good presentation and a bapresentation, and thencourage them to ident

what was appropriate awhat should be improveSuggest students the use well-designed visual aids; possible show models of visuaids with the purpose learning about using imaginstead of too many words.

Show and discuss with the clathe rubric that will be used evaluate their work.


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All About You Teachers Guide