Have a nice course - antares.iztacala.unam.mxantares.iztacala.unam.mx/idiomas/wp-content/uploads/2014/08/... · Midterm exam: Writing (13:30hrs) Objective : Ss will be able to talk

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!



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.



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



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.



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.

4

Weekdyas and Weekends

Describing past events done on the weekend

Simple past: regular verbs Affirmative statements.

Wb. p. 79

My roommate and I cleaned…

-ed endings /t/ /d/ /ıd/ Busy

had read ate

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: irregular verbs. Affirmative statements

Sb. p. 94 Wb. p. 82

I did my homework yesterday evening.

Past time expressions Irregular verbs in past

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.



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.



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



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!



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



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.



Apertura (Warm-up,

sensibilización)

Modelling (Input estructurado)

Repetición

Substitución

Transformación

Complemento (Completar la

oración)

Diálogo dirigido

(role plays

controlados)

Reflexión (Elicitar, cuestionar)

Actividades comunicativa

s

Verificación (Evaluar, testing, elicitar)

¡CUIDADO! (Remedial work: repetición/minimal pairs

o contraste; elicitar)

Tarea

Cierre (Recapitulación)

DIAGRAMA DE FLUJO PARA”TEACHING”



Apertura (Warm-up,

sensibilización)

Verificación (Evaluar, testing,

elicitar)

Tarea

Cierre (Recapitulación)

¡CUIDADO! (Remedial work)

Seguir diagrama para “Teaching”

DIAGRAMA DE FLUJO PARA”TESTING”



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

Reading - 10% 10% Reading - 10% 10%

Listening - 10% 10% Listening - 10% 10%

Speaking 10% 20% 30% Speaking 8% 16% 24%

Writing 10% 10% 20% Writing 10% 10% 20%

Grammar - 30% 30% Grammar - 30% 30%

Mediateca - 6% 6%

TOTAL 100% TOTAL 100%

http://www.cambridge.org/other_files/Flash_apps/VIU_AmE/index.html



PROGRAMAS ELABORADOS CON COLABORACIÓN DE:

Camacho Barco Hortensia

Casimiro Castro Santos

Cervantes Rojas Alejandra

Moya Luna Moroni

Toledo Aranda Jessica Viviana

Última actualización: enero de 2012

Documents

Have a nice course - antares.iztacala.unam.mxantares.iztacala.unam.mx/idiomas/wp-content/uploads/2014/08/... · Midterm exam: Writing (13:30hrs) Objective : Ss will be able to talk