UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMASantares.iztacala.unam.mx/idiomas/wp-content/... · Present simple (affirmative, negative and interrogative statements) My name is Juan. I’m

UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS

TABLE OF CONTENTS ENGLISH 10

PLAN GLOBAL – SATURDAY New American Headway 3 (Units 7-9)

Keep in mind…

Video session: Date: __________________ Activity: _____________________________________________________________

Remember to …

Aim:

At the end of level 10, students will use varied structures in combination to enable them to:

•Understand and follow written and oral texts such as conversations, short talks, messages, announcements, news reports, biographical documents, prospectuses, personal correspondence and simple informative texts from the media. They will be able to identify and extract the purpose, the context, general and specific details, feelings and ideas of the speaker/ writer on topics which are familiar or of professional interest and familiar matters regularly encountered in work, school or leisure when the delivery is in clear standard input.

•Use written and oral means to convey information on every day and professional matters to express their ideas, feelings, personal thoughts, hypothesis and advice in the form of informal and formal letters, diaries, simple columns, stories and reports. They will also be able to connect phrases in a simple way in order to give personal information, describe academic achievements and work experience in one’s life to respond to visual or written instructions.

•Interact in a straightforward way, where the language is spoken, choosing the information and varying their register to inform, persuade people, show interest, make requests and cause a good impression to satisfy their needs at work, school, trips or social meetings. They will also be able to interchange information and enter unprepared into discussions on topics that area familiar, of personal interest or pertinent to everyday life.

❒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 anice course!




Review last session, check homework

Objective:Students will be able tointroduce themselves talking about their background (work, school) and passions. They will also write their CV and cover letter to apply for a degree.

SE

SS

ION

VOCABULARY NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS

1

PA

SS

ION

S

•Verbs related

to work

experience

and

educational

background

•Time

expressions

and adverbs:

just, for,

since, yet,

already…Wb.

p. 45

• Phrases to

express likes,

dislikes and

passions SB.

p. 56

•Responses

in a

conversation

Sb. p. 57

General profiles and descriptions

Testing: Asking and giving information about their personal profiles.

Present simple (affirmative, negative and interrogative statements)

My name is Juan. I’m studying in FESI to be a Biologist. I am a trustworthy, responsible and honest person.

Responsible Trustworthy

-ed/ -ing endings

in adjectives

Pre- task Wb. P. 49 ex. 14

TASK 1. Written (individual)

You want to apply for a degree, you are passionate at, write your CV and a cover letter explaining your motives.

NOTE:

When applying for a degree, you generally have to enclose a cover letter to your CV. Write your letter include:

-A general description of you

-Your work experience, knowledge and passions.

-Relevant events you have experienced and make you suitable to take up the degree.

Life experiences.

Testing: Asking and giving information about their experience and

knowledge.Sb. p. 53 ex. 7

Present perfect (active voice) (affirmative, negative and interrogative statements)

I have worked in the industrial field for 5 years. Have you been in charge of a project?

Contractions: I’ve /

Question intonation

-ed endings in

participles

Just, since, year

Recent past actions

Teaching: Asking and giving information about actions that happened recently.


I have just finished my major in Biology.

Definite vs. indefinite time

Testing:: Asking and giving information about past actions at a definite time vs Past actions at an indefinite time

Past simple vs present perfect. (affirmative, negative and interrogative

statements)Wb. p. 45

A: Have you worked abroad? B: Yes, I have. A: Where have you been? B: I’ve been to LA. This was 3 years ago. A: Did you work there for a long time? B: Well, I just worked there for three months.

Finished vs. Unfinished actions.

Testing: : Asking and giving information about past actions already finished vs past actions that continues up to the present

I have studied English for 5 years and last year I took a course in Business English.

For this session, place emphasis on asking and giving information about THEIR OWN PERSONAL information, experiences, background and passions.(I/You)





Objective: Students will be able to ask and give information about other people’s background (work, school) and passions.

SE

SS

ION


2

FA

MO

US

PE

OP

LE

(W

b.

p.

43

, 4

4/

Sb

. 5

0-

55

)

• Occupations

Verbs

related to

biographie

s of people

involved in

art,

cinema,

music,

sports.

Adjectives

to describe

people

Time

expression

s and

adverbs:

just, for,

since, yet,

already…

Nouns+

preposition

s

Be vs

Have Wb.

P. 48

General profiles and descriptions

Testing: Asking and giving information about personal profiles.

Present simple (affirmative, negative and interrogative statements)

Her name is JK Rowling. She is a writer. She has three children. JK Rowling is the first person to become a billionaire from writing books.

Responsible Trustworthy

-ed/ -ing endings

in adjectives TASK 2 Oral and Written (Individual)

‘People who is crazy… about…”

Interview a classmate and write a report about him/her.

Try to find out his/her passions to nominate him/her as a character to inspire the FESI community.

Sb. p. 105

Wb. p. 47

Life experiences.

Testing: Asking and giving information about their experience and knowledge.


She has worked in the industrial field for 5 years. Has he been in charge of a project? He has just won an Oscar award Contractions:

he’s…

Question intonation

-ed endings in

participles

Just, since, year

Recent past actions.

Testing: Asking and giving information about actions that happened recently.

Finished vs. Unfinished actions.

Testing: Asking and giving information about past actions already finished vs past actions that continue up to the present

Past simple vs present perfect. (affirmative, negative and interrogative statements)

He has studied English for 5 years and last year he took a course in Business English.

Results vs duration

Testing: Asking and giving information placing emphasis on the results vs emphasis on the durationWb. p. 46

Present perfect simple vs present perfect continuous

How long has he been singing in the band? How many records has he made?

Task 3 (Written and oral)

You have to give a guided tour in the Wax Museum about a famous –alive- person.

Choose a celebrity and investigate his/her biography. Prepare your speech and some questions to check if your classmates were paying attention during the tour.

Emphasis on the action. Recent

events with present

importance

Teaching: Reporting and describing actions done in the past as present facts. (This function is generally used to report news.)WB. p. 45

Presentperfect (passive voice) Affirmative sentences

Angela’s just been promoted to area manager of Latin America

-ed endings in participles

Contractions:

hasn’t haven’t

Present perfect (passive voice) Negative sentences

They haven’t been offered more money by the manager.

Present perfect (passive voice) interrogative statements

Has JK Rowling been filmed?

Action Vs

Doer

Teaching: Asking and giving information about past actions or events with present importance, emphasizing the action or the person who did it, depending on what we are interested in.

Present perfect active voice vs present perfect passive voce (affirmative, negative and interrogative statements)

The city police has recaptured the murderer Dwayne Locke this morning. vs. The murderer Dwayne Locke has been recaptured by city police this morning.

For this session, place emphasis on asking and giving information about OTHER PEOPLE’S information, experiences, background and passions.(HE/SHE)





Objective: Students will be able to comprehend, plan and narrate adventurous trips using verbs as complements.

SE

SS

ION

VOCABULARY

NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS

3

TR

AV

EL

ING

Travel

Verbs+

prepositions

(collocations)

Numbers:

Price

Temperature

Distance

Time

Sb. p. 65

Verbs as

objects

S b . p .

5 8 - 6 0 ,

6 2 , 6 3 /

W b . p .

5 0 - 5 3

Testing: Expressing ideas when verbs are used as direct objects.

Verb patterns: Verbs+ preposition+ ing

Alan is thinking of going on holiday abroad.

Would

Question intonation

Manage

refuse would forward

begin

Encourage

allow

let_us / let_her…

TASK 4. Oral & Written (groups) Your friends want to go on a trip to celebrate their graduation. Propose the most adventurous trip to go on holiday.Plan the accommodation, price, locations, distance. TASK 5 Written (pairs) Writing competition! Narrate vividly your most memorable trip with your friends and get 2 extra points in his writing exam. You have to use the elements in the box:

*Box full of verbs Appendix Sb. p. 154.

* Reporting verbs

Verb patterns: Verbs + to

Mark refused to help me to pay my ticket.

Verb patterns: Verbs + ing

He doesn’t mind travelling by train-.

Verb patterns: Verbs + ing / to)

I prefer staying at hotels than at hostels. = I prefer to stay at hotels that at hostels.

Verb patterns: Verbs + ing / to (change in meaning)

I remember mailing the postcard. vs.

I remember to mail the postcard.

Teaching: Expressing ideas when verbs are used as indirect objects

Verb+ somebody+ simple verb form.

They let us go in first class.

Teaching: Recalling orders, suggestions, pieces of advice... Wb. p. 52

Reporting verbs+ infinitive: Verb+ somebody+ to

My mother reminded me to call her.

Confirm information

Teaching:

Ensuring or discarding information

Question Tags:

(I’m not sure, I’m checking)

Sb. p. 84 Wb. p. 66

Andrew is your middle name, isn’t it?

You can take extra help classes after 5pm, can’t you?

Your mom isn’t Mexican, is she?

Raising intonation

Sb. p. 85

TASK 6 Oral (Pairs):

Note: Teacher should provide with a registration form.

Every student in the class must fill up a form for a school trip but your friend hasn’t arrived. Fill it up for him and then call him to check that the information is correct.

Open a conversation

Teaching:

Making conversation

Question Tags:

(Talk to me)

Sb. p. 84, Wb. p. 66

That was a great concert, wasn’t it?

You haven’t been here before, have you?

falling intonation

Sb. p. 85

TASK 7 Oral (Pairs):

In your trip, while you are waiting for a bus; there´s a very good-looking person sitting next to you. He/she seems to be quiet and reserved. Try to start a conversation with him/her.





Objective: Students will be able to express their fears and worries and discuss some ideas to overcome them .

SE

SS

ION


4

FE

AR

S A

ND

PH

OB

IAS

Fears and

phobias

Sb. p. 61

Collocations

and

expressions

related to

body parts

Sb. 64

Phrasal

verbs.Wb. p.

54

Verbs as

objects

Sb.p. 58-60,

62, 63/ Wb.

p. 50-53

Testing: Expressing ideas when verbs are used as direct objects.

Verb patterns: Verbs+ preposition+ ing

Alan is thinking of going on holiday abroad.

Weak sounds Wb. p. 55

Numbers:: /th/

forty vs fourteen

TASK 6 Oral & Written (groups)

Carry out a survey to know your group’s commonest phobias or worries.

In groups, choose one and write a manual on how to cope with it.

You have to use the elements in the box:

*Box full of verbs Appendix

Sb. p. 154.

* Body language Sb. p. 64

* Phrasal verbs Wb. p. 54

Verb patterns: Verbs + to

Mark refused to help me to pay my ticket.

Verb patterns: Verbs + ing

He doesn’t mind travelling by train-.

Verb patterns: Verbs + ing / to)

I prefer staying at hotels than at hostels. = I prefer to stay at hotels that at hostels.

Verb patterns: Verbs + ing / to (change in meaning)

I remember mailing the postcard. vs.

I remember to mail the postcard.

Teaching: Expressing ideas when verbs are used as indirect objects

Verb+ somebody+ simple verb form.

They let us go in first class.

Teaching: Phrasal verbs Phrasal verbs with a nounWb. p. 54

Up: speak, hurry, save, fill

Down: calm, slow, go, cut

Out: drop, die, go, figure, look

Off: go, show

Around: shop

In: check

On: hold





Objective: Students will be able tointerchange information and enter unprepared into discussions to express their ideas, feelings, personal thoughts and advice.

SE

SS

ION


5

RE

LA

TIO

NS

HIP

S,

SO

CIA

L D

ILE

MM

AS

AN

D C

ON

CE

RN

S

Relationships Social concerns Time clauses (as soon as, when, after, while)

Vocabulary

related to

dreams (job,

school, love,

physical

appearance,

money...)

Make vs Do

Wb. p. 63

No

conditions

Teaching: Expressing information

that is always true. It refers to “all

time”. If means: when or whenever

Zero conditional:

If/When/ Whenever present clause+ present.

Henry always gets angry if you criticize

him. ---

Wb. p. 57

TASK 7 Written (individual)

Are you a good friend? Are you good to give advice?

The FESI Gazette needs you to write a column!

Help your anonymous classmates to solve their problems. Write your pieces of advice stating the conditions and the possible or unreal consequences of their decisions.

Foreseen

and prevent

possible

situations

Wb. p. 58

ex. 3

Testing: Asking and giving

information about causes and

possible consequences to warn,

threat, make offers or promises.

First conditional: If present clause + will (affirmative,

negative and

interrogative

statements)

If we don’t leave soon, we’ll be late for

school.

If you lend me $100, I’ll love you

forever.

What will you do if you are accepted in

the university?

Contraction: ‘ll

Sentence intonation for

emphasis: promises,

warnings…

Testing: Giving tips and advice to

avoid possible problems or to get

the most out of a situation.

First conditional: If present clause + should/ must/can… (affirmative,

negative and

interrogative

statements)

If you go to Paris, you must go up to the

top of the Eiffel Tower. The views are

fantastic.

What should I do if I have a nosebleed?

should

TASK 8 Oral (group debate)

1) “NINI’s WHAT COULD WE DO TO HELP THEM?”

2) “ BULLYING: WHAT COULD WE DO TO STOP IT?”

What is possible and impossible to change?

After previous research, divide the group. They will stand on positive and negative attitudes towards the topic.

Improbable

conditions

(Social

conscience)

Testing::Making hypothesis about

improbable situations Sb. p. 66,

67, 69.Wb. p. 59

Second conditional:

(affirmative,

negative and

interrogative

statements)

What would you do if you found a wallet with $20 in it and no name inside?

would could

Possibility

vs

unlikelihood

Teaching:: Asking and giving

information about possible situations

vs unlikely situations

First conditional vs Second conditional

(affirmative, negative and interrogative statements)

If I have to do 3 different things at the same time, I’ll start with the easiest one. (The situation is real and possible)

vs.

If I had to be in 3 different places at the same time, I’d try to negotiate different schedules. (The situation will probably never happen)

Contraction:

‘ll / ‘d





Objective: Students will be able tointerchange information and enter into discussions to express their ideas, feelings, personal thoughts, hypothesis and advice.

SE

SS

ION

VOCABULARY

NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS

6

CR

IME

AN

D V

ICT

IMS

(S

b.

p.

68

, 7

0-

72

/ W

b.

p.

62

, 6

3)

Crime

Words with

similar

meaning p.

72

Impossible

conditions

Teaching: Expressing an

impossible situation in the past

and its probable result. It’s too

late, these things didn’t happen.

Wb. p. 60

Third conditional: If past clause + would have+ past participle… (affirmative, negative and interrogative statements)

If I had worked harder, I would have made

more money.

If you had listened to me, you wouldn’t

have gotten lost.

What would you have done, if you’d been

me?

Contractions:: I’d (had)

‘ve with modals

Linking in connected

speech Wb. p. 61

TASK 9 Written (groups)

You’ve been victim of a crime.

Write it on your Facebook wall.

Your friends will comment on it: giving you advice or hypothesizing: what would have happened if you…

Past possibilities Teaching: Talking about possibility and probability in the past. Wb. p. 61 ex. 7

Must have Can have May have Could have Might have Can’t have

They weren’t home; they must have

gone to the movies.

We could have gone with them if we

arrived earlier.

Advice about the

past Teaching: Giving advice about a past situationWb. p. 61 ex. 8

should have+ participle

You shouldn’t have said she looked old.

She really didn’t like it.

+participle





Objective :

7

Review

(Grammarreview-

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. Theteachermakescorrection and providesfeed back.

Pronunc.

According to

ss’s needs

Quizonvocabulary

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




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 SOARS, Liz and John. American Headway 3, Second Edition. Oxford. 2010.

READER: Conan Doyle, Sir Arthur. Sherlock Holmes Short stories. Level 5. Penguin Readers. Pearson. 2008

MEDIATECA FES Iztacala (at least three per term)

Video Sessions. (at least one per term)

Resources

REDMAN, Stuart. Vocabulary in Use Intermediate. Cambridge. 2010. http://www.cambridge.org/other_files/Flash_apps/VIU_AmE/index.html

MURPHY, Raymond Grammar in Use Intermediate 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

UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMASantares.iztacala.unam.mx/idiomas/wp-content/... · Present simple (affirmative, negative and interrogative statements) My name is Juan. I’m