UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMASantares.iztacala.unam.mx/idiomas/wp-content/uploads/2014/08/...Spend the weekend at a ... verbs Wb p. 28 Sb. 32 Pieces of advice ... UNAM

UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 9

PLAN GLOBAL – SATURDAY New American Headway 3 (Units 4-6)

Keep in mind…

Video session: Date: __________________ Activity: _____________________________________________________________

Remember to …

Aim:

At the end of level 9, 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, routine instructions, directions, 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 express obligations, permissions and rules in particular places or cases as well as offering help and giving advice. They will also

be able to describe people in detail and connect phrases in a simple way in order to give information about food, towns and different aspects of their lives and

places they have visited or lived in.

Interact in a straightforward way, where the language is spoken, using the language for common functions about everyday situations such as: making

suggestions and invitations, giving advice, orders and permissions as well as negotiating plans and arrangements for the future.

❒ 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!



SE

SS

ION

VOCABULARY NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS

Orient students in the course in general: projects, evaluation, methodology, etc. Carry out a DIAGNOSTIC TEST

Objective: Students will be able to talk about obligations and rules in particular places or cases as well as expressing requests.

1

Ru

les

fo

r li

fe

Stages of human

development.

SB 29-31 wb 27

Rights and

obligations at

home, school

and jobs. SB 24

Rights and obligations

Testing: Asking and giving permission to someone Sb.p. 27, 28

Can: Affirmative, negative and question statements.

Can I stay at my friend’s house? You can’t go if you don’t help your mom.

Can/can’t

TASK 1 Oral (pairs): T should provide with role cards and situations.

Role card Ask for permission to…

SA: Teacher SB: student

Hand in the homework later.

SA: Parent SB: child

Spend the weekend at a friend’s house.

SA: Employer SB: employee

Have a day off

Student A: Your partner will ask for your permission to do an activity. Give the permission but make him know he needs to follow certain rules. E.g. You can go but you must finish your homework. Student B: Ask for permission. Convince your partner. Let him know that you are very responsible – because you know what your responsibilities are. E.g. SB: I know I have to clean y room and I’ll do it.

Teaching: Talking about the things you can do or not Sb. p. 27,28

Be allowed to: Affirmative, negative and question statements.

What time are you allowed to get home? I’m not allowed to arrive after 12.

Allowed

Testing: Talking about rules and obligations at different levels. Wb. p. 24, 25. 28

Should Must Have to

You should participate in the elections if you are asked to. You have to follow the rules into a museum You must throw the garbage in the baskets. Have to

Testing: Expressing lack of obligation Wb. p.24, 25

Not have to You don’t have to wear a uniform in the university.

Useful

vocabulary at a

restaurant,

clothing store Sb

33

Request and offers

Teaching: Requesting and giving help Sb. p. 33

Can Could Would

Could you make a copy for me?

Yeah, I can give you mine I won’t use it anymore. Would you like a cup of coffee? Yeah, I can prepare it if that’s ok to you.

Could / would

‘d Must

should

TASK 2 Oral (pairs): Use the prompts in Sb. 33 Role play



SE

SS

ION

VOCABUL

ARY NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS

Objective: Students will be able to convey specific functions such as advice, permission and obligation to give tips and suggestions.

2

Pie

ce

s o

f a

dvic

e

Tips for traveling. Good manners WB 23,26

Phrasal

verbs Wb p.

28 Sb. 32

Pieces of advice

Testing: Making suggestions at different levels.

Should Must Have to

If you’re coming to Mexico you have to be careful with your belongings, you shouldn’t take a lot of money with you and you must be careful with strange people.

should

TASK 3 written (individual): You want to host people from other countries to practice your English. Create your profile in: Describe the place you offer to stay in, give some specifications and rules to be your guest and include a guide to good manners in Mexico.

Modern dilemmas Sb p. 26, 145

Testing: degrees when making suggestions…

Modal verbs: Can Be allowed Should Must Have to

You have to act witrh self-control.

It’s not only wrong you’re not allowed to do this.

Could / would ‘d

Must Should Allowed

Can/can’t

TASK 4 written (groups) Pre-task SB. 145 You’ve got a dilemma. Publish it in ‘Yahoo answers’ to get the best advice. Read the dilemmas published and participate giving advice. If your answer is selected as the best, you can get 10 points to improve your reputation in the Yahoo community.



SE

SS

ION

NOTIONS VOCABULARY FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS

Objective: Ss will be able to ask and give information about their future, varying their expressions depending on WHEN the decision was made and HOW the speaker sees the future event.

3

Ou

r ch

an

gin

g w

orl

d

Predictions Weather

Testing: Predicting and foreseen possible situations. SB 35

Future: will (Affirmative & negative statements, Yes/No and Wh- questions)

Tomorrow the weather will be cloudy and windy.

Contraction: ‘ll won’t

TASK 5. Written and oral (groups) 1

a) Fortune cookies are finished in the restaurant and your boss asks you to write some. Work in groups to make them up (love, weather, job, family, health, entertainment). b) Exchange fortune cookies with another group. Each person in your groups will take one and disagree with the prediction. After disagreeing tell the group your plans for that situation.

Intentions Future plans for education, job, love, health.

Testing: Planning, asking and giving information about future intentions.

Future: be going to (affirmative & negative statements, Yes/No and Wh- questions)

He’s going to study his major abroad.

Contraction: ‘s /’re / isn’t/ aren’t

Opinions vs. evidence

Expressions for opinions: I think... I’m sure…SBp33

Teaching: Predictions based on an opinion vs. prediction based on present facts (evidence)

Will vs be going to (2) (affirmative & negative statements, Yes/No and Wh- questions)

I think I’ll have two kids vs. She’s going to have twins.(she’s pregnant)

going to question intonation contractions /ө/ think

TASK 6. Written (pairs) Pre-task SBp37 Write a short essay about how traveling will be different in the future. Differentiate between the info based on evidence and your opinion. TASK 7. Oral (small groups) Pre-task SB 38-39 Imagine life in 50 years, decide which ideas are likely to happen (SBp38 es 5) and which ones not.

1 We recommend to start with this activity as it can be useful as a warm-up and a test for will and going to. Later, you can check the exercises provided by the book.



SE

SS

ION

NOTIONS

VOCABULAR

Y FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS

Review last session, check homework

Objective: Ss will be able to talk about their plans emphasizing the certainty. As well as describe people, food and places.

4

Arr

an

ge

me

nts

Arrangements

Days of the week The time Activities and plans

Teaching: Asking and giving information about future arrangements Wb. p. 33, Sb. p. 41

Future: Present continuous (affirmative & negative statements, Yes/No and Wh- questions)

I’m meeting Peter tonight at 7. - ing endings

TASK 8. Written and oral (groups of 3) Sb. p. 41 ex. 3 Pre- task: Listening write a planner for the next week. Your teacher left a project to be done in teams. All of you have a busy schedule; get into an agreement to meet up.

Plans: intentions vs. arrangements

Teaching: Asking and giving information about plans as intentions vs. fixed plans WB 32

Future: be going to vs present continuous (affirmative & negative statements, Yes/No and Wh- questions)

I have a terrible toothache I’m going to see the dentist. (I have the intention to go)

vs I have a terrible toothache I’m seeing the dentist at 4pm this afternoon. (I already have the appointment)

Contractions: I’m, ‘s ‘re

TASK 9. Written (pairs) You and your brother were in charge of planning a family trip. 9a. Discuss with your brother: what your favorite destinations are like? (Places, food and people). Choose the best option to go on a trip. 9b. Tell your cousins about the decision you made about the trip. Write them an e-mail to inform them a) that you have already booked the hotel, the days you‘re staying there, the transportation; b) activities that are your intention to do and places you want to see; c) your opinion about how things will be.



SE

SS

ION



Objective: Ss will be able to ask and give information about people’s personality, appearance and likes/dislikes.

5

Wh

at

ma

tters

to

me

People’s appearance

Adjectives to describe people’s personality and appearance Compound adjectives SB 44

Antonyms WB. 40 ex 9

Teaching: Asking for physical appearance

2

What/ who+ do/ does

+☺ + look like?

Mark? Maybe… I met him…What does he look like? Who do you look like in your family?

who

TASK 10. oral (groups of 3) A student visitor is in your friend’s class and you’re interested in him/her. Ask your friend about his/her physical appearance, personality and interests.

People’s personality

Teaching: Asking for personality traits What + is + ☺ + like? What is your best friend like

Likes and dislikes

Teaching: Asking for leisure activities

Do/ does+☺+ like+

verb (-ing)? Do you like running in the morning?

- ing endings in gerunds

General description

Adjectives to describe food, town, people. -ed vs. -ing adjectives SB 44 WB 40

Testing: Asking for a general description or impression of the things and people

3

What + be +☺ + like?

What are Mexican people like?

They are friendly, generous and sometimes lazy.

delicious busy

-ed/ -ing endings in adjectives

TASK 11WRITTEN Pre task SB P.44 A) you have spent a long time without any love relationship and decided to post a newspaper notice to find a mate. Write your description and the one of the man/woman you’d like to find. SBp44

Current state of people and things

Leisure activities

Teaching: Asking for people’s health, feelings and the present condition of something.SB48 WB 37

How+ be+☺?

How is your father? He’s fine. Healthy and strong as an ox!

How

TASK 12. Oral (groups of 3) Your friend looks different today. Ask how he feels and suggest some activities to change his mood. Note for the teacher: Encourage Ss to use “questions WOULD” as suggestions and iclude activities with MAKE/DO.

2 Ss might think that as these topics are tested there is nothing new to learn. However, this class should be more focused on upgrading and widening the vocabulary (adjectives and adverbs+

adjectives).

3 Ss might think that as this topic is tested there is nothing new to learn. However, this class should be more focused on upgrading and widening the vocabulary (adjectives and adverbs+ adjectives).



SE

SS

ION



Objective: Ss will be able to ask and give information about a place that’s important for them and explain why

6

Imp

ort

an

t P

lac

es

Why is a place important

Phrasal verbs related to these topics: Trips Relationships Hurry up! Moving WB. 42

Testing: asking and giving information about a place SB. 46-47

What,,,like?

What was your new house like? We moved on to a wonderful but very tiny detached in the suburbs.

-ed

as

linking 2 words: split up find out held on

etc.

TASK 13: Written A TV program will take you to your most remarkable place in your life. The only thing you should say is why this place is important to you, describe it and say what you would do once you are there.

How?

How was the hotel in Rome? It was horrible when we found out nobody was picking us up at the airport and we ended up in one of the dirtiest places I’ve ever seen in my life.

Like/as

How was he? I can clearly remember how his face looks the day they split up, he was so unhappy and sad but relieved as the nightmare was over.



Objective :

7

Review

(Grammar review-

Quizzes)

Quiz on vocabulary

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

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.

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%



Material SOARS, Liz and John. American Headway 3, Second Edition. Oxford. 2010. READER: Warring, Rob. Footprint Reading Library: The memory man. Thompson

Heinle. 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.

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

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

Documents

UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMASantares.iztacala.unam.mx/idiomas/wp-content/uploads/2014/08/...Spend the weekend at a ... verbs Wb p. 28 Sb. 32 Pieces of advice ... UNAM