PLAN GLOBAL SATURDAY American New Headway 3...

UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 8

PLAN GLOBAL – SATURDAY American New Headway 3 (Units 1-3)

Aim:

At the end of level 8, 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 keep a record and describe experiences, occurrences and activities in

one’s life placing emphasis on the relevance of the events and the agents. They will be able to connect

phrases in a simple way in order to give information about themselves, other people, places, things and

different aspects of their lives as well as everyday matters.

Interact in a straightforward way, where the language is spoken, to interchange information and enter

unprepared into conversation on topics that area familiar, of personal interest or pertinent to everyday

life such as: family, famous people, hobbies, work, travel, school, sports, shopping, health, narration of

events and stories.



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!



S

E

S

S

I

O

N

NOTIONS VOCABULARY 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: During this session, students will be tested in the use and management they have of the following tenses. They have to be able to use them to get information about people around the world.

1

Sharing

and

giving

information

about

people around the world.

Wb. and Sb. Unit 1

Everyday activities

Important events in life related to: family and job

Life experiences

Nationalities

Testing: Asking and giving information

about habits, routines and general facts.

Present simple (affirmative & negative statements, Yes/No and Wh- questions)

More than half billion people use the internet. It’s a competition in which every country plays a part.

Auxiliary verb’s contractions:

‘ve, hasn’t, haven’t

‘s, isn’t

‘re, aren’t

-ed and –ing endings.

Question intonation

TASK 1 Oral/Written (individual/ pairs):

You’re coming from different parts of the world to give a conference about environmental issues in 2020. You’re one of the speakers.

Students exchange cards with a partner and ask and write extra-information. Using the information written in the cards they will write a bio-data about their partner and introduce him to the audience.

Testing: Asking and giving information about

situations at the moment, around the

moment and temporary situations.

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

He’s driving home right now. He’s going to a meeting because he’s designing the new lobby for The Plaza hotel. He’s having troubles with the construction but it seems everything will be fine.


past events that are finished, which had a

long duration, interrupted activities and used

to describe the scene.

Past simple vs past continuous. (Affirmative & negative statements, Yes/No and Wh- questions).

It was raining when they first

met. She was standing under

a tree when he looked at her.

She was wearing a long dress

and was all wet.


life experiences and unfinished events.

Present perfect (affirmative & negative statements, Yes/No and Wh- questions)

We have had nuclear weapons for years. But only one country has used them against another one.

Testing: Asking follow-up questions to get

specific information.

Question word order : Yes/No questions Wh-questions

Did you watch the news last night? What will happen with her?



SE

SS

ION

VOCABULARY N OTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS

Review last session, check homework

Objective: students will be able to talk and write about the way a person lives, what activities he is involved or interested in and his general characteristics.

2

Wo

rk a

nd

fre

e t

ime

Adverbs of frequency Wb10 Job, sports, leisure Numbers and dates Adjectives of personality SB 15 Wb14 State Verbs vs Active verbs SB 12 Wb 12

General truths vs temporary activities

Testing: Describing the way you live and how you feel about it. Present Simple:

Affirmative, negative and interrogative statements. Sb 11 Wb 9

Sidney rarely sees his children as much as he would like to. 3rd person singular

pronunciation /s/ /z/ /iz/

TASK 2 Written (pairs): Your company is looking for the employee of the month. All the personnel can participate with a story of a colleague they admire and think might have the characteristics of the best employee. Think of a person and write a report about him/her. Include the following information:

General information

Physical description

Personality

Habits

Likes and dislikes

What is he/ she in?

Why do you consider him / her the best employee?

Create a group wall paper to present the stories to the class.

Testing: Asking and giving information about facts that are always true and general information.

People between 35-44 years old consider themselves to be in the happiest part of their lives.

Testing: Describing temporary activities.

Present Continuous: Affirmative, negative and interrogative statements. Sb 10 WB 11

His car broke down and he’s using his mom’s but he’ll have his car back in a week.

-ing endings

Testing: Describing information contrasting habits and temporary activities.

Present Simple vs Present Continuous Sb12 Wb11, 12

I usually work in building towers but I’m working on a house this time.

Object pronouns1 Verbs with two objects- a thing and a person (offer, ask, tell, give, send, show…) Verbs in past participle

Emphasis on the receiver

Teaching: Emphasizing the object -when the object isn’t a thing but a person. Sb13 Wb9, 13

Passive voice in present: Affirmative, negative and question statements.

Active voice: They send Ann some letters every month. Passive voice emphasizing the object- the person : Ann is sent some letters every month We’re not paid like millionaires but we’re rewarded in other ways. (= they don’t pay us as millionaires but they reward us in other ways)

Participles -ed

TASK 3. You and your old high school mates are in a gathering. You are catching up with your lives and the latest news. The topic of who has the best and the worst job and lifestyle came up. Talk about your job and your free time activities to convince them you have the BEST lifestyle of all. E.g. My job is the best one. I’m allowed to arrive late and I’m not forced to give reports. It is said that a job like mine is difficult to find.

Verbs without an object

and verbs of

perception: think,

believe, report, know,

understand…

Impersonal

talking

Teaching: Reporting a fact. Emphasis

on an action, thought or perception

downplaying the centrality of an agent.

Impersonal constructions in present: 1 said… It is thought… that observed..

It is said that women are

more intelligent than men

1 The book does not provide with material to present this topic in isolation. The teacher should bring extra material.



SESS ION

VOCABULARY NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS

SUGGESTED TASKS


Objective: Students will be able to write and give definitions of objects including how they were invented, how they work and how they will be used.

3

Bu

sin

es

s a

nd

eco

no

my

Money Jobs Work


Testing: Emphasizing the object -when the object isn’t a thing but a person. Sb13 Wb. 13

Passive voice in present: Affirmative, negative and question statements.

Doctors are paid better than teachers.

Forty vs fourteen Thousand

TASK 4 Oral (pairs):

Your child is trying to decide what he wants to be in the future. Ask your friends to come and explain what they do and the benefits they are given in their work places so he can make up his mind. (Use SB143 as reference for the jobs)

International trading

Emphasis on things:

Testing: Giving definitions of objects, products, and events.

Passive voice: Simple present (affirmative negative and interrogative statements) WB13

Most of its electronic goods are imported from China, Canada and Mexico.

Participles; -ed

pronunciation

TASK 5 Oral (whole class):

Your teacher comes from the US and he wants to know about Mexican economy.

Compare US economy to Mexican economy.

Verbs related to making transactions and requests. Formal vs informal vocabulary to write letters

SB100 Writing a

formal letter

Teaching: Giving and requesting information about products.

Passive voice: Simple present (affirmative negative and interrogative statements)

I’m requesting information about the product that is advertised on the newspaper.

TASK 6 Written (3 groups):

Pre-TASK: SB 100

Use the letters on the book as models to write formal letters.

All of you are E-bay customers

1) Request a product 2) Complain about a product you just received. 3) You have received your product. Say thank

you to the provider.

Passive voice: Simple past (affirmative negative and interrogative statements)

Your order was already delivered on May 5

th.

Passive voice2:

Simple future : will (affirmative)

Your order will be processed as soon as we received the additional amount.

Homework**

2 The book does not provide with material to present this topic in isolation. The teacher should develop his own material.

**In teams students should do research about different leisure activities and vocabulary related to them (sports, cooking, handcrafts, music). Include

“water sports” as it will be used as a pre-activity for the book they are reading in this level.



SESSIO

N VOCABULARY NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS


Objective: Students will be able to talk and write about general facts and truths related to sports and animals.

4

Leis

ure

acti

vit

ies

an

d

fo

od

Leisure activities Equipment Places Sb. p. 16, 17

General facts; Description of activities

Testing: Describing sports and leisure activities.

Present Tenses:

Present simple,

continuous and perfect.

Baseball has been on of the most popular sports in the USA. It’s played in teams of 9. Players move around a four-corner field and every lap is a run.

Present simple /s//z//iz/

TASK 7 Oral (whole class presentation) (This activity can be used as a mid-term oral examination) For this summer your group has to take up an extra activity as part of your personal development. Prepare a presentation to make a proposal describing an activity that can be helpful and appealing to everyone. Include what they need and they will do. At the end of the presentations, choose the best option for your group. See Sb. P 17 for reference.

Active and passive voice

Affirmative, negative and

question statements

Cooking:

equipment,

verbs and

ingredients

SB16 WB15

Processes, suggestions and instructions

Teaching: Describing processes and giving suggestions and instructions.

Testing; Passive voice

Present and past tenses

The onions are chopped and mixed with herbs and spices.

Participles; -ed pronunciation

Task 8 Written (7 small groups): Now, people are concerned about their eating habits but they don’t have ideas to cook healthily. Write a recipe for each day of the week.

Teaching: passive voice

Modal verbs

This dish can be accompanied with a salad. It should be served hot.



SE

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ION

VOCABULARY NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS


Objective: Students will be able to talk about the important events they have lived and emphasize the experience and the duration of the action. They will be able to describe the life of remarkable people that contributed to our society.

5

Rem

arka

ble

peo

ple

in o

ur

his

tory

: A

rtis

ts, w

rite

rs a

nd

th

inke

rs

Participles Time expressions : sequencing words, for and since Art Writers Thinkers: Death marriage and birth SB 18-20WB 16-18

Past actions with a definite and indefinite

past time reference

Teaching: Past action at a definite time vs Past action at an indefinite time

Past simple vs present perfect.3 (affirmative, negative and interrogative statements)

I went to Acapulco last year Vs. We've gone to Acapulco many times.

‘ve contraction

Since

months

TASK 9A Written/ Oral (groups of four): Student A and B: You're a famous writer/artist think of the information you'll share with the press. Student C and D: You are a couple of journalist and have to interview a famous writer/aritst. Prepare your questions. TASK 9B written: Using the information in TASK 8A, write your magazine article(s).Include a short biography and extra information taken from the interview.

Teaching: Time expressions for past simple vs time expressions for present perfect

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

He recorded his last album a month ago. Vs. He hasn't recorded any album since February 2008.

Past finished actions vs

actions that continue up to

the present

Teaching: Asking and giving information about someone’s experiences.

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

She got married when she was 22. Vs, They have been married for 6 years.

Object pronouns Verbs with two objects- a thing and a person (offer, ask, tell, give, send, show…)

Past habits and sates

Testing: Asking and giving information about past habits and states.

Used to Vicent used to wake up at 6.

-ed

‘d

-ing

used to

hadn’t

didn’t

TASK 10 Oral (pairs)

Pre-task: write a biography Sb p.102 Your class is developing a wallchart about the most remarkable artists, writers and thinkers in the XX century. Choose a person and write his/her biography.

Past events

Testing: Asking and giving information about the past.

Past simple vs Past continuous WB 19

Van Gogh was living with his cousin when he painted his famous portraits.

Testing: Asking and giving information about actions that happened before an event in the past.

Past simple vs past perfect WB18

He was fired because we had argued with his customers,


Teaching: Emphasizing the object -when the object isn’t a thing but a person.

Passive voice in past4:

Affirmative, negative and interrogative statements.

Active voice: Someone awarded him as the best painter in the 1920’s. Passive voice emphasizing the object- the person: He was awarded as the best painter in the 1920’s.

Verbs in past participle Verbs without an

object and verbs

of perception:

think, believe,

report, know,

understand…

Impersonal

talking

Teaching: Reporting a fact. Emphasis on an action,

thought or perception downplaying the centrality of an

agent.

Impersonal constructions in

past: 4

said… It was thought… that observed..

It was thought that the picture was stolen from his

studio during the WW1.

TASK 11Written (small groups)

Research on myths and stories about master pieces of art that are thought to be robbed once but now are recovered. For example: Monalisa, David, Mayan sculptures, Egypt pyramids values, etc.

WB 20

3 The book does not provide with material to present these topics in isolation. The teacher should develop his own material.



4 This topic is not included in the book, but students should learn the difference between tell, say and ask to quote other people directly.

SE

SS

ION

VOCABULARY NOTIONS FUNCTIONS USE OF

ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS


Objective: students will be able to tell and write stories focusing on the order in which the events happened.

6

Tellin

g sto

ries

Love stories WB 19

SB 22-24 Irregular past

participles

Time expressions

for past WB21

Linking

words: as soon as, however, SB101

Quote Testing: Reporting

4

what other people said. Tell , Say and Ask

He said: “He’s a pilot” He told me: “He’s a pilot” He asked: “Is he a pilot?”

-ing endings say s Said Wide voice range to sound enthusiastic SB25

TASK 11 oral (pairs):

You want to know how your parents fell in love. Ask your mother or dad about it. Prepare your questions.

Questions Testing: finding out about a past event

Questions in past: past simple Past continuous Past perfect SB25

When did you meet? What were you doing when you first saw him? My boyfriend was great, wasn’t he?

Narrations of

past events

Teaching: Sequencing past events to write a story.

Narrative Sentences: Past simple and Past continuous Past simple, past continuous and past perfect

It was last Saturday night, we have driven all day so we were really tired and went to bed as soon as we arrived…

TASK 12 Written/oral (groups): Your little brother/sister is tired and bored of listening the same stories and tales over and over. Make up a new story from a fairy tale, add characters.



Objective :

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



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%



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

Material SOARS, Liz and John. American Headway 3, Second Edition. Oxford. 2010. READER: Warring, Rob. Footprint Reading Library: Water Sports Adventure.

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.

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

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