UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS ENGLISH LEVEL 11 PLAN GLOBAL – SATURDAY New American Headway 3 (Units 10-12) Keep in mind… Video session: Date: __________________ Activity: _____________________________________________________________ Remember to … Aim At the end of level 11, students will use varied structures in combination to enable them to: Understand and follow written and oral texts such asconversations, 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 talk and describe peoples’ lives: background, occupation, current and previous activities 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 ask for clarification, briefly give reasons and explanations for opinions and hypothesis, express quantities and report a story or a conversation in detail. Interact in a straightforward way, where the language is spoken, choosing the information and varying their register to open a conversation, confirm or discard information, 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 conversations to agree or disagree on topics that area familiar, of personal interest or pertinent to everyday life and based their speech on other people’s opinions. ❒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!
Transcript
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS
ENGLISH LEVEL 11
PLAN GLOBAL – SATURDAY New American Headway 3 (Units 10-12)
Keep in mind…
Video session: Date: __________________ Activity: _____________________________________________________________
Remember to …
Aim At the end of level 11, students will use varied structures in combination to enable them to:
Understand and follow written and oral texts such asconversations, 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 talk and describe peoples’ lives: background, occupation, current and previous activities 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 ask for clarification, briefly give reasons and explanations for opinions and hypothesis, express quantities and report a story or a conversation in detail.
Interact in a straightforward way, where the language is spoken, choosing the information and varying their register to open a conversation, confirm or discard information, 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 conversations to agree or disagree on topics that area familiar, of personal interest or pertinent to everyday life and based their speech on other people’s opinions.
❒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!
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS
ENGLISH LEVEL 11
PLAN GLOBAL – SATURDAY New American Headway 3 (Units 10-12)
Review last session, check homework
Objective: Students will be able to describe and refer to objects when they do not know how to name them or when the listeners need more information. They will use words that can accompany a noun to make noun phrases.
SE
SS
ION
VOCABULARY NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS
1
“O
ne
of
th
os
e t
hin
gs
”
Objects,
tools,
accessories
Sb.81, p.
147 Wb. p.
69
Compound
nouns Sb. p.
80
Countable
and
uncountable
nouns Wb.
p. 68
Introduction
of elements
Testing:Referring to a thing or idea
(singular, countable) for the first time
NON SPECIFIC
Indefinite article : a/ an
I need a CD player with a good sound quality.
---- Task 1.
SA: You need “something” but you don’t know what the best brand or store to buy is. Asks your friends for suggestions.
SB: Help your friend to make his/her purchase. Suggest a brand mark and a store.
Testing: Saying what something or
somebody is.Wb. p. 65. Indefinite article a/an
An XOB4 is a computer. Einstein was a scientist.
-----
Definiteness
Wb. p. 65
Testing:Referring to a thing or things
(sing or plural/ count. or uncount.)
when both the speaker and listener
know about them already. SPECIFIC
Definite article: the
If you need a computer, the Mac ones are the best ones. The stationary store that is in front of the school sells it.
The + vowel/ consonant
Possessives
(words that
accompany
nouns)
Sb. p.
76Wb. p. 67
Testing: Indicating that something belongs to somebody. Referring to the owner.
Possessive ‘s
Harry’s notebook. The boys’ project. We were at Alan and Carol’s classroom.
--- Task 2. Oral (groups)
You are looking for an object a)you have lost, b) your friend has lost, c)your group has lost.
Describe it to your partners, so they can help you to find it.
Testing: Modifying a noun by attributing possession to someone or something
This is mine, this is yours, this is hers. Hers, ours
Pronouns (words that accompany nouns) Sb. p. 76,
Teaching: Saying that the object and the subject are the same or placing emphasis.
Reflexive pronouns: myself, himself…
You use a mirror to look at yourself. My daughter can dress herself now.
yourself Task 3. Written (individual)
You are sales assistant in charge of the department of the wedding gifts.
Prepare a list of things the couple generally needs and justify each gift.
Teaching; Saying that two or more people do the same thing and they are their objects.
Reciprocal pronoun: Each other
Thanks to English, we can understand each other.
----
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS
ENGLISH LEVEL 11
PLAN GLOBAL – SATURDAY New American Headway 3 (Units 10-12)
Review last session, check homework
Objective: Students will be able to will be able to describe and refer to objects, things and places related to technology.They will use words that can accompany a noun to make noun phrases.
SE
SS
ION
VOCABULARY NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS
2
Te
ch
no
log
y
Technology
Gadgets
The Internet
Big cities
Sb. p. 74,
75, 77,78,
79
Wb. p. 64
Reference :
Articles
(words that
accompany
nouns)
Testing: Talking about specific or “the only one” place, person or thing, geographical nouns, places at the town.
Th e+ superlatives oceans, rivers, hotels, theaters, museums, newspapers, only one of something
Pablo is the best student of the class. We’re staying in the Ritz. The president gave along speech in the morning.
The + vowel/ consonant
Task 4. Written (groups)
You have seen this contest in the Gaceta UNAM and have decided to entered:
“What would be the best conditions (place, equipment, technology) to study your major and do your internships?
The best major who describes the conditions they need will be given a grant to remodel and buy new equipment.”
Testing: Talking about places at a town, languages, meals and means of transportation Wb. p. 66
No article + Things in general, countries, towns, streets, languages, magazines, meals, airports, stations, mountains. means of transport. places: home, work bed, school, plural nouns
Love is more important than money. I think English is a difficult language. She climbed Mount Everest last year! I go to school at 7 every day. I like meeting new people!
Determiners
(words that
accompany
nouns)
Sb. p. 76
Wb. 67
Teaching: Showing different ways of looking at the individuals within a group, and expressing how something is distributed, shared or divided.
All children need love. I have invited all of my friends. I like all music. I’m all wet/ We all support the team.
Retroflexive “ l ” in “all”
of+ vowel
every
Every+ - Singular nouns - countable nouns
Every children needs love. I have invited every friend I have. I like every song she has.
Task 5. Oral (whole class)
Your group is in charge of designing a webpage to practice English.
What are the elements you would include?
Discuss the topics, grammar structures, applications, settings… you will customize according to the students’ needs.
Teaching: Referring to every person or thing in a group.
All vs everybody/everyone
Does everybody understand my position? Do all of you understand my position?
All vs everything
All that matters is that you are safe. That’s all I need. Is everything finished?
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS
ENGLISH LEVEL 11
PLAN GLOBAL – SATURDAY New American Headway 3 (Units 10-12)
Review last session, check homework
Objective: Students will be able to make hypothesis of situations happening at the moment of speaking, varying the degree of certainty.
SE
SS
ION
VOCABULARY NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS
3
Op
tic
al
illu
sio
ns
an
d a
ss
um
pt
ion
s
Adjectives
Expressions of attitude Sb. p. 89, 112
Degrees of
probability for
present and
future situations
Teaching: Talking about possibility and probability in present
Must, might, can, could and can’t.
He has five children; it must be difficult for him. We might have a pet, but I’m not sure. It can be a dog or it could be a cat. You can’t be serious.
can/can’t could/couldn’t must/might
Task 6 Oral (pairs)
At the Human Resources department.
A: You are a psychologist interviewing new candidates for a post. Show them some ink blots and pictures to test their personality.
B: Tell the psychologist what you see, but play it safe and just make assumptions.
Guesses when
we are looking
at a situation.
Teaching: Hypothesizing a situation from the appearance or the result.
Expressions for assumptions: Look/ seem(to be) /appear to be
She looks tired vs She seems/appears to be tired. She looks like/seems like/appears to be a housewife because of her hairstyle. It seems/ appears to be working.
---
Task 7 Oral (pairs)
Your boyfriend/girlfriend looks different today and he/she doesn’t want to tell you anything. Show your empathy and start guessing how she feels until you get an answer.
Assumptions
about situations
happening at the
moment of
speaking
Teaching Talking about possibility
and probability at the moment.
Wb. p. 72
must be might be could be can/can’t be
There might be people arguing outside. ing endings
Task 8. Oral (groups)
You arrive at FESI and there is a bunch of people at the entrance and you can’t enter to the campus.
There are more students that are arriving and they ask you what is happening. Tell them your guesses.
+ing
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS
ENGLISH LEVEL 11
PLAN GLOBAL – SATURDAY New American Headway 3 (Units 10-12)
Review last session, check homework
Objective: Students will be able to make hypothesis about incidents and crimes that happened in the past, varying the degree of certainty.
SE
SS
ION
VOCABULARY NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS
4
Cr
ime
s,
inc
ide
nt
s
an
d e
vid
en
ce
Crime
Mystery
Phrasal verbs with out and up
Expressions of disbelief
Sb. p. 84-88
Verbs + prepositionWb. p. 76
.
Hypothesis
about past
events
Teaching: Talking about possibility and probability in the past Wb. p. 72, 74
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.
Linking in connected speech
Wb. p. 71 Sb. p. 85
TASK 9A oral (pairs):
Note for the teacher: Bring written cues or pictures to carry out this task. A man has been missing for two days. You both are police detectives. Look at his apartment’s picture and discuss what could have happened according to the evidences. Task 9B written (pairs) :
Now make written statements and write a report to give it to the police chief and your co-workers. Compare with other teams and solve the case.
TASK 10 Oral (pairs):
You are home alone and the lights went off. You can’t see anything, but you can hear strange noises outside your house ( i.e. People screaming, a gunshot., dogs barking..). You are scared.
Call 911. Describe what might be happening outside and what might have happened that caused this situation.
+participle
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS
ENGLISH LEVEL 11
PLAN GLOBAL – SATURDAY New American Headway 3 (Units 10-12)
Review last session, check homework
Objective: Students will be able tosay what someone else said.
SE
SS
ION
VOCABULARY NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS
5
Ne
ws
pa
pe
r s
to
rie
s
Newspapers
Sb. p. 96
Clichés Sb.
p. 97
Say vs tell
Refence
words
Linking
words to
write a
report
Report statements
Sb. p. 90
Wb. p. 77
Testing: Reporting feelings and thoughts:
Reported Speech:
Affirmative and negative statements with tense changes.
say
says
said
‘d
asked
Task 11 Written (groups)
You have heard that the language courses at FESI will be suspended.
What have you heard?
You don’t want that to happen. Create a blog to inform the community. Report the arguments you have heard and make some proposals to solve the situation.
at the moment of speaking
Present – past:
Simple and continuous tenses
He said he was really happy in his new job.
about past events Past simple-past perfect
He told me he had had other jobs before.
about unfinished events or events with a result in the present
Present perfect-past perfect
He said to me that this had been the best job he had ever had.
about probability, possibility or permision
.
Modals
.
He said, he thinks he would get a promotion soon.
Report
questions
Sb. p. 91
Wb. p. 78,
79
Teaching: Reporting questions
Reported speech: Wh-questions (inverted order)
He asked me who I was looking at. TASK 12 Written (Individual): For San Valentine’s day, a newspaper is giving away a Honey moon trip to the most original story about the day a man proposed to a woman. Write your story to win it!
Reported speech: Yes/no questions (inverted order /if)
She asked me if she should wear a dress.
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS
ENGLISH LEVEL 11
PLAN GLOBAL – SATURDAY New American Headway 3 (Units 10-12)
Review last session, check homework
Objective: Students will be able to say what some else said, emphasizing the intention of the speaker.
SE
SS
ION
VOCABULARY NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS
6
Te
llin
g s
to
rie
s
Verbs
related to
ways of
speaking
Wb. p. 80
Reporting
verbs
Sb. p. 92, 93
Report
commands and
requests
Teaching: Reporting feelings, commands and requests emphasizing the intention of the speaker. Wb. p. 80
verb +☺+ to
tell ask remind beg warn invite order encourage advise
He reminded me to bring the material for the class. They invited her to have a coffee with them The doctor advised me to do exercise. She isn’t very self-confident we need to encourage her to take the next step. My bro begged me not to tell my parents about the party he made here.
-ed endings in reporting verbs in past refuse deny encourage persuade
TASK 13 Oral (Pairs): You are from a different Mexican State and you are moving to Mexico City. Before leaving your native place your friends and family gave you recommendations to survive in the city. Now, you are on the road talking to a person who is also going to the city for the first time. Compare the recommendations you both received.
verb + to refuse promise agree offer
He promised to be here today. He refused to buy the ticket.
Task 14 14a. Oral pairs) SA: Yesterday, Your son arrived home very late. You were sleeping and you didn’t see him. Now , it is 10 am in the morning and he is going out again. As a concerned parent, ask him about yesterday and today activities. SB: Your mother wants explanation of your days out home. You have been partying with some friends, so you should be economical with the truth. (give untrue version of events, leaving out the important facts) 14b. Oral (pairs) SAs: You are having coffee with your friends. Tell them why you are worried: your questions and your child’s answers. SBs. You are with your friends tell them what your mother asked for and what you answered in case you need an alibi.
conjuction that deny suggest admit that …. insist explain
complain
They complained that their children came home late.
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS
ENGLISH LEVEL 11
PLAN GLOBAL – SATURDAY New American Headway 3 (Units 10-12)
Review last session, check homework
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
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS
ENGLISH LEVEL 11
PLAN GLOBAL – SATURDAY New American Headway 3 (Units 10-12)
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.
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS
ENGLISH LEVEL 11
PLAN GLOBAL – SATURDAY New American Headway 3 (Units 10-12)
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”
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS
ENGLISH LEVEL 11
PLAN GLOBAL – SATURDAY New American Headway 3 (Units 10-12)
Apertura (Warm-up,
sensibilización)
Verificación (Evaluar, testing,
elicitar)
Tarea
Cierre (Recapitulación)
¡CUIDADO! (Remedial work)
Seguir diagrama para “Teaching”
DIAGRAMA DE FLUJO PARA”TESTING”
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS
ENGLISH LEVEL 11
PLAN GLOBAL – SATURDAY New American Headway 3 (Units 10-12)
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)
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%
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS
ENGLISH LEVEL 11
PLAN GLOBAL – SATURDAY New American Headway 3 (Units 10-12)
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.
