UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO...

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UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO

FACULTAD DE ESTUDIOS SUPERIORES IZTACALA

DEPARTAMENTO DE IDIOMAS

ENGLISH 04 Global Elementary Units 1-4

Keep in mind: Video session: Date: ____________ Activity: _________________________

Remember to …

Aim: At the end of level 4, students will know how to use basic simple structures to enable them to:

Understand short, simple written and oral texts related to everyday material such as conversations, informal letters and short

articles.

They will be able to extract relevant information as well as understand the sequence of information and simple narrations.

Use written and oral means to describe people, places, transportation and events and talk about routines.

Interact to make a conversation and show interest in the topic, get and provide information about likes and dislikes, daily routines,

family members, hotel facilities, houses and food.

❒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!

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Orient ss. about the evaluation form and books used during the course. Carry out a diagnostic test.

Objective: At the end of this week, ss. will be able to ask and give personal information and facts about themselves and others in a global context.

TASK NOTION FUNCTION VOCABULARY GRAMMAR EXAMPLE PRONUNCIATION

WEEK

1

Facts

Talking about Global English facts

Official Language

First Language

Second Language

Million

Billion Airport Buses Chocolate Doctor Email Family Golf Hospital Internet Juice Kilometres Love Menu No OK Pop Question Radio Sandwich Taxi Universities Virus Windows X-Ray Yes Zoo SB Page 7, Vocabulary ex. 1. WB Page 4, Vocabulary 1 & 2.

Indefinite articles a/an

SB. Page 7, Grammar. WB Page 3, Grammar 1.

John F. Kennedy International is an airport in New York. There is always a doctor at the JFK Airport.

Letters and words with the

alphabet Listening

SB Page 7, Vocabulary ex. 2. Track 1.02

Pronunciation SB Page 7, Pronunciation ex. 1-

5. Tracks 1.03-1.05.

WB Page 6. Pronunciation 1 & 2.

Track 1.02 & 1.03.

Plural nouns s/es/ies

WB Page 3. Grammar 2.

There are hundreds of places to eat fast food at the JFK Airport. People can do many activities like shopping or eating at the JFK Airport.

Talking about number plates from around the world

Countries: Afghanistan Austria Canada Ghana Korea Ireland Italy Mexico Russia US SB Page 8, Listening ex. 1.

To Be Affirmative Negative Interrogative SB Page 9, Grammar. WB Page 3, Grammar 3A & 3B.

Metal plates attached to motor vehicles are commonly called license plates. Commercial vehicles like buses and trucks license plates aren’t of the same color.

Numbers from 1 to 10

SB Page 8, Listening ex. 2 & 3. Tracks 1.06 & 1.07

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W E E K

1

Task Oral / Pair Work

SB Page 16, Writing a form.

Task Written/ Individual

WB Page 8, Writing ex. 1 – 5.

Facts and Figures

Talking about figures

Written words for cardinal

numbers:

eleven to ninety-nine

Common number

Lucky number

Unlucky number SB Page 10, Vocabulary ex. 1-4. WB Page 4 & 5, Vocabulary ex. 3. 4A & 4B. Figures for Ordinal numbers 1st to 90

th*

SB Page 10, Listening & Vocabulary, ex 1 & 2. WB Page 5, Vocabulary 5A & 5B. * Extra material needed for 11

th to

90th

WB Page 7, Reading Get your facts right! ex. 1-5.

Verb to be

My daughter is third in line for the bus. Unlucky numbers are 13 and 4.

Cardinal and Ordinal Numbers

SB Page 10, Vocabulary ex. 2 & 4.

Tracks 1.08 & 1.09. Listening & Vocabulary, ex. 1 &

2. Track 1.11 & 1.12.

Listening & Speaking, ex. 1 & 2. Tracks 1.13 & 1.14.

Facts and Figures

Talking about telecommunication facts and figures

Email & Website addresses @ = at . = dot / = forward slash - = dash _ = underscore SB Page 12, Vocabulary ex. 1 - 3. Track 1-16.

Possessive Adjectives SB Page 13, Grammar, ex. 2. Track 1.19. WB Page 3 & 4, Grammar 4A & 4B.

That's my cellphone on the table! Does your cellphone take pictures? He left his cellphone in the car. That's her cellphone over there. Its color is purple! Our cellphone is like a member of the family.

Listening SB Page 13, ex. 1 & 2.

Track 1.17 & 1.18. WB Page 6, Vocabulary 6.

Track 1.01.

Introductions Meeting people from different countries

Meeting people: Hello/ Hi! My name is … How are you? I’m fine, thank you. / I’m OK thanks. Nice to meet you. / I’m pleased to meet you. Good to see you! How is it going? SB Page 14, Language Focus, ex. 1-3.

Countries & Cities: Austria China Germany Italy Mexico Moscow Rome Russia Saudi Arabia Switzerland Tokyo Ukraine

SB Page 15, Global Voices.

A: Hello B: Hi! A: How is it going? B: I’m OK, thanks.

Listening SB Page 15, Listening, ex. 1 &

2. Tracks 1.24 – 1.33.

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Objective: At the end of this week, ss. will be able to ask and give information about places around the world by describing their main characteristics and location.


WEEK

2

Task Oral / Individual

There will be an international conference at the university. Each student is responsible to write a bio-data about a presenter (each student in the class) and introduce him/her to the audience.

Task 2 Oral/ Individual

Give students a short presentation about a magic town in Mexico. If possible show students its location on a map and bring in some photos of the town. Use prepositions of place from unit 2 part 1, the adjectives from the vocabulary section.

Facts

Asking and giving information about countries, nationalities and cities.

Countries & Nationalities

Australia Australian Egypt - Egyptian Germany - German India - Indian Iran - Iranian Turkey - Turkish

United Kingdom - British Spain - Spanish

France - French

Russia - Russian

SB. Pages. 18-19, Vocabulary &

Listening ex 1

WB. Page. 10 ex. 1 & 2

Prepositions: from, in, near

SB. Page 19, Grammar WB. Page. 9, ex 1a &

1b.

We are from Paria, Texas is in the US.

It´s a small place 50 km from Glasgow. It´s near Dallas.

Last syllable stress in nationalities.

Listening SB page 18, ex 3. Track 1.36

and 1.36

Stressed Syllables in Nationalities

Pronunciation WB page 12, Pronunciation 1.

Track 1.06

Describing places.

Adjectives to describe places:

Big Busy Small Quiet Noisy Old

Modern Crowded

Cosmopolitan Traditional

Typical

SB Page20, ex 1& 2. WB. Page. 11, Vocabulary ex 3A & 3B. Also and Too to add an additional fact or idea SB. Page. 20, Reading ex 1-3. WB. Page. 11, Extend your vocabulary Also and Too.

Questions about countries and cities. What´s it like? Wh- questions What Where How old Why When SB Page 21, Grammar ex. 1 & 2. WB. Page. 9, Grammar ex. 2A & 2B. They add an additional fact or idea.

What is Astana like? It´s a busy city.

Where is Astana?

What is the population?

He’s also a doctor. He´s a doctor too.

“Wh” pronunciation in wh-questions.

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W E E K

2

Task

Oral/ Pair Work You are at a subway station. A tourist asks you about the Palace of Fine Arts. Give him the necessary instructions to get there using the subway system. (Teacher must provide students with a variety of subway stations)

Asking and giving

directions.

Useful phrases for directions. Go two stops. Turn left Turn right Go straight on Change to the Central line. Get on at… Get off at… It´s on the left. It´s in the right It´s straight ahead. Prepositions describing location. On Across from In front of On the corner of Next to Between

Where is the museum? How many lines are there? How many stops are there? What line do you take? How do you get to the museum? How can we get to the drugstore? SB. Page.98, Function Globally. Extra material.

A: Where is the museum? B: The museum is on Lemon street, next to the library. A: How can I get there? B: Go along First Av. Cross Orange street and turn left on Lemon street. The museum is on the right.

Listening

SB Page 98, ex 1 & 2. Track 3.41

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Objective: At the end of this week, ss. will be able to compare their daily routines to other people’s ones taking into account time tables.


WEEK

3

Time

Telling the time

Prepositions for telling the time: O´clock A quarter pass A half pass A quarter to Pass To a.m. p.m. Time expressions After breakfast … and then … In the morning On weekdays After that At the weekend

Telling the time SB. Page 22, Listening ex. 1-3. SB. Page 26, Function Globally. WB. Page 12, Vocabulary ex. 5.

Task 4.2 Using full stops and commas. SB. Page 28, Writing skills.

A: What time is it? B: It´s a quarter to nine.

(8:45)

Listening SB Page 26, Listening ex. 1&2.

Track 1.54 – 1.56

Tasks 4 Written

Describing a routine SB. Page 28,

Comparison

Comparing information about daily routines around the world

Daily routines to work to a party Go home to bed to the gym breakfast Have lunch dinner a meeting up Get to work home SB Page 22, Vocabulary ex. 1 & 2. WB Page 11, Vocabulary ex. 4A & 4B.

Present simple tense affirmative sentences all persons. SB Page 23, Grammar. WB Page 9 & 10, Grammar ex. 3A & 3B.

Laura works three days a week in London, but she works in Barcelona on Thursdays and Fridays. I get up at 6:30. She gets up at nine.

Pronunciation

Gets /s/ Has /z/ Finishes /iz/

SB. Page 23. Pronunciation ex.1-3. Track 1.47 and 1.49. WB page 12, Pronunciation 2. Track 1.07

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W E E K 3

Task Oral/ Written

Survey your classmates and make a birthday calendar.

Measure of Time

Talking about time and dates.

Units to measure the time Seconds Minutes Hours Days Weeks Months Years Decades Days of the week Months of the year SB. Page 24 WB Page 12 Dates 31

st October

SB Page 24, Vocabulary & Listening ex. 1,2,4 & 5. WB Page 12, Vocabulary 6A & 6B.

Present simple tense negative sentences all persons. SB. Page 25, Grammar ex. 1 -3. WB Page 11, Vocabulary ex. 4A & 4B.

The Gregorian calendar doesn´t use the moon to measure time. The Islamic and Indian calendars don´t start on January 1

st.

Negative auxiliaries

Pronunciation

/don´t/

/doesn´t/ Stressed syllable in months:

January SB Page 24, Listening 3.

Track 1.50

Task Group Work

Ask students to research statistics about different topics such as: use of electronic devises, overweight people, wealthy people, etc. in Mexico and share the data among them.

Figures

Using numbers to talk about statistics

Billion Million A few hundred More than Over Just About At least SB Page 27, Global English.

At least six hundred million people learn English.

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Objective: At the end of this week, ss. will be able to ask and give information about their family and friends taking into account their leisure activities.

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WEEK

4

Written

Oral/Written

Individual & Pair work

SB Page 40

Your class is part of an

exchange program

and your teacher

assigned a host family

for your stay abroad.

Write a letter to

introduce yourself and

your family.

Oral

Individual/ Team Work

SB Page 40

“Family Tree Gallery”

In small groups, draw

your family tree. Share

it with your partners.

As soon as you finish,

paste them on the wall

as in a gallery.

Invite the class to take

a look and find out

who has the biggest

family?

Family and

friends.

Giving information

about other people’s

family.

Family members

(Include: siblings, son/ daughter-in-

law, mother/ father-in-law, niece,

nephew, stepbrother/ stepsister)

SB page 30, ex. 1 & 2.

WB page 18, ex. 1A & 1B.

Possessive ‘s

SB page 31, ex. 1,2 & 3,

WB page 17, ex. 1A &

1B. Page 22, ex. 1 & 2.

King Lear’s daughters.

Hamlet’s mother.

Romeo’s girlfriend.

‘s

Ex. Carlos’

parents’

daughter

aunt

SB page 30, ex. 2.

Track 1.58

Giving information

about your own

family.

My mother’s name is

Sandra.

My brother-in-law’s name

is Roberto.

Asking for

information about

someone else’s

family.

Colors

(Include: navy blue, light blue,

maroon, dark green)

SB page 32, ex. 1 & 2.

WB page 19, ex. 2.

Questions with do /

does

SB. page 33, ex 1, 2 &

3.

WB page 17, ex 2A, 2B.

Do you live in London?

Does he have a big

family?

Intonation: rising and falling.

WB page 20, ex 1. Track 1.09

SB page 33. Track 1.65

Asking and telling

what you do with

friends.

Leisure activities1

SB page 35, ex 1 & 2.

WB Reading page 21.

WB page 19, ex 3A & 3B.

up

meet in the afternoon

near school

Wh- questions

SB page 35, ex 1, 2, 3.

WB page 17, ex 3A &

3B.

A: Where do you see your

friends?

B: We meet up at the

café.

A: Why do you meet

there?

B: Because it is not far

from here.

Listening

WB page 20. Track 1.11

Emphasizing

WB page 20, ex 2. Track 1.10.

in an apartment

in the same

live neighborhood

about 10 minutes from here 1 Find more on page 35.

Objective: At the end of this week, ss. will be able to ask and give information about their family and friends taking into account their likes and dislikes. TASK NOTION FUNCTION VOCABULARY GRAMMAR EXAMPLE PRONUNCIATION

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Objective: At the end of his week, ss. will be able to express existence to describe houses and hotels. They will also be able to order food in a restaurant.

W E E K 5

Written

Individual

WB page 22, ex 4.

You have a friend in

another part of the

world. A family you

know wants to visit

his/her town. You are

going to write an e-

mail to your friend.

First, make notes for

the two paragraphs of

your e-mail.

Paragraph 1:

Say why you’re writing.

Introduce the family

and the help they

need.

Paragraph 2:

Describe the family

members and their

interests.

Ask your friend

questions about where

they live.

Family and

Friends

Expressing likes and

dislikes about

people’s pets.

Adjectives

( Include: awful, unfriendly, loyal,

lovely, cute)

SB Page 36, ex 1 & 2.

WB Page 19, ex 4A & 4B.

Object Pronouns

SB page 37.

WB page 18, ex 4A &

4B.

A: I like dogs.

B: Personally, I don’t like

them very much.

Reading & Listening

SB page 36, ex 1, 2 & 3. Track

1.66/ 67

SB page 37, ex 1 & 2

Track 1.68

Giving emphasis to

actions and

characteristics.

Really

SB page 36, ex 4.

WB page 19, ex Extend your

vocabulary.

Position of really in a

sentence.

The dolphin is really

intelligent.

He really likes horses.

Listening

SB Page 36 Ex. 2 & 3.

Track 1.67

Showing interest in

what other person is

saying.

Review: family members, adjectives

& really.

SB pages 38 & 39.

WB page 21, Reading ex. 1 – 5.

Questions with verb to

be and do/does.

Do you have any brothers

or sisters?

How old are they?

Listening

SB Page 38 Ex 1 & 2. Track

1.69 – 1.72

SB Page 39 Ex 1 & 2.

Track 1.73 - 1.78


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WEEK

6

Oral

Pair Work

SB page 52.

Student A: You work in

a five-star hotel at the

front desk.

Offer a nice room to

the guest on the

phone.

Student B: You want to

book a room for your

next vacation.

Phone the hotel to ask

for a room taking into

account your personal

needs.

Use the “Booking a

hotel “phrases on

your SB page 52 to

help you.

Description of

places

Talking about

existence

Hotel facilities:

(Include: airport transfer, bar, cable

television, car park, guided tours,

gym, internet access, meeting room,

restaurant, swimming pool)

SB page 42, ex. 1 & 2.

WB page 24, Vocabulary 1A & 1B.

Affirmative There is/

There are

Negative

There isn’t/ There aren’t

SB page 43, ex. 1-3.

WB page 23, ex 1A &

1B.

There is a restaurant.

There are seven old train

cars.

There aren’t any criminals.

Listening

SB page 42, Reading ex. 3.

Track 2.01

Describing a home

Furniture:

(Include: bath, cooker, couch/sofa,

cupboard, fridge, lamp, armchair,

shelf, shower, toilet, wardrobe)

SB page 44, Vocabulary ex. 1, 2 & 3.

WB page 24, Vocabulary ex. 2A, page

25, ex. 2B

There’s a lamp in the shelf

near the armchair.

There are three bedrooms.

Consonant Clusters

Pronunciation

SB page 44, ex. 1-4.

Tracks 2.03 – 2.05

WB page 26, ex. 1.

Track 1.12

Listening

SB page 45, Listening ex. 1 & 2.

Track 2.07

Request

Ordering in a

restaurant

Food and Drink

(Include: bread, jam, eggs, milk, juice,

cakes, oranges, rice, cheese, coffee,

bananas, fish, butter, tea, French

toast, fried beans)

SB page 46, Vocabulary ex. 1-3.

WB page 25, Vocabulary ex. 3A, 3B &

Extend your vocabulary.

SB Page 51, Global English.

Countable and

Uncountable nouns:

a/an, some.

SB page 47, ex.

Grammar ex 1 & 2.

WB page 23, Grammar

ex. 2A & 2B.

A: Would you like tea or

coffee?

B: I’d like a cup of tea,

please.

Listening

SB page 46, Listening ex. 1-3.

Track 2.09.

Pronunciation

SP page 47, Pronunciation ex. 1

& 2.

Tracks 2.10 & 2.11.

Oral Group Work

English Speaking Breakfast Class

Teacher’s Book Page

50, Extra Activity.

Quantity

Asking and giving

information about

quantity of food

Fresh and Processed Food

(Include: beans, carrots, crisps,

French fries, chips, meat, pizza,

potatoes, rice, tomatoes, frozen

meals)

SB Page 48, Vocabulary ex. 1-3.

WB Page 26, Vocabulary 4.

Page 27 & 28, Reading, The

Vegetarian Option, ex. 1-5.

Quantifiers

A lot of, lots of.

Much/ Many.

Some.

Not much/ Not Many

SB Page 49, Grammar

ex. 1 & 2; Writing ex.

1A, 1B & 2.

WB Page 24, Grammar

ex. 3A & 3B.

The American Family

doesn’t eat many

tomatoes.

The Guatemalan Family

eats lots of tomatoes.

Listening

WB Page 26, Pronunciation 2,

Linking words.

Track 1.13.

A home exchange.

Track 1.14.

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Objective: At the end of his week, ss. will be able to make and respond offers.

BOOK COMPONENTS

Global Elementary: Student’s Book, Workbook, Teacher’s Resource book, Class audio, DVD.

ADDITIONAL RESOURCES

MEDIATECA FES Iztacala

Video Sessions (at least one per term)

NOTION FUNCTION VOCABULARY GRAMMAR EXAMPLE PRONUNCIATION

WEEK

7

Making and

responding offers

Responding to offers

Yes, please.

That would be great.

No, thank you.

Thank you very much, but I’m fine.

SB Page 50, Function Globally.

Making offers:

Would you like + a/an+

noun?

Would you like + to +

verb?

A: Would you like a

coffee?

B: Yes, please.

A: Would you like to go

for a drink?

B: That would be great!

Listening

SB Page 50, ex. 1 & 2.

Track 2.13 – 2.15

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 corrections and provides feedback.

Pronunciation according to SS’s needs

WEEK 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

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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 Saturday courses

6 hours. 5 hours.

Hours per course 42 hours 40 hours

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 - 20% 20% Listening - 20% 20%

Speaking 10% 10% 20% Speaking 6% 8% 14%

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

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

Mediateca - 6 % extra Mediateca - 6% 6%

TOTAL 100% TOTAL 100%

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Diagrama de flujo para Teaching

Apertura (Warm-up,

sensibilización)

Modelling (Input estructurado)

Repetición

Substitución

Transformación

Complemento (Completar la oración)

Diálogo dirigido

Reflexión (Elicitar, cuestionar)

Actividades comunicativas

Verificación (Evaluar, testing, elicitar)

¡CUIDADO! (Remedial work: repetición/minimal pairs o

contraste; elicitar)

Tarea

Cierre (Recapitulación)

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Diagrama de flujo para”TESTING”

Apertura (Warm-up,

sensibilización)

Verificación (Evaluar, testing,

elicitar)

Tarea

Cierre (Recapitulación)

¡CUIDADO! (Remedial work)

Seguir diagrama para “Teaching”

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