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UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS

TABLE OF CONTENTS ENGLISH 4

PLAN GLOBAL – SATURDAY New American Headway 2 (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 informal letters and conversations, advertisements, prospectuses, and short simple news. They will be able to extract relevant information as well as following the order or understand the sequence of the information and simple narrations.

Use written and oral means to describe people, things, places, factual and current events, talk about people’s lifestyles and experiences, tell stories and past anecdotes as well as offer simple excuses.

Interact to make a conversation and show interest in the topic, get personal information from others, purchase goods and make requests provided that the other speaker negotiates meaning.

❒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.

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

Objective: During this session students will be tested in the use of present simple, past simple, idiomatic future and can. They have to be able to use them to talk to people they get in touch

for the first time.

SE

SS

ION

VOCABULARY NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS

1

Ge

ttin

g t

o k

no

w p

eo

ple

Jobs

Interests

Likes/dislikes

Languages

Abilities

G e t t i n g

t o

k n o w

p e o p l e

a n d

e x c h a n

g i n g

i n f o r m a

t i o n .

Testing: Asking and giving information about general information and current situations

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

What do you do? My name’s Mauricio. I’m a musician. Do you play the flute? No, I don’t.

Contractions: ‘s , ‘re , don’t, doesn’t

question intonation Job

Musician languages

TASK 1 Oral and Written. (pairs)

Getting to know the English students of

FESI.

Who are the English students in FESI?

Do they have similarities? How different

are they? Carry out a survey to know

them.

a) Prepare your questions.

b) Divide the class in groups to

interview students of different

levels.

c) Carry out the survey, interview

other students.

d) Share the results in class.

e) Write your report.

Testing: Asking and giving information about situations at the moment of speaking.

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

What’s Ann doing? She’s reading a book Is she reading about Italian art?

Contractions: ‘s , ‘re , isn’t, aren’t

-ing endings questionintonation

Testing: Asking and giving information about a past action that is now finished.

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

My brother started to work in the USA last year.

-ed endings Contractions

didn’t question intonation

Testing: Asking and giving

information about physical and

mental abilities

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

What can Enrique do?

He can make excellent tacos!

Can

Can’t

Testing: Asking follow-up questions to get specific information.

Wh- question words (what. where, when, whose, how …)

What university do you go to? Why are you studying English?

Who vs How

Use of the auxiliaries (do, does, am, are, is, did) in questions

Where does she come from? Are you reading? Why is she going to study art? Where did they go for their last vacation?

Intonation: 1) Falling intonation in Wh- questions 2) rising intonation in Yes/ No questions

Wh- + noun How + adjective How+ adverb

What kind of music do you like? How big is his new car? How fast does it go?

1) Fallingintonation in Wh- questions

Testing: Saying Hello and Good-

bye Social expressions SB. 9

Good morning!

Cheers! Sentences tress and intonation




Review last session, check homework

Objective: Students will be able to describe themselves and people close to them such as friends, family and partners. They will be able to describe their places and daily activities.

SE

SS

ION


2

Ma

kin

g d

es

cr

ipt

ion

s

Interests

Likes/dislikes

Language

Zodiac signs

Adjectives to

describe people

Peoples’

profiles:

likes,

dislikes and

general

information

Testing:Asking and giving information to describe people.

Sb. p. 5-7, Wb. p. 7

Present simple (affirmative, negative and interrogative statements)

I go to school at 8 o’ clock everyday.

She doesn’t go out on

weekends

What time do you get up everyday?

Contractions: ‘s , ‘re , don’t, doesn’t Intonation: 1) Falling intonation in Wh- questions 2) rising intonation in Yes/ No questions

Task 2 Written (This is a project to be carried out among groups of level 4) Looking for the perfect penfriend. You want to develop your writing skills to have better notes in your written exams. To make it more interesting. Find a penfriend from another IPG4.

a) Publish your profile on the “Students board”. Include your e-mail address. (Similar to Sb. P. 6,7)

b) Read other students’ profiles and select the perfect penfriend.

c) Write him/her an e-mail to introduce yourself and explain why you have chosen him/her.

Task 3 Oral and Written Describing your penfriend. Your classmates are curious about your new penfriend. Tell them about him/her.

a) Get in touch with your new penfriend. b) Write a short composition about this

experience. c) Share it with your group.

Check Sb. p. 98

Parts of the

house and

furniture.

Personal

objects

Activities at

home.

Possession

Testing:Asking and giving information about the place where we live and personal belongings

Wb. p. 11. Sb. p. 13

Have In all tenses (aff, neg, questions)

☺ + have/ has +

some/many… + noun

☺+ don’t /doesn’t +

have + any + noun

Do/ does +☺+

have+ any+ noun+?

Jenny has a lot of posters. He doesn’t have breakfast on weekdays. Do you have a good English accent?

Have

Contraction: doesn’t

any

Task 4 Oral Is it true that we are spoiled kids?

a) Read the article Sb. p. 23

b) Do you agree or disagree with the article? c) To support your arguments, do some research.

Interview your classmates to get some information about their places and habits.

d) Share your results with the class





Objective: Ss will be able to talk about people’s lifestyles and customs as well as contrast their habits to temporary situations in the present.

SE

SS

ION


3

Dif

fe

re

nt

lif

es

ty

les

Countries, customs and

traditions. Facts

Teaching: Asking and describing information and characteristics that are

always true. Wb. p. 8, 9. Sb. p. 14, 15.

Present

simple(affirmative,

negative and

interrogative

statements

Italian people speak Italian. Pizza and pasta are their main

dishes. How do they greet people?

Contractions:

‘s , ‘re ,

don’t, doesn’t

Task 5. Written (groups) Describing countries where English is spoken. Why are we learning English? Who are we going to talk to? Make a mural including interesting facts about the English speaking countries

Workplaces,

school,

marital

status,

places to live

in.

Catching up Teaching:Express activities around

the time of speaking

Present continuous. (affirmative, negative and interrogative statements)

She’s studying math at the university. Are you reading any book?

Contractions: ‘s , ‘re , isn’t, aren’t -ing endings

questionintonation

TASK 6. Oral. (pairs) Different lifestyles. How much has your life changed since you left elementary/high school? Role play SA: You meet an ex- schoolmate. You want to know about your former classmates. Ask him about them (What’s Marco doing?) SB: You meet and ex-schoolmate tell him about you and the former classmates you keep in touch with.

Time expressions: usually/ everyday / now, right now… Linking words: but, because, and, however

Habits vs temporary activities

Teaching:1) Habits vs activities happening at the moment.

Sb. p. 10-12, 16 Wb. 10, 13

Present continuous vs present simple. (affirmative, negative and interrogative statements)

I usually have dinner at 6 pm. vs

I can’t answer the phone now, because I’m having dinner.

-ingendings usually

TASK 7. Oral (pairs) SA: Today is Friday and you are not supposed to be taking English class. A friend calls you to meet you as he usually does. Explain why you can go out with him and complain about how this situation is changing your “free day” SB: Call your friend to meet him as you usually do. Invite him to go out and ask him what he is doing right now.





Objective: Ss will be able to understand and write a story that happened in the past and talk about past events that interrupted other.

SE

SS

ION


4

Ne

ws

an

d

sto

rie

s

Verbs in

past.

Past time

expressions

(yesterday,

on Saturday,

in 1970…)

Wb. p. 16,

Sb. P. 25

Adverbs

Wb. p. 18,

Sb. 24

Past events

Testing: Asking

and giving

information about

actions that

happened in the

past.

Past simple. (Affirmative, negative and interrogative statements)

Wb. p. 16, 17 Sb. p. 18, 19, 21.

I did my homework yesterday evening. She didn’t go on vacation last year. Did you have a good summer? Where did you go last vacation?

-ed endings /t/ /d/ /ıd/

Contraction: didn’t Stress in negative

sentences intonation in

questions

TASK 8. Written. (individual) The Iztacala English Coordination is offering a free course to the student who writes the best story. Write a 100 text about the last time you were too naïve as Rusell Brown (Wb. p. 16, 17)

Activities in

progress in

the past. 1

Teaching:

Narrating past

actions with a

long duration

Past Continuous. Affirmative statements (I, he, she it)

I was studying for an exam yesterday evening.

was/wəz/-ingending

TASK 9.Oral and Written. (class

mingling around)

You are a reporter for LA Gaceta.

Yesterday, there was an earthquake at 5

pm. Interview some people to find out

what they were doing at that moment.

Once you get the information, write your report for the newspaper. Include: name, occupation, age, activity at thatmoment.

Past Continuous. Affirmative statements (you , we, they)

We were waiting for you!

Were/ wûr/-

ingending

Past Continuous. Negative statements (I, he, she it)

Shewasn’tpayingattention. wasn’tingending

Past Continuous. Negative statements (you , we, they)

They weren’t listening to their parents. Weren’t

ingending

Interrupted

activities

Wb. p. 16

Teaching:

Asking and giving

information about

an action that

was in progress

before and

probably after a

time in the past.

Past Continuous. Yes/ No Questions and short answers (I, he, she it)

Was he playing video games?

Risingintonation

Past Continuous. Yes/ No Questions and short answers (you , we, they)

Were you chatting on line in the morning?

Past Continuous. Wh- Questions (I, he, she it)

Where was he playing soccer? Fallingintonation

1Past continuous is presented for the first time. At this stage DO NOT mix it with past simple.




Past Continuous. Wh- Questions (you , we, they)

What were you doing yesterday at night?


Objective: Ss will be able to narrate crimes, give excuses and justify themselves based on narrations of long-lasting past events and interrupted activities.

SE

SS

ION


5

Ne

ws

a

nd

s

to

rie

s

Vocabulary

related to

crimes and

punishment.

Past time

expressions

(yesterday,

on Saturday,

in 1970…)

Wb. p. 16,

Sb. P. 25

Adverbs

and

adjectives

in stories

Sb. p. 100

Simple

facts vs

long time

activities

Teaching: 1) Asking and giving info about Simple facts vs. long time activities. Sb. p. 20, 21

Past simple vs past continuous. (affirmative, negative and interrogative statements)

What did you do yesterday evening? I watched TV.

vs. What were you doing yesterday night? I

was watching TV from 8 to 10. ed endings

Caught/

bought

thought…

Grew,

drew..blew…

Cut, run

Read

-ing endings

TASK 10. Written. (individual) You were a witness in a crime. Before testifying in a trial you have to write your testimony of the events and sign it.

Activities in

progress vs

sudden

events that

interrupted

Teaching:2) Asking and giving info about activities that interrupt another in

progressSb. 22, 23. Wb. 17, 18


I was doing my homework when the light went off.

Describingact

ions vs

scenes

Teaching:3) In stories: telling the action vs. describing the scene.

Sb. p. 22, 23Wb. 17, 18


The sun was shining and the birds were singing, so we decided to go for a

picnic.

TASK 11. Oral. (3’s) SA: Your husband wanted to celebrate your anniversary but it was the opening of a prestigious Women’s club and you went with your friends. Excuse to your husband, saying that you had an unfortunate event. Plan an alibi to not disappoint him. SB: Help your friend to plan the alibi to get away with her lie. SC: Ask your wife why she didn’t arrive to celebrate and then confirm her version with a friend of hers. (while SS A& B prepare the alibi, SC prepare the questions to get the truth)

ResultsvsInte

rruptedactiviti

es

Teaching: 4) Expressing different time periods: Activities that happened after an action as a result vs. activities that happened before (they were interrupted).

Sb. p. 22, 23Wb. 17, 18


What did you do when it started to rain? We went home.

vs. What were you doing when it started to

rain? Wewereplaying soccer.





Objective: Ss will be able to quantify objects they have and need to go shopping. They will be able to talk and write about a place or thing defining or describing it.

SE

SS

ION


6

Sh

op

pin

g

Food

Things that can be bought in stores (a café, a clothing store, a bank, a newsstand. A drugstore)

Sb. p. 32

Personal objects

Go shopping: common expressions to buy and sell prices.

Teaching: Asking and

giving information about

quantity.

Saying how much they have

and how much they need.

Countable vs. uncountable nouns.

Wb. P. 19, 20 We have some apples but there isn’t any coffee.

Much

Any

Sounding polite for requests

Sb. p. 32

TASK 12a. Written (pairs)

You are in charge of buying the

supplies every month but today you

don’t have enough time to go to and

buy them. Write a note telling your

roommate what you have and what

you need so he can go and get it.

TASK 12b. Oral (Use note created in

14a, pairs interchange their notes.)

SA: Your friend left you a note to go

and buy the supplies: Go to the store

and buy them.

SB: You are the sales person.

Sb. p. 33

Quantity

In aff. Sentences Countable nouns some + Uncount. nouns In requests and offers VS. In neg. sentences any + Countable nouns Uncountable nouns In questions

SB. P. 27Wb. p 20

Let’s buy some onions for the soup, I’d like some sugar in my coffee. Would you like some soda? Can I have some cake, please?

vs. We don’t need any carrots for the salad. Do you have any brothers?

much + Uncount. Nouns/ In neg. sentences/ In questions

VS. many +Countable nouns/ In neg. sentences/ In questions

SB. P. 27 Wb. p 21

She doesn’t have much information about the topic. How much money does it cost?

vs. She didn’t take many photos of her vacation. How many people were at the party?

a few +Countable nouns/ In aff. Sentences/ In questions

VS. a little+ Uncount. nouns Inaff. Sentences/ In questions

Wb. p. 21

There are a few eggs for the cake, but we need more.

Vs. I only want a little of sugar in my tea.

Countable nouns Uncount. nouns a lot of + In aff. Sentences lots of In neg. sentences

In questions Wb. p. 21

There aren’t a lot of pictures in my room. She hasn’t a lot of make up. Are there lots of tourists in Cancun?

Descriptions

Teaching: Giving

information about a person,

thing or place we known

exists or we think exists.

Pronouns and determiners in affirmative sentences. thing some + one/ body

whereSb. p. 28, 29 Wb. p. 21

I have a headache. I want to go somewhere peaceful.

-thing

-body




Pronouns and determiners in affirmative sentences thing every + one/ body where

Sb. p. 28, 29Wb. p. 21

The kids are really naughty, everything is a mess here! Tomorrow is my birthday party. Everyone can come!

Every

Stores and

market

places.

Adjectives to

describe

places.

Countries,

towns,

streets,

languages,

magazines,

meals,

airports,

stations,

mountains,

means of

transport

Existence or

inexistence.

Teaching: Giving

information about a person,

thing or place we don’t

known if it exists.

Pronouns and determiners in negative ideas. thing any + one/ body where thing no + one/ body

whereSb. p. 28, 29 Wb. p. 21

There isn’t anywhere to go in my town. I feel so unhappy. Nobody loves me!

Teaching: Asking

information to know if a

person, thing or place

exists.

Pronouns and determiners in interrogative sentences. thing any + one/ body

where Sb. p. 28, 29 Wb. p. 21

Is anything I can do for you? Hello? Isanybodyhere?

Testing: Taking about existence or inexistence.

There is + a / only one There is an interesting museum in downtown.

There are + some/ many/ a few / a lot of

Near iztacala, there are many bars.

There isn’t + any/ anywhere that much

There isn’t anywhere that we can buy a good cup of coffee.

There aren’t + any/ many/ a lot of

Near my home, there aren’t many discotheques.

Introduction

of elements

or refering

back.

Teaching:Referring to a

thing or idea (singular,

countable) for the first time

NON SPECIFIC

Indefinite article : a/ an

Sb p. 29 Wb. p. 22 My uncle owns a store in a smalltown in Boston.

Teaching: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

Sb p. 29 Wb. p. 22

My uncle owns a store in a small town in Boston. The store sells a lot of things. The teacher always arrives on time.

Task 13. Written (individual)

Markets around the word. Sb. P.

30, 31

What are the Mexican markets

like?

Your friends from other countries

want to know how Mexican

markets differ from the rest of the

world.

Take a picture of a typical

“tianguis” and send it as a

postcard. Sb. P. 101

Task 14 Oral (groups)

SA: You are looking for a specific

item you want to buy. Ask your

friends for some advice: where to

buy? When to go?

SB: Your friends are looking for

items you bought or your family

has. Tell him/her some

recommendations to get the

best buy.

Contactions

in negative

forms

a + vowel or

consonant

sound

the + vowel

or consonant

sound




Defining

Teaching: Talking about specific or “the only one” place, person or thing, geographical nouns, places at the town.

oceans, rivers, hotels, theaters, The+ museums, newspapers only one of something

Wb. p. 22

We’re staying in the Ritz. The president gave along speech in the morning.

Teaching: talking about places at a town, languages, meals and means of transportation

Things in general Countries, towns, streets, languages, magazines, meals, No airports, stations, article + mountains. Means of transport. Places: home, work, bed, school Plural nouns

Sb p. 29 Wb. P. 22

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!





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.

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 2, Second Edition. Oxford. 2010. READER: Warring, Rob. Footprint Reading Library: The Lost City of Machu Picchu. Thompson Heinle. 2008

MEDIATECA FES Iztacala (at least three per term)

Video Sessions. (at least one per term)

Resources McMACARTHY and O’DELL. Basic Vocabulary in Use. Cambridge. 2010. http://www.cambridge.org/other_files/Flash_apps/VIU_AmE/index.html

MURPHY, Raymond. Essential Grammar in Use 3rd Edition. Cambridge. 2010.

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

have anice course - unam

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