identify people, personal belongings and their location
TRANSCRIPT
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS ENGLISH 1
PLAN GLOBAL – SATURDAY
Interchange intro (Units 1-5)
Aim:
At the end of level 1, students will know how to use basic simple structures to enable them to:
Understand basic, simple written and oral texts related to first meetings, informal chats, notes, classroom language
and simple invitations. They will be able to extract relevant personal information and numbers as well as follow
simple orders.
Use written and oral means to give basic information about themselves and people‟s profiles, personal appearance,
addresses, outfit, abilities and possessions including their location. They will be able to describe the weather and
activities in progress at the moment of speaking.
Interact to respond greetings and farewells, introduce themselves and other people, ask and give information to
identify people, personal belongings and their location, give simple orders and accept or decline invitations provided
that the other speaker negotiates meaning and adjust his/her language to formulaic expressions.
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!
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS ENGLISH 1
PLAN GLOBAL – SATURDAY
Interchange intro (Units 1-5)
S
ES
SIO
N
NOTIONS
FUNCTIONS
USE OF ENGLISH
EXAMPLE
PHONETICS
VOCABULARY
SUGGESTED TASKS
Orient students in the course in general: projects, evaluation, methodology, etc.
Objective : The students will be able to say hello, introduce themselves, introduce other people, will make corrections if their names are misspelled and will say good bye
1
Introductions (Possession)
Introducing yourself
Possessive adjectives: my, your The verb be: “is” affirm and contractions
My name‟s Karla... What‟s your name?
What‟s Name your
What‟s Name your
Oral Tasks only
Imagine you are the teacher.
Introduce yourself.
Give instructions to one or two classmates
Instructions
Receiving and giving instructions
Imperatives (affirm) Listen, repeat, stand up, sit down,
go to the board, open your book... /t/ Silent “t”
Classroom language: book, partner, page, group, paper, homework
Imperatives (neg) Don‟t repeat, don‟t stand up, don‟t write...
Don‟t
Introductions
Introducing others
This is + ☺ David, this is Lupita. Nice to meet you, Lupita.
This is Nice, meet, to,
Possessive adjectives: his, her
His name is Alberto.
His, he is, he‟s
Some names in English
Your teacher says: “It is necessary to memorize everybody‟s names”
The teacher points to the student and you say his or her name.
Accuracy in names
Asking and giving accurate names
Possessive adjectives: my, your, his, her
My first name is... my last name is His first name is...
Contractions: he‟s/ she‟s/ I‟m
Names and titles
The verb be: “am, is”
What‟s your/his/her name? I‟m Alan. He‟s Carlos and she‟s Bety.
Some names in English
The verb be: are Contraction: I‟m not
Excuse me, are you Juan Ríos? No, I‟m not
I‟m
Spelling
Correcting mistakes in spelling names
Negative statements with be
No, it‟s not P-E-R-E-S; it‟s P-E-R-E-Z
Contrasts: /v/,/b/, /p/,/b/, /c/,/z/,/s/, /j/,/g/
The alphabet,
It is necessary to check your First name and last name in the list. Make corrections
Greetings
Saying hello and good-bye;
Formal and informal greetings
Hi Liz, how are you? Hello Ms. Chang, how are you?
/ө/ =Thanks Afternoon, evening
Greetings and leave- takings;
Say good-bye to your classmates and your teacher
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS ENGLISH 1
PLAN GLOBAL – SATURDAY
Interchange intro (Units 1-5)
Objective :The students will be able to ask and give personal information and abilities to introduce themselves and get to know people .
2
Cardinal numbers
Asking for names and phone numbers
Possessive adjectives: my, your, his, her The verb be: “is” affirm and contractions
What‟s your phone number? It‟s 555... What‟s Laura‟s phone number?
three
Numbers 0-10 and phone numbers
Oral/written Task
To be in touch with your classmates, make a directory. Ask their names and phone numbers.
Age
Asking and giving ages
Verb be to express age.
How old are you? I‟m 36 years old
How old is s/he?
Contrasts: Thirteen-thirty Fourteen-forty
Numbers 11- 103
Oral Task
Only people who are between 18 and 22; 27 and 44; 50 and 65 have to go to a medical check up. Make a survey
Ability Talking about someone‟s
ability
Can (aff) pg 67 I can sing well.
She can dance jazz. Can /ə /
Basic verbs to express abilities.
Oral Task You want to participate in a talent show but you have to form a team with the same talents.
Introduce yourself (name, age, talent) and make teams.
Lack of ability Correcting information about
someone‟s ability
Can’t (neg) pg 67
She can‟t speak French
Can‟t /ǽ/
Contrast and additional ability
Giving accurate information
Can vs. can’t Conjunctions: but/ and pg 67
Heidi can speak English but she can‟t speak French
Can /ə / Can‟t /ǽ/
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS ENGLISH 1
PLAN GLOBAL – SATURDAY
Interchange intro (Units 1-5)
Objective: The students will able to identify people by their name, country, nationality and personal traits.
3
Origin
Giving information about a person‟s origin
☺+ be+ from+ country
(aff, neg,)
Celine Dion is from Canada
Pron. and stress of countries
China, Turkey, Canada, Morocco, Malaysia, Brazil, Mexico. Brazil, France, The U.S. (16)
Oral/written Task
Your teacher asks you to write a list of famous people for a presentation at the end of the class.
Work in pairs or trios. Write their names, nationalities age. talents.
Give a mini presentation.
Asking for a person‟s origin
QW+ be + ☺ + from?
Where‟s she from?
Pron. And stress of cities
Cities
Nationality
Asking and giving information about a person‟s nationality
Yes-no questions with “be” and aff and neg. statements
Is Robbie Williams American? Is she from the U.S.? No, he‟s English
Nationalities
Nationalities (16)
Abilities and lack of them
Giving information about abilities
Can vs. can’t Conjunctions: but/ and pg 67
Björk can sing well but she can‟t act very well.
Can /ə / Can‟t /ǽ/
Talents Oral task
You recommend an actor/writer/singer to your classmates. They want to know more about him/her. Answer their questions about nationality, personality and appearance.
Identification
Identifying people by their ability.
Questions with Can (Yes/ No and short answers)
Can he swim? Yes, he can/ No he can‟t
Question intonation
Identifying people by their nationality and traits.
Yes/No questions with verb to be
Are they from Ireland? Is she pretty? Is he funny?
Nationalities, Age
Adj of pers: funny, quiet, shy, serious, friendly...
Adj of app: tall, thin, pretty, short, heavy
Identifying people in a picture
Who + is + ☺?
Who‟s that? He‟s Robert de Niro
Who, who‟s
Descriptions (personality)
Asking questions about an describing personality
What + be+ ☺ + like?
What‟s your favorite singer like? He‟s very funny
What‟s … like?
Oral Task You are looking for a classmate to go out for lunch. Ask your classmates. They will ask for some descriptions. Excuse me, I’m looking for my friend...
Descriptions (appearance)
Describing appearance
What‟s she like? She‟s very pretty and young.
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS ENGLISH 1
PLAN GLOBAL – SATURDAY
Interchange intro (Units 1-5)
Objective :The students will be able to ask questions about names of objects in English and possession to ask and give information about the location of an object
4
Objects in general
Naming objects Articles a, an,
A book, an encyclopedia Pronunciation according to ss‟s difficulties
Classroom objects
Possessions
Personal items
Expressions: Thanks, you‟re welcome
Oral Task
Don‟s panic.
Ask the teacher or another student questions about objects in class. Pay attention to
Example:
S: Is this a kwi? T: No, it‟s not a kwi. It‟s a key (kii) S: thanks
Precision (one thing)
Specifying, correcting others
This (aff, neg interr) Is this a book? No, it‟s a notebook
This is a book
This, this is
Asking about the names of objects
This, it
What‟s this? It‟s an eraser
What‟s
Objects (many)
Specifying what things are
Plural nouns
Key- keys Plural s ending
s=/z/; keys
s= /s/; maps
es= /iz/; watches
Precision (many things)
These
These are dictionaries
Asking about the names of objects
These; they
What are these? They‟re keys
This vs. these
Oral Task
The class finished. There are some objects on the floor. Find who the owner is.
Possession
Asking about the owners of things
Possessive adjectives: My, your, his, her. yes- no questions with be Short answers
Is this your wallet? Yes, it‟s my wallet/ Yes, it is/ No, it isn‟t/ No, it‟s not
It‟s, thanks
Consolidation (names singular, plural, and spelling)
Asking and giving names of things in English
This, this, the alphabet
What‟s this called in English? What are these called in English? How do you spell that?
called Classroom objects
Personal items
Oral Task You will receive a picture of your “apartment”.
Imagine you can‟t find your wallet, cell phone, watch, etc. You telephone your roommate or mother or father. Ask them for the location of these objects and tell them to bring them.
Location
Giving information about the location of objects
Prepositions of place: in, in front of, behind, on, next to, and under Be: (aff, neg, int)
The keys are in the briefcase. Are they next to the book? No, they aren‟t
The
Locations in a room roommate
Asking about location of objects
The; Where questions with be
Where are my books? They‟re on the desk
They‟re
Classroom objects Personal items
pronunciation.
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS ENGLISH 1
PLAN GLOBAL – SATURDAY
Interchange intro (Units 1-5)
Objective: The students will be able to ask and give information about personal belongings. They will be able to identify people by the clothes they are wearing.
5
Owner
Finding the owners of objects
☺ + „ + s
This is Tina‟s pencil
/s/ = Tom‟s Pat‟s Rex‟s
Classroom objects
Personal items
Clothes
Colors
Oral Task Work in groups of three or four.
Imagine that you are in a party. You put your personal items in a room. Now, you go home and it‟s necessary to find the owner. Ask questions and give the item to the owner. Identify and ask for your personal belongings.
Reference to the owner
Expressing possession without mentioning the person‟s name
Possessive pronouns: mine, yours, his, hers, ours, theirs
This is mine, this is yours, this is hers.
Theirs
Possession
Asking about a person‟s possessions
Whose+ ☺ +be +
this/these/it/ they?
Whose keys are these? They‟re mine
Whose
Description of clothes
Describing clothes to identify them.
Adjective+ noun
The black jacket is mine.
Short vowels in shirt/short/ skirt,,,
Identification
Describing what a person is wearing
Present continuous statements (aff and neg)
I‟m wearing boots. I‟m not wearing a jacket
wearing
Clothes and colors
Oral/ Written task You work for a travel agency. You need to pick up somebody at the airport but you don‟t know him. Call him or send him a text message telling him what you are wearing. Oral task You are in the mall and your little brother is lost. Go to the security personnel and ask for their help to find him. Describe your brother‟s appearance and clothes. They may ask for more details answer their questions.
Asking about a person‟s clothes
Present continuous: yes/ no questions and short answers
Is he wearing boots? Yes, he is, No he isn‟t.
Question intonation and –ing ending
Contrast
Contrasting information
Conjunction but
I‟m wearing a coat, but I‟m not wearing boots
but
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS ENGLISH 1
PLAN GLOBAL – SATURDAY
Interchange intro (Units 1-5)
Objective : The students will be able to describe the weather and situations at the moment of speaking. They will be able to decline or accept invitations considering the time, the weather and their current activities
6
State of the weather
Talking about the weather and seasons
It + is + season It+ „ + the weather
It is winter, it‟s snowing It is spring, it‟s hot and sunny
Sunny, hot
Cold, warm, cool, hot, windy, sunny, snowing The seasons
Oral Task (Your teacher will give you a card with clothes and the weather,) You want to go to Toluca/Cuernavaca for the weekend. You need to pack your clothes, Call a friend who lives there and find out what the weather is like and the proper clothes.
Description of clothes
Describing what a person is wearing according to the weather
Present continuous statements (aff and neg)
It‟s winter so I‟m wearing boots.
wearing
Weather
Clothes
Addition
Adding information
Conjunction and
It‟s snowing, and it‟s very cold
and
The clock
Asking for and telling time
The time: o‟clock
after to
What time is it? It‟s five o‟clock It‟s five after one It‟s twenty to two
numbers
Clock times
Oral Task (in groups of 3 or more)
Student A: Invite some friends to a party, a concert, to go shopping, to go skiing.
Student B: Accept the invitation and invite another friend,
Student C: Decline the invitation giving an excuse (the weather, the time, your activities).
Student A: Call your friends and cancel the event because many of them are busy doing different activities.
Parts of the day
Specifying the part of the day
Parts of the day
It‟s seven o‟clock in the evening
Afternoon, night
Times of the day: at night, in the morning...
Activities at the moment of speaking
Describing current activities
Present continuous (I)
A: I‟m watching movies. Come to my house. B: Sorry. I‟m doing homework,
ing
Everyday activities
Common expressions to make, accept and decline invitations.
Present continuous (he, she, it)
He can‟t come with us. He‟s working.
Present continuous ( you/ we, they)
They can‟t come with us. They are working.
Asking about current activities
Wh-questions
What are you doing?
Rising and falling intonation
What, where, why, who
Consequence
Describing activities as a logical consequence
Conjunction so
It‟s 11:00 pm, so they‟re sleeping
so
Everyday activities
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS ENGLISH 1
PLAN GLOBAL – SATURDAY
Interchange intro (Units 1-5)
Review last session, check homework
Objective :The students will review previous structures, vocabulary, pronunciation, etc
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 Missing Tasks/
additional tasks
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.
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS ENGLISH 1
PLAN GLOBAL – SATURDAY
Interchange intro (Units 1-5)
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 1
PLAN GLOBAL – SATURDAY
Interchange intro (Units 1-5)
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 1
PLAN GLOBAL – SATURDAY
Interchange intro (Units 1-5)
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 RICHARDS, Jack. Interchange Intro, 3rd Edition. Cambridge 2010.
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.
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 1
PLAN GLOBAL – SATURDAY
Interchange intro (Units 1-5)
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