identify people, personal belongings and their location

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!




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




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/




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.




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.




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




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




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.




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.

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%

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

identify people, personal belongings and their location

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