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UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 2

PLAN GLOBAL – SATURDAY COURSE Interchange Intro (Units 6-10)

Keep in mind…

Video session: Date: __________________ Activity: _____________________________________________________________________________________________

Remember to …

Aim:

At the end of level 2, students will use basic simple structures to enable them to survive in social and everyday situations,

satisfying needs of a concrete type to:

Understand basic, simple written and oral texts related to people’s profiles, routines, likes, dislikes and abilities. They will

be able to extract relevant information from basic texts of places in a town and people’s residences.

Use written and oral means to talk about themselves and people’s personal information, routines, eating habits, likes and

dislikes as well as describe places and things familiar to them.

Interact in a simple way to introduce themselves and other people, ask and give information to get to know people and

places as well as exchange simple information on quantity, possessions and needs provided that the other speaker

negotiates meaning and adjust his/her language to formulaic expressions and speaks slowly and clearly.

❒ 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!



The students will be able to exchange information in present about ability, profession, habits or routines, possession, needs, food, sports, existence and frequency of actions.

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. Carry out Task 1 and 2 as a DIAGNOSTIC TEST

Objective : The students will be able to get to know each other and to exchange information about ability, profession, and job satisfaction

1

Introductions and personal information.

Getting to know each other Names, spelling, telephone numbers, e-mail addresses

My name’s... what’s your name, telephone number, e-mail?

What’s, your Numbers The alphabet

e-mail conventions: @, -, _, . etc

Task 1. Oral. (group) Make the directory of the class by Name, Tel. no and e-mail

Family relationships Talking about the family Possessive ‘s

☺ + ‘ + s pg 37 Anne is Paul’s wife

‘s, daughter, aunt, father, mother

Family members and relationships

Task 2. Oral (4 ss), then in the group In the directory the SS have just made, add two more columns: one for the students ability and another one for a

member of the family’s ability. Ex:

SS

’s N

am

e

Tel N

o.

E m

ail

Abili

ty

Fa

m

abili

ty

Later, SS will report to the class: Mario’s brother can fix cars.

Abilities

Talking about someone’s ability

Can (aff) pg 67 I can sing well. She can dance jazz.

Can /ə /

Talents job activities

Correcting information about someone’s ability

Can’t (neg) pg 67 She can’t speak French Can’t /ǽ/

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/

Guessing someone’s ability Responding quickly

Questions with Can (Yes/ No and short answers)

Can he swim? Yes, he can/ No he can’t

Athletic Surf Ice-skate Mechanical Finding a person’s ability Wh- questions with Can What can he do?

Professions Asking and giving information about professions

What do you do? Pg 50 ( As an expression) Verb to be+ professions

What do you do? I’m a chef

professions Professions

Task 3. Oral (4 ss) You are working for “Opinions S.A.” This company is carrying out a survey on job satisfaction in Iztacala. Interview four people in your group or in a different group

Na

me

Wo

rk

pla

ce

Pro

fess

ion

Opin

ion

SS will not report. They will use this information for a task in the next session

Work places Asking and giving information about the place you work in

Where do you work? ( As an expression) In + work place Pg 51, 52

Where do you work? In a bank

Hotel, hospital Bank, hospital, hotel,

university, office, store, factory

Opinions about jobs Asking for and giving opinions about your job

How do you like your job? ( As an expression) Adjectives pg 53

How do you like your job? It’s exciting, it’s easy...

Adjectives Boring, exciting ( / ŋ / at the end of the words)

Job descriptions



Review last session, check homework

Objective : The students will be able to give information in present about themselves and others

2

People’s general information

Giving information about someone else

Simple present affirmative (he, she it) Regular verbs Pg 37

My sister lives in Cancún. -s endings /s/ /z/

Live, work, play, act, studies, watches,

teaches

Task 4 Oral (in pairs) Report task 3. Example: Jacob works in an office, he is an employee. He likes his job a lot.

Simple present affirmative (he, she it) Irregular verbs Pg 38

She has two children -s endings /s/ /z/ /ız/

Has, goes, does,

Making corrections Simple present negative (he, she, it) Pg 37

The train doesn’t stop near our house, / He doesn’t work downtown.

doesn’t Transportation, daily routines,

days of the week, life styles,

Giving personal information Simple present affirmative (I, you , we, they) Pg 37

I study Psychology study

Making corrections/precisions

Simple present negative (I, you, we, they) Pg 37

I don’t live far from here. don’t

Contrasting/comparing someone’s information with yours

Simple present affirmative and negative (he, she it, I, you, we, they) Pg 37

My brother studies French and I study English

But, and Conjunctions: but / and

Habits and routines

Describing one’s routines Simp pres aff (I, you , we, they)

I go to the gym on Wednesday Days of the week

Daily routines. Days of the week

Task 5. Oral (group) Your teacher wants to give you an extra class at university during the week. You have to get at least 6 classmates interested in this class. Find out the most appropriate day and time for the class. Use the formula... I can take the class on Monday at five, and you? -I can’t. I go to school ... At the end of the survey, report to the class.

Habits and routines

Comparing routines in the group

Simp pres aff and neg (he, she it, I, you, we, they) Conjunctions: but / and

We get up at 6:30 am and Luisa gets up at 7 am

The time The time, daily routines

Habits and routines (The time)

Describing another person’s routines

Simple pres aff (he, she it) Reg and irreg verbs Prep (at) Pg 40

She gets up at 6:00 0’clock

Parts of the day

The time , transportation, daily routines

days, parts of the day

Habits and routines (Parts of the day)

Simple pres aff (he, she it) Reg and irreg verbs Prep (in, at) Pg 40

She goes to school in the morning

Habits and routines (Days of the week)

Saying what someone does during the week

Simple pres aff (he, she it) Reg and irreg verbs Prep (on) Pg 40

She goes to the gym on Monday Days of the week, the time, parts of the day

Habits and routines

Correcting the information given

Sim pres neg (he, she, it) Preps in, on, at Pg 40

She doesn’t study E. on Saturdays



Review last session, check homework Midterm exam: Writing (13:30hrs)

Objective: The students will be able to ask questions about general information and habits in present

3 Habits and general information in questions

Asking and answering questions about routines and general information

Simple present Yes/ no questions and short answers (I, you, we, they)

Do you get up early on weekends? Yes, I get up early/ Yes, I do / No, I don’t

Raising intonation in questions does

Transportation, daily routines,

days of the week, life styles,

time expressions,

Task 6. Oral (4 people) Your teacher will invite a friend from England to come to Mexico. But the teacher can’t see him in the mornings from Monday to Thursday. Find out about the guest’s habits and routines and who can be with him these days from 8 to 12. One student plays the role of the teacher; another one plays the role of the guest.

Simple present Yes/ no questions and short answers (he, she, it) Wh.questions

Do you have brothers? What does he do? How does he like his job? Pg 52, 53

Does he have lunch at noon? Yes, he has lunch at noon/ Yes, he does. / No, he doesn’t.

Simple present Wh- questions (I, you, we, they)

When do you drive to work?

wh- questions wh- question words

Simple present Wh- questions (he, she, it)

What time does he have lunch?

Task 7 Written/oral (groups) You are part of a team in marketing, to launch a new product you have to carry out a survey to know the market needs. 1. Prepare the survey: write some questions. 2. Carry out the survey in your class. 3. Report the results.



Review last session. Check homework Give results and feedback (9:00hrs). Midterm exam: Speaking (12 :00hrs)

Objective: The students will be able to ask and give information about existence

4

General information Asking and giving information about your apartment

Simple present Yes/ no questions and short answers

Do you live in an apartment? Yes, I do / No, I don’t. Does the house have a yard? Yes, it does/ No, it doesn’t.

apartment

Places in houses and apartments, furniture (bookcase, lamps, rug…) Some, any (only as vocabulary) Prepositions of place: in, on…

Task 7a. Written. (Individually) You have a room for rent. Describe this room in detail and place an advertisement in “compartodepa.com”

Existence: places to live and rooms in a house.

Describing existence of objects in a house.

There is /there are (aff) There’s a bed in the room. There are some chairs in the kitchen.

There’s (contraction) Bathroom, pictures, furniture floor words with th /Ө/ / đ/

Describing lack of existence of objects in a house.

There is/ there are (neg) There is no sofa in the bedroom. There isn’t a table in the kitchen/ There aren’t any computers.

Asking for the existence of objects in a house

There is/ there are (yes/no questions and short answers)

Are there pictures on the wall? No, there aren’t.

Task 7b. (In pairs) A: You want to rent an apartment. After reading some advertisements choose the best option. Get more information about the apartment. B: Someone is interested in renting the apartment. Answer his/ her questions. Give details of the location of the apartment to convince him/her.

Places and the surroundings.

Asking and giving description of places and the surrounding area.

There is/ there are (aff, neg, questions)

There is a metro station near the apartment. There aren’t any supermarkets. Is there any bar near there?

Stores and other places in the city. Basic adverbs of location.



Review last session, check homework

Objective: Ss will be able to ask and give directions to get to a place.

5

Places: Things you can do there.

Describing possible activities at a place.

Can for possibilities You can buy aspirins at the drugstore.

Can Department store drugstore

Stores and other places, things you can get at those places.

TASK 6. Written. The DF government is creating recreation areas and is receiving proposals. The best 3 will be built. Describe your ideal place and the things you can do there.

Places: Locations and directions to get to them.

Locating a place

Prepositions of place (location)

Sb p. 88 Wb. 74, 75.

The bank is across from the park

Between, on the corner of

Stores and other places, prepositions, tourist attractions

TASK 7. Oral. Recommend to your non-FESI students (those who only study English there) a good place to eat in the surroundings of the school.

Giving directions

Imperatives

Sb. p. 90 Wb. p. 77

Walk down the 5th Avenue.

It’s on the left. Turn right

Prepositions, verbs to give directions.

TASK 8. Oral. Student A: You’re a tourist in the DF and you want to visit the most important places at downtown, Ask the information personnel. Student B: You work at the information desk in Bellas Artes. Recommend 3 important places at downtown and tell the tourist how to get there.

Asking for places.

Useful questions to ask for places and addresses.

Wb. p. 76 Sb. p. 89, 90

How do I get to…? Where is …? Is there a …? Is it near/ far from her?

Near here there

Places, streets, avenues… Adjectives: near, far.



Review last session. Check homework

Give results and feedback (9:00hrs). Midterm exam: Speaking (12 :00hrs)

Objective : The students will ask and give information about their needs about food. They’ll talk about the frequency on their routines and habits

6

Food (In general) Mass nouns

Naming food Nouns in general Eggs/milk

Lemonade Sandwiches Cookies Fruit Mayonnaise vegetables

Food

Task Oral You want to celebrate one of the classmate’s birthday, but you only collected $100 pesos for a picnic in the garden at university. You can bring some food and drinks. Find out this classmate’s likes and dislikes. Find out what everybody can bring and make a list.

Quantity in general Asking /answering questions about food

Some / any Do we need any eggs? Let’s get some eggs.

Food (count, non count nouns) Conjunctions: but/ and

Specific quantity Asking/giving specific quantity of food

Count, non count, specific and general nouns

An egg eggs/ Bread, milk I’m eating an egg/ Eggs are good for you.

Possession/need Exchanging information on possession or need

Have –possession (aff, neg, questions)

☺ + have/ has + some +

noun

☺+ don’t /doesn’t + have

+ any + noun Do/ does +☺+ have+ any+ noun+?

We have some chicken in the fridge. We don’t have any cheese. Do we need any bread?

Have don’t _have (linking) sentence stress

Habits and general information on sports

Exchanging information about your routines on sports

wh- question words Wh- questions in simple present

What sports do you play? Where do you play?

sports ( /s/ at the beginning of a word)

Sports Go + verb+ ing ( go swimming)

Frequency in habits

Talking about frequent actions

Frequency adverbs I never eat meat Frequency adverbs

Frequency adverbs

Exchanging information about someone’s habits

Questions with frequency adverbs

Do you ever drink milk? What do you usually have for breakfast

Intonation Meals



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

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!



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

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