vl3 summary report may 2012
TRANSCRIPT
• Scenarios translations from Spanish to English• Additional relevant vocabulary• Close examination of English Next textbooks by Hueber, and other
sources• Charts comparing A1, A2, and B1 of VL3 and English Next• Examination of the Common European Framework of Reference for
Languages (CEFR)• Chart outlining what the CEFR expects at each level A1-C2• Dr. Glearning work shop• Dr. Glearning activities for A1 and A2• Pop-ups for A1 and A2• English grammars started
What’s been done:
English Next A1, A2 and B1 by Hueber
Comparisons
A1 Comparison Chart
Key: Subjects that are missing from VL3 but are present in English Next Subjects that are present in VL3 but not in English Next Vocabulary present in both VL3 and English Next but are found in different sections within A1 Grammar present in both VL3 and English Next but are found in different sections within A1 Subjects in both VL3 and English Next but are found in different sections of A2 or B1
VL3
English Next A1 Textbook
Context 1: Hello, how are you?
Vocabulary Greetings and leave-taking Expressions of courtesy Introducing yourself and others Saying where you are from and asking others Say and ask where people live “How are you?” and responses People around us (friend, person, etc.)
Unit 1: My English class
Vocabulary Greetings and leave takings Expressions of courtesy Introducing yourself and others Saying where you are from and asking others
Grammar Simple present of verb to be Personal pronouns ( I, my, you, your, we, our) Contractions (I’m) Questions and short answers Singular and plural nouns (student students, etc.)
Grammar Simple present form of the verb to be and to live Question words (who, what, where…) and short
answers Contractions (I’m)
Unit 2: Friends and colleagues
Vocabulary “How are you?” and responses Say and ask where people live Say and ask what people do How to ask for help Say what people can do/are able to do Numbers 1-20 Pronounciation of vowels a, e, i, o, and u
Grammar Simple present The verb to be able (can) Verbal expression: to be able to/can Articles (a, an) More pronouns (she, her, he, his, they, their) Verbs in 3rd person singular
Context 2: What do you have to do today?
Vocabulary Activities in the classroom Days of the week Daily activities
Unit 3: A matter of taste
Vocabulary Food and drink Colours Numbers 1-100 Days of the week Say what you like and what you don’t like to
eat/drink
A2 Comparison Chart Key:
Subjects that are missing from VL3 but are present in English Next Subjects that are present in VL3 but not in English Next Vocabulary present in both VL3 and English Next but are found in different sections within A2 Grammar present in both VL3 and English Next but are found in different sections within A2 Subjects in both VL3 and English Next but are found in different sections of A1 or B1
VL3
English Next A2 Textbook
Context 1: The family
Vocabulary Members of the family Descriptive adjectives with the verb to be
Unit 1: Old friends and new
Vocabulary Spell your name Describing appearance and personal
characteristics, nationality, etc. Hobbies and interests, family and work life Paying compliments to people
Grammar Questions with to be and to do (“Is she…?” “Does he…?”)
Present progressive with learning Conditional expression: would like (to)
Grammar Practice with the present and future tenses Brief introduction to comparative adjectives
Unit 2: Destinations
Vocabulary Travel experience and airport words Countries and places to travel Going on holiday Making accommodations Numbers (flight numbers etc.)
Grammar Present perfect with “ever” and “never” Simple preterit Simple conditional and contractions (I’d like
a(n)/to…) Adverbs of manner (the light blue suitcase, the
hard plastic binder…) Context 2: Things from the past
Vocabulary More on the family Unit 3: Food for friends
Vocabulary Food and drink, ordering food Recommend and describe restaurants Quantities and numbers (a bottle of, 2 cups of…) Reading recipes, making shopping lists Going to a party
Grammar “some” vs. “any” “much” vs. “many” “a lot” vs. “a few” Imperatives from recipe (add 2 tsps…)
CEFR
Examination of the Common European Framework of Reference for Languages (CEFR)
Chart outlining what the CEFR expects at each level A1-C2o Detailed outline of what is expected of
a language learner in understanding/comprehension; speaking/production; and reading/writing, at each of the 6 levels
CEFR Comparison Chart
Main Goals of the CEFR
To promote plurilingualism, better communication, and closer cooperation between European countries, so that it may not only assist with education, culture and science, but also trade and industry
To ensure that a standard of teaching languages is met in all European nations so that all people may have equal access to effective means of acquiring knowledge of the languages required for everyday like
To prevent discrimination and marginalization of those lacking the necessary communication skills, and to promote tolerance and acceptance amongst Europeans
To understand that language learning is a life-long task
A1
Comprehension and Understanding
Can understand, recognize and use familiar everyday expressions and very basic phrases concerning him/herself, their family and immediate concrete surroundings when people speak slowly and clearly
Can link words or groups of words with very basic linear connectors like ‘and’ or ‘then’ Can follow speech which is very slow and carefully articulated, with long pauses for him/her to assimilate meaning Can understand instructions addressed carefully and slowly to him/her and follow short, simple directions Can ask people for things, and give people things Can handle numbers, quantities, cost and time Can indicate time by such phrases as next week, last Friday, in November, three o’clock
Production and Speaking
Can introduce him/herself and others and use basic greeting and leave-taking expressions Can ask how people are Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help; communication is totally dependent on repetition, rephrasing
and repair Can ask and answer simple questions about personal details such as where he/she lives, people he/she knows and things he/she has Can produce simple mainly isolated phrases about people and places Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair
communication Shows only limited control of a few simple grammatical structures and sentence patterns in a memorized repertoire
Reading and Writing
Can understand and write familiar names, words and very simple sentences, in common, everyday situations Can fill in forms with personal details, for example entering name, date of birth, age, nationality and address on a hotel registration form Can read and understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required Can read and follow short, simple written directions (e.g. to go from X to Y) Can ask for or pass on personal details in written form Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire
A2
Comprehension and Understanding
Can understand sentences and frequently used vocabulary and expressions related to areas of most immediate relevance Can deal with practical everyday demands such as travel, lodgings, eating and shopping Can give and follow simple directions and instructions, e.g. explain how to get somewhere Can catch the main point in short, clear, simple messages and announcements Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated Can understand enough to manage simple, routine tasks without undue effort, asking for repetition when he/she does not understand Can make and respond to suggestions Can ask for and provide everyday goods and services Can give and receive information about quantities, numbers, prices, etc. Can make simple purchases by stating what is wanted and asking the price
Production and Speaking
Can use simple everyday polite forms of greeting and address Can establish social contact: greetings and farewells; introductions; giving thanks Can make and respond to invitations, suggestions and apologies Can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations Can order a meal Can ask for and provide personal information
Pop-UpsA1 - Context 1: Hello, how are you? Machine: Hello! How are you?
Pop-up: Greet the avatar! Tell her how you are today. Try “I’m good” or “I am fine, thanks.” Then, ask her how she is!Student: Hi/hello! I am fine, how are you?Machine: Good, thanks. What’s your name?
Pop-up: Tell the avatar your name! Try “My name is…”/ “My name’s…”Student: My name is David.Machine: It’s nice to meet you, David! I’m Lauren.
Pop-up: Use an expression of courtesy. Try “It’s great to meet you” or “I’m pleased to meet you”Student: It is a pleasure to meet you, Lauren.Machine: What is your last name, David? My last name is Turner.
Pop-up: Tell the avatar your last name! For example: “My last name is Smith”Student: My last name is Perez.Machine: Where are you from, David Perez?
Pop-up: Tell the avatar where you are from in a full sentence. Then ask where she is from in return. For example: “I am from Belgium. Where are you from?” Student: I am from Columbia. Where are you from?Machine: I come from the United States, but I live in Canada. Where do you live?
Pop-up: Tell the avatar where you live. Start with “I live in…”Student: I live in Canada too.Machine: Very interesting! See you later.
Pop-up: Use a leave-taking expression. Try “Goodbye” or “See you later”Student: See you later/goodbye.
Dr. Glearning
To be or not to beQuiz (10 activities)
I'm from Germany but Laura _______ from Germany. She ____ from France.a)Is / areb)Isn’t / isc)Am / ’md)Am / is
Who am I?Visual (10 activities)
Hello, I am ___________ and I am president of ___________ .a)Celine Dion / Canadab)Gandhi / Indiac)Barack Obama / The United States
Activity Description A1 Context 1: Hello, how are you?In this course you will learn about expressions of courtesy and common greetings, and find out where others are from.
Dr. Glearning
Activity Description A2 Context 2: What do you have to do today?In this course you will learn to use the verb 'to have' with activities of daily life.
I have to…Linguistic (10 activities)
Mr. and Mrs. Smith have to ..._ _ _ _ _ _ _ _ _ _ (go shopping)
Wants and NeedsQuiz (10 activities)
Carmen has to write an exam in 2 days. She ...a)Needs to eatb)Wants to go shoppingc)Wants to go to the doctord)Needs to study
Dr. GlearningActivity Description A1 context 3: Life and Times
Learn about professions and careers, personal and physical characteristics, and telling time.
What do You See? Linguistic (10 activities)
Joanna works in a courthouse. She is a ... _ _ _ _ _ _ (lawyer)
Telling TimeVisual (10 activities)
Look at the pictures. What time is it?a)12 noonb)7 amc)5:15 in the afternoond)8 pm
AttributesLinguistic (10 activities)
Describe the physical trait: Helen will never change her hair. She is forever ..._ _ _ _ _ _ (blonde)
On the Agenda
• Continue with pop-ups for B1• Continue to add vocabulary• Begin grammar for each context• Revise existing Dr. Glearning activities and create new
ones