Unit 14

MATEO MEJIAWORKSHEET – UNIT 14

Task 1 – Why do teachers plan their lessons?

Creates a fixed more teacher centered lesson. It’s also difficult for teacher to conduct a class without planning.

Task 2 – Explain why planning is important.

Planning is important because it helps the teacher outline clear learning objectives for the day’s lesson.  I helps the teacher stay focused on the lesson and it helps to keep track of all the activities done I class.

Task 3 – Plan a straight arrow ESA lesson from the materials towards the end of unit 14 (Unit 14, task 3 materials).  The materials are entitled Where have you been.

Date - time	June 12, 2009
Teacher:	Marcos Blass	Room:	212
Number of students	16	Level	Intermediate
Teaching aids	Power point, internet, book, blackboard
Objectives	Students have to be able to tell other where have they been using the correct tense and pronunciation.
Personal Aims	Encourage students to verbally participate in class. Full understanding of the subject.
Anticipated Problems (students)	Lack of interest, lack of participation. Lack of understanding of the subject	Solutions	Use as many aids as possible. Make the students feel confident.
Anticipated Problems (teacher)	Lack of interest, lack of participation.	Solutions	Use as many aids as possible. Make the students feel confident
Procedure			Phase	Timing	Interaction
Start conversation by telling students were I have been.			Engage	5 min	T
Relate the places the teacher has been with the places the students have been in the form of yes/no question			Engage	2 min	T - S
Start asking the most advanced students were have they been			Engage	3 min	T - S
Right down all the were I have been expressions mentioned in class on the board and explain them.			Engage	5 min	T - S
Ask all students were they have been			Engage	5 min	T - S
Explain the basic of the Present Perfect Simple			Study	5 min	T
Students research and build sentences about the places they have been			Study	5 min	S
Students practice orally			Study	5 min	S
“Were have you been” game			Activate	10 min	T - S

ENGAGE

The teacher begins the lesson telling the students were he was during previous hours, the day before, the week before and the month before. The teacher verbally expresses every single place he has visited in past time intervals and what happened in each moment so the students can relate to the lesson. The teacher begins by asking students if they were in the same paces as him. The students participate by saying were they have been. The basics of the expression are written on the board so all students can follow.

Study Teacher gives the basic of the “Present Perfect Simple” to the students. The students go on for themselves and list the places they have been the last hours, days, weeks etc. Using these places they proceed to build sentences with them using the correct grammar structure. The students practice the pronunciation of the sentences orally.

Activate A game is set in which each group describes one or two of famous places or moments in time. The other group of student has to find out what is the place or moment the other group is talking about.

 

Task 4 – Plan a patchwork style ESA lesson using the materials at the end of unit 14 (Unit 14, task 4 materials).  The materials are entitled Possibilities.

Date - time	June 12, 2009
Teacher:	Marcos Blass	Room:	212
Number of students	16	Level	Intermediate
Teaching aids	Power point, internet, book, blackboard
Objectives	Students have to be able to tell other where have they been using the correct tense and pronunciation.
Personal Aims	Encourage students to verbally participate in class. Full understanding of the subject.
Anticipated Problems (students)	Lack of interest, lack of participation. Lack of understanding of the subject	Solutions	Use as many aids as possible. Make the students feel confident.
Anticipated Problems (teacher)	Lack of interest, lack of participation.	Solutions	Use as many aids as possible. Make the students feel confident
Procedure			Phase	Timing	Interaction
Start conversation talking to students about things that might and may happen. Differentiate Might/may with events that Will happen.			Engage	5 min	T
Start asking the most advanced students were have they been			Engage	5 min	T - S
Right down Might/may I have been expressions mentioned in class on the board and explain them.			Engage	5 min	T - S
Explain the basics of the Might/May and expression of possibility			Study	5 min	T
Students research and build sentences about using expression of possibility			Study	5 min	S
Relate events you think Might/May happen with what the students think			Activate	5 min	T - S
Students practice orally			Study	5 min	S
Review the basics of the Might/May and expression of possibility grammatically and orally			Activate	10 min	T - S

Unit 13

WORKSHEET – UNIT 13

Task 1 – Why is the teaching of pronunciation important, but often neglected by teachers?

It is important because different types of pronunciation can give different meaning to a sentence. It is neglected because teachers lack the training and confidence to tackle this subject.

Task 2 – State, with a brief description, techniques that can be used to indicate intonation and stress:

The simplest technique is to draw a curved line over the sentence, with the highs in the line indicating the higher pitch and the lows a lower pitch.

Another method could be to underline the part of the sentence were the pitch has to go up or down in order to give the sentence the desired meaning.

Task 3 – For each of these sentences, give the meanings indicated by the

          i) rise/fall intonation pattern

          ii) fall/rise intonation pattern

a) I’m going to tell you a story.

            i) the person want to tell somebody else something important, a lesson.

            ii) the person want to tell a somebody a story to comfort them.

b) She’s not going out tonight, is she?

            i) Appears to be sure she is not going out tonight, but is in doubt.

            ii) is in disbelief she is going out, also shows she is concerned.

c) I don’t understand.

            i) Refusing to understand.

            ii) Doesn’t understand but want to learn.

d) Goodnight!

            i) Simply saying goodnight.

            ii) Leaving with a certain misdemeanor.

Task 4 – Say each of the following sentences and the underline the stressed syllables in each:

a) I know why he wanted to see you.

b) What’s the time?

c) Don’t forget to turn out the light!

d) It’s another beautiful day today.

Say each of the following sentences and the underline the unstressed syllables in each:

a) Once upon a time, there was an old woman…

b) In the light of the above statement, I shall abstain from voting.

c) Good morning. How can I help you?

d) I’m away for the rest of the week.

Task 5 – Make up a sentence similar to that in the example on page 7 of the unit, and explain its various possible meanings, when different words in it are stressed:

She wasn’t supposed to be here.

Somebody else was going to be here.

She wasn’t supposed to be here.

She is not welcomed where she is.

She wasn’t supposed to be here.

She was expected to do something else.

She wasn’t supposed to be here.

She is not welcomed where she is.

She wasn’t supposed to be here.

She was expected to be somewhere else.

Task 6 – How and why can a student’s pronunciation affect the quality of his/her communication?

Pronunciation in any language is key to understand the meaning of what you hear. Also having the correct pronunciation can help the student deliver his/her message more clearly to other people.

Task 7 – Indicate the major ways in which English sounds are joined and linked. Give your own examples:

Linking: Somerville MA = somville MA
Sound dropping: how are you doing = how you doin.
Sound changing: Sandwich – Sand witch
Extra lettering: yes = yeah

Task 8 – What are the benefits in students learning the phonemic alphabet?

They can look up a word in the dictionary and know how the word sounds.

Task 9 – Referring to the phonemic alphabet, transcribe the phonemic text at the end of the course unit into standard script:

Gary: Whats the matter Pete?
Pete: My arm hurts real bad
Gary: What have you been doing?
Pete: I've been playing too much golf
Gary: Have you seen the doctor about it?
Pete: No I haven't yet, do you think I should?
Gary: I would if I were you before it drops off
Pete: Thanks for your advice
Gary: No problem mate, any time
Pete: Catchya later
Gary: See ya

Unit 12

WORKSHEET – UNIT 12

MODAL AUXILIARY VERBS

Task 1 –Answer the questions on page 4 of the unit.

i) May I use your phone

ii) You must take an English course

iii) You could see a doctor about that cut on your arm

iv) You don't have to use that door

v) I will be at your house by 6 o'clock

vi) It must be Sally

vii) It can't be Mike

viii) He had to go home

ix) Each student must have a health certificate – it is different because it is an order and not a suggestion or something implied.

x)

I've got to go – implies a strong necessity to go somewhere.
I have to go – implies a necessity to go somewhere.
I should go – leaving is of medium importance.
I'm supposed to go – expected to go but it is not a necessity.
I'd better go – If he doesn’t go something unpleasant can happen to him.
I'd rather go – the person prefers to go than to stay.

Task 2 – Summarize what you learned when answering the questions on page 4.

Modals are used to add meaning to the main verb. That meaning can be one of necessity or politeness. Necessity implies the strength of the suggestion made.

Grammatically modals don’t change with the person and modals are followed by the verb in base form.

Task 3 – Identify the usage of each of the following modal verbs and give two activate stage teaching ideas for each, making sure that each teaching idea matches the usage of the example sentence. None of the teaching ideas should be the same:

a) May I use your toilet?

Polite request
Less than 50% certainty

Idea:

1 – Make a list of places where it is important to be very formal, construct a series of questions that would be appropriate with the given scenario.

2 – Role play some of the request.

b) Mathew might come to see you later.

Much less than 50% certainty
Rare polite requests

Idea:

1 – Make a list of things that might happen but seldom do.

2 – Each student has to read out loud the possible situation that could happen.

c) You really should stop smoking.

Advisory or moral obligation
90% certainty

Idea:

1 – Sit all students in a circle and have each student tell the student next to him something he “should” do.

2 – Have each student make a list of the things he “should”, the cause of them and have them say them out loud.

d) I must do my homework.

Obligation, prohibition

95% certainty or assumption

Idea:

1 – Have each student list out loud 5 things he “must” do everyday.

2 – have student list 5 things they “must” take every time the go on a trip.

e) Monkeys can’t swim

Inability / impossibility
Assumed impossibility

1 – Make a list of facts and have student deny each fact using “can” and “can’t”.

2 – Have one student request something from another student, them let them answer using “can” and “can’t”.

PASSIVE VOICE

Task 4 – How do we form the passive voice?

Auxiliary verb 'be' + past participle

Task 5 – Change the following from the active into the passive

(the first one has been done as an example):

A crocodile eats Henry – Henry is eaten by a crocodile.

A crocodile is eating Henry – Henry is being eaten by a crocodile.

A crocodile has eaten Henry – Henry has been eaten by a crocodile

A crocodile ate Henry – Henry was eaten by a crocodile

A crocodile was eating Henry – Henry was being eaten by a crocodile

A crocodile had eaten Henry – Henry had been eaten by a crocodile

A crocodile will eat Henry – Henry will be eaten by a crocodile

A crocodile is going to eat Henry – Henry will be being eaten by a crocodile

A crocodile will have eaten Henry – Henry will have been eaten by a crocodile

They have buried Henry (note that the agent isn’t important) – Henry has been buried

Task 6 – Change these active voice sentences into the passive voice. Only include the agent/doer if you think it is important or relevant to the meaning:

a) Farmers grow rice in India.

India is where rice grows

b) I will finish the report later.

The report will have been finished later

c) Scotland has never won the World Cup.

The world cup has never been won by Scotland

d) The American people elected George W. Bush.

George W. Bush was elected by the American people

e) Agatha Christie wrote ‘Murder on the Orient Express’.

Murder on the Orient Express' was written by Agatha Christie

Task 7 – State which tense the passive sentences below use and change them into the active voice (Bear in mind that even though the form is different for active and passive voice, the tense is the same).

a) I will be questioned by the police tomorrow.

Tense used: Future simple

Active voice version: The police are going to question me tomorrow

b) ‘E.T.’ was directed by Spielberg.

Tense used: Past simple

Active voice version: Steven Spielberg was the director of 'E.T.'

c) The Band’s new song hasn’t been released yet.

Tense used: Present perfect

Active voice version: The band hasn't released the song yet

d) The report is being prepared by Mrs. Smith.

Tense used: Present continuous

Active voice version: Mrs Smith is preparing the report

e) 1,000,000 pints of beer are consumed daily in Germany.

Tense used: Present simple

Active voice version: Every day in Germany 1,000,000 pints of beer are consumed

Task 8 – How would you explain the passive voice to a low level student using language they would understand? Give as much detail as possible of the study phase of this lesson.

In the active voice, the focus in the subject that performs the action in the sentence. In the passive voice the subject receives the action of a transitive verb. The passive is useful when the receiver of the action is more important than the performer of the action.

PHRASAL VERBS

Task 9 – State the three types of phrasal verbs, explaining how they are different from each other. Give two example sentences of your own for each one.

Type 1: intransitive they cannot be followed by a direct object.

Ex/: He didn’t show up

Type 2: Transitive separable, an object pronoun can only come between the verb and the particle.

Ex/:  She helped her to a glass of water

Type 3: Transitive inseparable, object phrase or pronoun come after the particle.

Ex/:  I got over it!!!

He will live!!

RELATIVE CLAUSES

Task 10 – State the difference between defining and non-defining relative clauses and give an example of each:

The information given in the defining relative clause is essential to the meaning of the sentence.

Ex/:

The woman next door passed yesterday.

Teller six gave me the wrong amount.

 The information given in the non - defining relative clause is not essential to the meaning of the sentence.

Ex/:

Christine, the woman next door, passed yesterday.

Charlie, teller six, gave me the wrong amount.

Unit 11

WORKSHEET – UNIT 11

Task 1 – What are the two productive skills?

Speaking and writing

Task 2 – Give a brief description of the differences between accuracy and fluency activities:

Accuracy is concentrated in producing the correct language.

Fluency on the other hand allows student to experiment and be creative with the language.

Task 3 – List 5 different speaking activities, giving an example activity of your own for each:

-         Drilling (Controlled activity): for a tough vocabulary lesson with long words, have the class repeat after you the desired words.

-         Guided role play (Creative communication): divide the class in pairs and have one student interview another student based on a current subject and employing a subject learned in class.

-         Free Role play (Creative communication): divide the class in pairs and have one student interview another student based on any subject he sees fit and employing a subject learned in class.

-         Discussions (Creative communication): start the dialogue describing a current event, have the student

-         Debates (Creative communication): divide the class in two groups; give a subject chosen randomly generally a hot issue with many arguments on both sides. Have each group of students defend each side of the argument.

Task 4 – Give examples of ways that the teacher can encourage students to speak and interact during a lesson:

-         Prepare materials in pair or groups.

-         Talk about current and interesting issues for the students.

-         Play games.

-         Drilling.

-         Controlled and guided activities.

Task 5 – List five ways, with short explanations, that a teacher can generate interest in a topic. Come up with ideas of your own:

-         Talk about current and interesting issues for the students, something in the news, gossip, anything to get their attention.

-         Talk about subjects student consider important. What does a student of a certain age find relevant and important?

-         Find the way the student will link the lesson with his regular speech. This is key, if the student doesn’t find the lesson relevant you will loose his attentions.

-         Prepare well the material and the lesson. Make the lesson have a coherent path that keeps the student involved.

-         Make the lesson interesting!! Play games, have fun!!

Task 6 – Give an example of an effective free-speaking activity and how it would fit into an ESA lesson plan, with as much detail as possible:

Language level: Intermediate

	ENGAGE The teacher begins the class by talking about a current subject, something interesting and of importance to the students. Asks the students for their opinion in the matter. Each students explains his/her idea and gives some supporting facts.
		Study The teacher divides the class in two groups depending on the side they take on the current issue. The students go on for themselves and research more on the subject. Each group of students coordinates an attack and a defense on the subject supported by the facts they just found.
		Activate The teacher acts as the moderator in the debate, ask questions and challenges the ideas of the groups of students without taking sides. Each groups present their point of view and finally the teacher decides who won the debate.

 

Task 7 – What additional issues does the teacher have to consider for a writing activity?

-         Main purpose of the activity and the goal he wants to achieve with it.

-         Vocabulary used, spelling of the main words, pronunciation.

-         How the lesson relates to a subject recently covered or how it serves as the basis for a future subject.

Task 8 – Think of five traditional games that could be adapted for the classroom and details of how you would use them (these games should not include any of those mentioned in the course unit):

- Hangman: Spelling game, excellent for learning parts of speech.

- Simon says: the best game for developing listening skills

- Scrabble: good for expanding vocabulary, using all know words and learning parts of speech.

- Word soup: good for expanding vocabulary, using all know words, should be complemented by having the student identify the parts of speech.

- Truth or dare: develop the game in and academicals way having the students either answer a funny question or take on a challenge from the day’s class.