Welcome to this class!! I hope you enjoy this blog and take advantage of it.
Course presentation
GENERAL OBJECTIVE FOR LEVEL 4
ESCALA GLOBAL
- Es capaz de comprender los puntos principales de textos claros y en lengua estándar si tratan sobre cuestiones que le son conocidas, ya sea en situaciones de trabajo, de estudio o de ocio.
- Sabe desenvolverse en la mayor parte de las situaciones que pueden surgir durante un viaje por zonas donde se utiliza la lengua.
- Es capaz de producir textos sencillos y coherentes sobre temas que le son familiares o en los que tiene un interés personal.
- Puede describir experiencias, acontecimientos, deseos y aspiraciones, así como justificar brevemente sus opiniones o explicar sus planes.
- Dispone de suficientes elementos lingüísticos como para describir situaciones imprescindibles, para explicar los puntos principales de una idea o un problema con razonable precisión y para expresar pensamientos sobre temas abstractos o culturales, tales como la música y las películas.
- Dispone de suficientes elementos lingüísticos como para desenvolverse y suficiente vocabulario como para expresarse con algunas dudas y circunloquios sobre temas como la familia, aficiones e intereses, trabajo, viajes y hechos de actualidad, pero las limitaciones léxicas provocan repeticiones e incluso, a veces, dificultades en la formulación.
Some topics we will work during this level 4:
Common European Framework
Why are you interested in studying English?
What are your expectations with the course?
Project Work
Task based learning
Genre based instruction
PROJECT WORK:
FIRST STAGE
1. Look for a topic that insterests you
2. State some questions about the topic: What woould you like to know about it? How? Why?
3. Share what you found about the topic with the class.
4. Decide how to work: in groups or individually.
SECOND STAGE
Reading and Analizing the Information:
1. Recognize the genre of your text (investigation report, information report, newspaper report).
2. Recognize the parts of your text: do annotations on the margins
Reports Samples
Information report:
Endangered Animals
· Heading: denotes topic
· Introduction: introduce animal, name family
· Description of appearance: colour, size, interesting body features,
· Description of habitat: description of place & country
· Description of diet: food, eating habits & how the animal catches food
· Interesting fact/s: unique
· Why they are extinct eg loss of food, habitat, introduced species
Investigation Report
§ Heading: denotes the topic and should include a question.
§ Introduction (macro-theme): may include a definition and outlines the purpose.
§ Outline the Problem/ Concern: provide skeleton outline of the problem.
§ Investigation Procedure: describe the procedure for gathering the data.
§ Findings: describe the results of the investigation.
§ Solutions/ Recommendations
§ Conclusion: restate the question and call for action.
Bibliography: references made to information sources throughout text with standard bibliography attached to the end of the report
3. Orgnize the specific/common vocabulary of your text:
- Highlight or underline the vocabulary.
- Make a glossary: look for definitions in English. These dictionaries may help you:
4. Read and analyze the information again: as you read the papers you are going to use for the project, highlight, underline and do annotations on margins of your papers.
5. Organize and classify the information with a graphic organizer:
- According to the type of text you have, choose the graphic organizer that best classify the information of your paper.
These are some samples of graphic organizers:
Take a look at the following sites to know how to write an outline:
August 30, 2013
Diagnosis
Let's talk about
Explore blog tools
Listening Activity
1. Listen to the following aconversation about a man´s daily schedule
2. Answer the questions
September 6, 2013
Warm up
Let's sing in English
What families around the world eat each week
Reding Activity
Read and listen the book about Food Around the World
Ask to your classmates and answer the following questions:
1. What's your favorite type of food?
2. Why do you like that type of food?
3. What food can't you stand?
4. What strange food have you tried?
5. What's your favorite restaurant?
Vocabulary: Tastes and textures
Food and drinks
Grammar: too/(not)... enough/really/very
Vocabulary: containers
Grammar:
Listening activity:
Answer the following questions:
1. According to the speaker food is .....
2. The tastiest food in the world is .....
3. I'ts great that countries have so many ___________ ___________
4. Why should we be careful about whta we eat?
5. What should we do in the future?
Speaking topics:
Present your favorite dish: describre its properties and qualities.
Describe your favorite recipe
Food problems in the world
Food and health
Food and diets
Recipes
Cooking Verbs
PROJECT WORK:
FIRST STAGE
1. Look for a topic that insterests you
2. State some questions about the topic: What woould you like to know about it? How? Why?
3. Share what you found about the topic with the class.
4. Decide how to work: in groups or individually.
SECOND STAGE
Reading and Analizing the Information:
1. Recognize the genre of your text (investigation report, information report, newspaper report).
2. Recognize the parts of your text: do annotations on the margins
Reports Samples
Information report:
Endangered Animals
· Heading: denotes topic
·
Introduction:
introduce animal, name family
·
Description
of appearance: colour, size, interesting body features,
·
Description
of habitat: description of place & country
·
Description
of diet: food, eating habits & how the animal catches food
·
Interesting
fact/s: unique
·
Why
they are extinct eg loss of food, habitat, introduced species
Investigation Report
§ Heading:
denotes the topic and should include a question.
§ Introduction
(macro-theme):
may include a definition and outlines the purpose.
§
Outline the Problem/ Concern:
provide skeleton outline of the problem.
§
Investigation Procedure: describe the
procedure for gathering the data.
§
Findings: describe the results of the
investigation.
§
Solutions/ Recommendations
§
Conclusion: restate the
question and call for action.
Bibliography: references made to information sources throughout
text with standard bibliography attached to the end of the report
3. Orgnize the specific/common vocabulary of your text:
- Highlight or underline the vocabulary.
- Make a glossary: look for definitions in English. These dictionaries may help you:
4. Read and analyze the information again: as you read the papers you are going to use for the project, highlight, underline and do annotations on margins of your papers.
5. Organize and classify the information with a graphic organizer:
- According to the type of text you have, choose the graphic organizer that best classify the information of your paper.
These are some samples of graphic organizers:
Take a look at the following sites to know how to write an outline:
FOOD
Videos:
INNOVATION
What is innovation?
Videos:
Watch your day in 2020
The history of technology in education
Grammar
What’s your favourite gadget?
| Name | Favourite Gadget. | Reason. |
| 1. | ||
| 2. | ||
| 3. | ||
| 4. | ||
| 5. | ||
| 6. | ||
| 7. | ||
| 8. | ||
| 9. | ||
| 10. |
- Look at the results from your class survey. What’s the most popular gadget?
- Do you agree with your classmates? Why / why not?
Reading: Inspector Gadget
Before reading the text discuss these questions with a partner or small group. Make a note of your answers.
1. What is your favourite gadget at the moment and what does it do?
2. How has it changed your day-to-day life?
3. What would your life be like without it?
4. Do lots of your friends have similar things?
5. What do you think the next big thing will be or what would you like to get next?
6. Do we need gadgets?
Now read the text and see how your answers are different or similar to Collin’s answers.
Before reading the text discuss these questions with a partner or small group. Make a note of your answers.
1. What is your favourite gadget at the moment and what does it do?
2. How has it changed your day-to-day life?
3. What would your life be like without it?
4. Do lots of your friends have similar things?
5. What do you think the next big thing will be or what would you like to get next?
6. Do we need gadgets?
Now read the text and see how your answers are different or similar to Collin’s answers.
Inspector gadget
Take a photo, talk to your friend, play games and download PowerPoints for your university course - all with one gadget! The new generation are using gadgets for everything. We interviewed Colin a first year student at Huddersfield about his favourite gadget. What is your favourite gadget at the moment and what does it do? At the moment I am using my phone for everything. It acts like a USB so I can put files on it like PowerPoints. I can download MP3s, video clips, Sky headlines, business reports, the weather and even trailers for films. I can also find the nearest café with its GPS (Global Positioning System) function or get road directions. Or I can type in my postcode and get directions to someone else’s house with their postcode. I get business news sent to my phone every morning so I can go into my lecture and blag that I know what’s going on. How has it changed your day-to-day life? What would your life be like without it? Without my phone I wouldn’t be able to keep up with what’s happening as I don’t have a TV (due to the licence cost). I also don’t know my way round Huddersfield very well and I can use it to find the nearest cash point to me or find the cinema is and what’s on. Do lots of your friends have similar things? My phone seems popular with most of my friends – a top of the range 3G phone. What do you think the next big thing will be or what would you like to get next? In Oxford they are developing a 3G system where you can watch TV live on your phone. When analogue TV is switched off in the UK and everyone moves to digital they will be able to broadcast. I would like to have radio on my phone too. It is on a lot of the simpler cheaper phones and my brother and sister have it on theirs. I would also like a flash for when I am filming. Do we need gadgets?
Other people’s views
As we discovered in the interview, Colin finds his phone really useful to keep him up-to-date. However, as Dan says, ‘He could always read the newspaper… I can see it has its uses but I wouldn’t generally need it. Advertising tries to convince you it’s essential to your life, but we did survive before.’ Kate has a phone that can tell her where the nearest takeaway is, ‘I only used it once to see if it works but don’t use it as I know my area. I can see how it could be useful but I just want to use my phone to ring people and text.’ Such sophisticated gadgets obviously don’t appeal to everyone but for many it’s become a necessity. |
COOL-HIGH-TEC-GADGETS
ACTIVITY:
Chose one of the gadgets you liked from the site: COOL-HIGH-TEC-GADGETS
Describe its appearance, features, functions, and give your personal opinion about its utility.
Describe how life was before this gadget and how it is now with the gadget.
ACTIVITY:
Chose one of the gadgets you liked from the site: COOL-HIGH-TEC-GADGETS
Describe its appearance, features, functions, and give your personal opinion about its utility.
Describe how life was before this gadget and how it is now with the gadget.
COHERENCE AND COHESION
Writing tools
Cohesive devices
More cohesive devices
Exercises:
Connect the sentences with and, or, because, but, so
Write the appropriate connector
Connectors I
Connectors II
Subordinating conjunctions
Basic subordinating conjunctions
Diverse connectors
ALTHOUGH VS BECAUSE
Esl-flow exercises: connectors and texts
Connectors used in a descriptive text
Connectors used in an opinion text
Paragraph outlines and connectors
Movie segments to practice connectors
TOPIC: Nature - Natural disasters - weather - development plans
Grammar:
Future with WILL
Future with GOING TO
Modals of possibility May - Might - will
May or Might
May and Might
Exercises
Videos: Modal verbs
Natural disasters
Environmental problems
Environment activities
Cities of the future
Board Game: Will vs Going to
Review:
Narrating in English
Simple past
HOMEWORK
Writing tools
Cohesive devices
More cohesive devices
Exercises:
Connect the sentences with and, or, because, but, so
Write the appropriate connector
Connectors I
Connectors II
Subordinating conjunctions
Basic subordinating conjunctions
Diverse connectors
ALTHOUGH VS BECAUSE
Esl-flow exercises: connectors and texts
Connectors used in a descriptive text
Connectors used in an opinion text
Paragraph outlines and connectors
Movie segments to practice connectors
TOPIC: Nature - Natural disasters - weather - development plans
Grammar:
Future with WILL
Future with GOING TO
Modals of possibility May - Might - will
May or Might
May and Might
Exercises
Natural disasters
Environmental problems
Environment activities
Cities of the future
Board Game: Will vs Going to
Review:
Narrating in English
Simple past
HOMEWORK
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