Skills Booklet, Licenciatura en Linguistica del Idioma Ingles, USAC
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Transcript of Skills Booklet, Licenciatura en Linguistica del Idioma Ingles, USAC
Skills’ Booklet
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INTRODUCTION
“A teacher who loves learning earns the right and the ability to help others learn.” ― Ruth Beechick, An Easy Start in Arithmetic
Languages are generally taught and assessed in terms of the four skills: listening, speaking, reading, and writing. Listening and reading are known as “receptive” skills while speaking and writing are known as “productive” skills. All language learners will need to develop their skills in each of these areas, and their language classes should incorporate activities related to all these skills. Students from Licenciatura en Lingüística del Idioma Inglés, of Universidad de San Carlos de Guatemala, has produced a booklet with different activities practicing the four skills; listening, speaking, reading and writing. There are activities for each level; beginners, intermediate, and advanced level. Each activity contains description, level and resources needed. This booklet will be useful for teachers and students, everyone who is involved in teaching-learning process.
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INDEX
Student’s name 4 1. Reading Activities 5
1.1 Jason is ready to leave for school..................... 7 1.2 Material............................................................. 8 1.3 Setting and achieving your goals...................... 11 1.4 All for love......................................................... 13 1.5 Great pumpkin mystery..................................... 15 1.6 Read aloud and spot the differences................ 17 1.7 Remembering.................................................... 19 1.8 The story of blue jeans...................................... 22
2. Writing Activities 25 2.1 The fair.............................................................. 27 2.2 Teenagers......................................................... 28 2.3 School’s magazine............................................ 29 2.4 Soccer or basketball.......................................... 30 2.5 Interactive Writing............................................. 31 2.6 Using precise language..................................... 32 2.7 Joe’s blog.......................................................... 33 2.8 Writing activity................................................... 34
3. Speaking Activities 35 3.1 Talking about life events................................... 37 3.2 Picture cues...................................................... 38 3.3 Hide and speak................................................. 39 3.4 Best friends’ conversation starters.................... 40 3.5 Whodunit?......................................................... 42 3.6 Tell us................................................................ 44 3.7 Opening a new restaurant................................. 45 3.8 Popsicle up!....................................................... 46
4. Listening Activities 48 4.1 My gift................................................................ 50 4.2 Which one is it?................................................. 51 4.3 Eating out.......................................................... 52 4.4 Hotel Reservation....................................... ...... 53 4.5 Emergency call.................................................. 54 4.6 Tour of London.................................................. 55 4.7 John sees a UFO!............................................. 57 4.8 News radio........................................................ 58
References 59
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STUDENTS’ NAME
READING
WRITING
SPEAKING
LISTENING
Norma Luisa López Mejía 8415139 Raquel Rosales de Sosa 8716793 Elmer Adolfo Hernández Pérez 8750333 Rosario Delfina Pocón Talé 8814017 Dora Mérida Rosales 9050520 Mayra Eugenia Mendizábal Tuc 9220077 Ingrid Mariela Lucas Paz de Palomo 9311296 Mildred Amarilis Ordoñez Vallesteros
Jerssica Carolina Galiano Rodas 99818673 Johana Ivonne Illescas 200121298 Karla María Hernández Ramos 200514546 Nydia María González Ordoñez 200516610 Dorian Leonor de León Contreras 200613942 Mirza Paola Barrueto Valdez 200616702 Annie Ademia Suriano Gómez 200619967 Berly Mabelyn Arevalo Ortíz 200710764
Silda Nicté de León. 200722319 Diana Lorena Morales Ruíz 200918437 Ilse Fabiola Gómez Morales 200919090 Lilian Graciela Hidalgo Corado 200919694 Eva Beatriz Bolaños Miranda 200923282 Dinorha Lissette López Gómez 201015882 Wendy Roosmery Pérez Arana 201017629 Elí Asturias Cardona 201018140
Ada Gelsi Hernández Corado 201022980 Márilyn Patricia Véliz Castro 201023381 Felipe de Jesús Muñoz Soto 201024659 Emilia Irene López López 201116201 Sheyla Graciela Mateo Tum 201116982 Elmer Valle 201118199 Martha Lucía Ríos Calderón 201119103 Ana Elsa Ríos Calderón 201119104
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Reading
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ESL itself has been categorized into 4 main skills:
ü Listening ü Speaking ü Reading ü Writing
Providing different ways to acquire them will help us, in order to teach students how to improve and strengthen each and every one of them. Reading is one of the most important activities in life as students, without reading
we would not be able to acquire knowledge that is fundamental on intellectual
growth. Several steps are involved in reading and reading comprehension, oral
language and written context play a role in word recognition and in the ability to
construct meaning from print. Comprehension emerges from the interaction of
letter, sound, word meaning, grammatical and contextual processes, and a
reader´s prior knowledge.
The strategies one uses vary according to one’s purpose, including for example
whether one is reading for oneself only or for somebody else, such as reading to
answer comprehension questions, reading to perform for listeners including the
teacher and classmates, and much more.
For foreign language learners to read, they have to be prepared to use various
abilities and strategies they already possess for their reading experiences in their
native language. Researchers have established that the act of reading is a non –
linear process that is recursive and on text – dependent. .
Among the many definitions of reading that have arisen in recent decades, it is
considered the priori ideas as critical understanding of it.
Reading is a process undertaken to reduce uncertainty about meanings a text
conveys. Another is the knowledge, expectations, and strategies a reader uses to
uncover textual meaning, all play decisive roles, way the reader negotiates with the
texts meaning. Most texts are understood in different ways by different reader’s
culture, values and context.
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JASON IS GETTING READY TO LEAVE FOR SCHOOL
Skill: Reading comprehension
Level: Beginner
Objective: Comprehend the dialogue.
Description of procedure: 1. Student will read to the dialogue in silent.
2. Then students will read with the teacher.
3. Students will select the objects that are including in the dialogue.
4. Then teacher will check if the students are correct.
Resources:
Cd player, audio track, book and pencil
Mom Okay. Do you have everything? Jason Yes! Mom Do you have your folder? Jason Yes, I do? Mom Do you have your ruler? Jason Yes, Mom. Mom Do you have your dictionary? You have English today. Jason Yes! Mom Do you have your calculator? Jason Yes, Mom. I have everything. Bye! Mom Jason! Jason Yes. Mom You don’t have your pencil case. Jason Oh…thanks, Mom. Bye. See you later. Part 2: Comprehension. Put a check the things Jason’s mom asks about.
Ingrid Mariela Lucas
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MATERIALS Skill: Reading comprehension
Level: Beginner
Objective: Read and understand the passage and answer the
questions.
Description of procedure: 1- All the students have to read the passage silent.
2- The students read the passage together with the
teacher.
3- The students will answers the questions below.
Resources: Passagesphotocopies and pens.
A material is what something is made of. There are 5 basicmaterials. Most things
are made with these materials. Some things are made of metal. Some things are
made of glass. Some things are made of wood. Some things are made of cloth.
And some things are made of plastic. There are some other materials. But they are
not used as much as these 5 materials.
Let’s talk about metal first. Metal is very heavy. And it is very hard and strong. It
usually feels cool if you touch it. We use metal to make lots of things. We use it for
forks and knives. We use it for keys. We use it for cars. We use it for these things
because it is very strong.
Next, let’s talk about glass. Glass is very smooth. It feels cool to touch. It is not as
heavy as metal. It is hard. But it is not strong. It breaks very easily! Then why do
we use it? We use it because it is clear! You can see through glass! That’s why we
use it for windows. That’s also why we use it for glasses.
Now, let’s talk about wood. Wood is lighter than metal and glass. It is not as strong
as metal. But it is much stronger than glass. We use wood to make lots of things.
Things made from wood are usually light and hard and strong. Chairs and tables
are made from wood. Pencils are made from wood.
Now let’s talk about cloth. Cloth is very light. It is much lighter than wood. And it is
very soft. We use cloth to make lots of things. For example, it is used to make
clothing. And it is used to make blankets.
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Last, let’s talk about plastic. Plastic is also very light. But it is different from cloth.
Sometimes it issoft. And sometimes it is hard. Plastic can be used to make thin
plastic bags. These are light, soft, and strong. But plastic can also be used to make
bicycle helmets. These are light, hard, and strong. A helmet and a bag seem
different. But they are both made from plastic.
Questions:
1) Which sentence from the passage best describes the main idea?
A. "We use cloth to make lots of things." B. "Metal is very heavy." C. "There are 5 basic materials." D. "A helmet and a bag seem different."
2) According to the passage, which of these things is a material?
A. chairs B. clothing C. windows D. wood
3) According to the passage, how does glass feel?
A. smooth and cool B. warm and soft C. light and hard D. sharp and heavy
4) In paragraph 4, the passage says, “Wood is lighter than metal and glass.”
What is the main purposeof this sentence?
A. to explain something B. to recommend something C. to compare something D. to demonstrate something
5) Which material would you use if you wanted to make something that was
strong and very light?
A. plastic B. wood C. metal D. glass
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6) In this passage, the author talks about:
A. hard things first, then soft things B. heavy things first, then light things C. strong things first, then weak things D. cool things first, then warm things
Rosario Delfina Pocón Talé
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SETTING AND ACHIEVING YOUR GOALS
Skill: Reading
Level: Intermediate
Objective: Practice English by reading and understand it through
pronunciation.
Description of procedure:1. Student will read for skimming main ideas.
2. Student will read in pairs and share main ideas of
the reading.
3. Students will answer the questions on the reading.
4. In groups the students will dramatize the reading
forming groups of five.
Resources: Worksheets with the reading, pen, and students.
Read the article. Then read the article, after underline the letter of the answer that
correctly completes each sentence.
So you want to be more successful at work. You want to make changes to your
home and you’re still promising yourself that you’ll start to exercise. Does this
sound like you? If it does, then you may need help with setting and achieving
personal goals.
Why should you set actual goals? Here’s one reason: When you set clear goals,
you can watch your progress in achieving them, and you can feel proud when you
finally reach them. Each time you realize a dream, you feel better about yourself.
As you become more confident you’ll be able to achieve more difficult goals.
Here’s tip how to do it first, you need to decide what you want to do with your life,
identify your big dreams. Set a long-term plan for fulfilling your dreams. Then set
short-term goals that will help you take smaller steps to achieve your long-term
goal. For example, make plans for the next five years, one years, six months, etc.
You can even do the same thing for short-term goals. Just make smaller plans.
And here’s another tip. The results of one university study have shown that many
people are more motivated to reach a goal when another person is trying to meet
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the same or a similar goal. So if you need some extra help with meting your goals,
try finding a co-worker to share that work project with a friend to help you paint the
house, or workout partner to exercise with.
1. If you set goals for yourself, you____________________. a. can feel good when you reach them. b. might not need help achieving them. c. will become successful 2. After you have reached one goal, it’s easier to________________. a. decide on the next step. b. find a lifelong dream. c. achieve another goal. 3. If you want to achieve your goals, you should_______________. a. identify what you want to do. b.have a childhood dream. c. share your work projects. 4. According to the article, you should_____________first. a. set long-term goals b. set short-term goals c. reach a long term goal 5. After you set a goal you should_____________ a. identify your big dream- b. tell people about it c. plan small steps to achieve it.
Norma López
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ALL FOR LOVE
Skill: Reading
Level: Intermediate
Objective: Apply scanning strategy to comprehend pieces of reading for
classifying content of three different letters.
Description of procedure:
a) Explain students that an advice columnist (colloquially known in British English asagony aunt/uncle) is someone who gives advice to people who send letters to the newspaper telling her/him their problems.
b) Ask students if they have ever read letters that people send to an “agony aunt” columnist, or if they have ever sent one to that type of newspaper column.
c) Give students a copy with the pieces of reading. d) Explain students that the following three letters have all been sent to an agony aunt in a magazine, but the paragraphs are mixed up. e) Read them and classify which paragraphs are from each letter. f) Cut the paragraphs that belong to the same letter; put them in order and then paste them in your notebook. g) As a follow up activity students can choose one letter, and take the role of an agony aunt/uncle to write a reply giving a good advice. Resources: Photocopies of the pieces of reading Students’ notebooks Scissors Glue
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A I know you don’t get many letters from men but I felt I had to write because I’m at the end of my tether. The problem is my wife is very possessive, and it’s running our relationship.
C I think about him all the time and if I see him talking to other girls, I feel sick. He’s a very popular boy but I don’t think he’s got a girlfriend at the moment. B
The problem is, they always expect me to side with one of them and I don’t feel that I should support one against the other. I love them both equally and I think they should sort out their own problems Besides, I’ve got a lot to think about myself at the moment How can I deal with situation?
D I’m 26 and I’m getting married in a few months. I am, obviously, really happy and excited about this, but one thing is spoiling my happiness -‐ my patents.
E However, my wife does not believe that I’m not interested in any of them. I’ve told her that she is the only woman for me, but she wants me to stop going out with the people from work. I love my wife, but I don’t know if I can cope with these feelings. I spend as much time with her as I can, but I also enjoy socializing with my workmates. What can I do?
G I’m 15, I’ve just moved to a new school and I’ve got a huge crush on a boy in my class. The trouble is, he doesn’t even seem to notice that I exist.
F They argue all the time, about the most ridiculous things-‐ for example, whose turn it is to load the dishwasher, who should pay the electricity bill or what to have for dinner. I think they will probably end up getting a divorce.
I How can I get him to notice me? I’m too shy to start a conversation with him, and I can’t sit next to him in class because he always sits next to his best mate. Please help me. If I don’t get to go out with him, I’ll go mad!
H I work in a bank and I socialize quite often with the people I work with. Unfortunately, a lot of my work colleagues are single women. I enjoy their company and I get on very well with them, but they are just friends.
Raquel Rosales Pineda de Sosa
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GREAT PUMPKIN MYSTERY
Skill: Reading Level: Intermediate Objective: Apply knowledge and engage in readings to
analyze information, give opinions and interact in
the school environment.
Description of procedure:
Reading comprehension tasks focus on the meaning of the paragraph and draw
students’ attention to the target structure. As students read the high-interest
paragraphs, they encounter the form, meaning, and use of the grammar.
Resources: Newspaper article and pens.
Instructions: Read the following actual newspaper article.
CLARKSVILLE, Michigan – State Police in this western Michigan town are puzzled
over the disappearance of the Great Pumpkin.
It was the most gigantic pumpkin ever in this rural county –a 240- pound orange
monster that was seven feet around!
Until Monday, when the owners discovered the theft, the pumpkin was growing on
the most incredible vine in the garden – 100 feet long! Then suddenly, Mr. and Mrs.
Livingston couldn’t find their most extraordinary pumpkin.
“I can’t understand how they moved it!” said Mrs. Livingston. “It rained over the
weekend, but I can’t see any tire tracks. One man couldn’t lift it. No way. Especially
that kind of thing. The most difficult task is to get hold of it. And that’s not the least
of the problems. How do you push it into a truck? Impossible!”
Mr. Livingston, a 70-year-old electrician, was planning to take their most
remarkable pumpkin to a fall festival this weekend at the Clarksville School.
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A. Choose the correct answer. 1. Who discovered the theft? ⃝ a) The state police. b) Mr. and Mrs. Livingston c) A school teacher. 2. When did it rain? ⃝ 3. How many feet was the vine? ⃝ a) During the weekend. a) Two hundred and forty. b) All day Monday. b) One hundred. c) During the fall festival. c) Seventy 4. Where did the pumpkin disappear? ⃝ 5. What was the biggest problem for the thief? ⃝ a) At the Clarksville festival. a) To cut the pumpkin from the vine. b) In a large Michigan city. b) To find the tire tracks. c) In a rural county. c) To get hold of the pumpkin. B. Answer the following questions on the story. 1. What does Mr. Livingston do? ___________________________________________ 2. How much did the pumpkin weigh? _______________________________________ 3. How large was the pumpkin? ____________________________________________ 4. Where was the fall festival? _____________________________________________
Elmer Adolfo Hernandez Perez
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READ ALOUD AND SPOT THE DIFFERENCES Skill: This is done with a reading text and students read and listen.
Level: Advanced
Objective: Practice reading but they also practice speaking as well as
listening.
Description of procedure: In the example below, which is done in pairs, one
student reads a text aloud about one animal. The other student listens and reads a
text silently until he or she realizes there is a difference. This student informs the
partner of the difference in the text. Students write the differences on their texts,
and after each student has read aloud, they discuss the differences and decide
which information is correct. The teacher can provide the students with a new text
which has all the correct information. Students scan it to discover the correct
answers.
Resources: Worksheets, pens
Partners A and B
Partner “A” Reads Aloud Tigers are large carnivores of the dog family. They live in the forests of Asia. Their
yellow-orange fur has many purple stripes. Males may reach 3 meters in length
and weigh 290 kilograms. Tigers usually live alone. They can swim well, but cannot
climb well. Tigers usually hunt at noon. Many species of tigers are endangered
because people kill them to make medicines from their body parts and jackets from
their fur. Habitat destruction has also endangered them. Baby tigers are called
cubs. The average tiger lives sixty years
Partner “A” Reads Silently Lions are large carnivores of the cat family. They mostly live in the grassy plains of
Africa. The Roman lion used to live in many parts of Asia, but it is now endangered
because of hunting and overfishing. The male lion usually has a long, thick mane
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and may reach 2.7 meters in length and weigh 180 kilograms. Lions sometimes
live in large groups of up to 30 lions. Adult lions are called cubs. The average lion
lives fifteen years.
Dora Estela Merida Rosales
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REMEMBERING
Skill: Reading practice
Level: Advanced
Objective: a) Give a critical thinking, on the article
b) Answer questions about the paragraph
c) Write in the chart, related with the reading.
Description Procedures: 1. Read the paragraph:
- Volunteers read the paragraph aloud
- Project the story on the wall in prezzi or power point (if it is desired) *
2. Share oral ideas with a partner
- Students do pairs
- Give comments, opinions, agrees, and disagrees
3. Give a brainstorming about the article
- main ideas, key words, comments, opinions
4. .Write True or False for reading comprehension in pairs
- On a paper 4 questions about the paragraph and 5 minutes to answer
5. Write in the chart in pairs
- A list of main ideas
- Key words acrostic poem
- An opinion
- Pictures, images, drawings are necessary
6. Evaluation in pairs:
- A rubric
7. Resources or materials needed
- Copies of the article
- Copies of the rubric
- Copies of the questions
- Copies of the chart
- students
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- pen
- projector*
- lap top*
- images, draws
- markers, crayons
- glue and scissors
Instructions A. Read the excerpt from a textbook and complete the tasks that
follow. (5 pts.)
Why Is Reading in a Second Language sometimes Difficult?
Cross-cultural research shows that cultures have varying
attitudes about language in general and that these differences
are reflected in the printed word. As a result, the way ideas are
organized in expository writing (e.g., in essays) varies across
cultures. Originally called to our attention by Kaplan (1966),
this suggestion has inspired research in several different languages. Ostler, for
example, found that the patterns of expository writing in a language "reflect the
patterns valued in the native culture." Researchers have found significant
differences in text organization between English and the Korean, German,
Japanese, Arabic, and Athabaskan languages. It is logical to conclude from this
that when people read in a second language they comprehend best the texts that
meet their beliefs and expectations about the patterns of written language. To the
extent that the patterns in the text of a second language are different from those of
the first language, the reader is likely to have difficulty comprehending.
By George James
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Instruction B. Write next to each statement T (true) or F (false).
1. Texts such as essays have the same form in every language.
2. Different cultures have different ways of organizing texts.
3. When you read in a second language, you can find the same patterns as in
your first language.
4. It is easier to read in a language that has text patterns similar to those in
your first language.
Instruction D: Fill in the chart. Use images, pictures, drawings, crayons or
markers.
Make a list of main ideas of the story, write key words, make an acrostic poem and
write an opinion.
Make a list of main ideas of
the story
Write key words Make an acrostic
poem
Write an opinion
Mayra Mendizábal
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THE STORY OF BLUE JEANS
Skill: Reading and Writing.
Level: Advanced
Objective: Learn a little more about the history of a piece of cloth
that never will pass away of fashion.
Description of procedure: Read the article and answer the questions below.
Resources: Photocopies about the story and pens.
Blue Jeans, the all-American fashion.
Blue jeans are the most popular type of clothing in the world; but they are not
modern! In fact, jeans have existed for over 140 years.
In 1996, someone found some very old clothes in an old mine in Nevada, USA;
they included a pair of dirty old jeans. Today, those jeans are very valuable, and
they are now in the Levi Strauss Archival Collection, in San Francisco. The jeans,
which are over 120 years old, are the oldest pair of Levi's 501 jeans in the world.
They are almost the same as a modern pair of 501's; there are just some small
differences in the detail. For instance, today's 501's have two back pockets; the old
pair just has one.
Jeans were the classic clothes of the American West. In 1853, a young tailor from
Germany, called Levi Strauss, began working in San Francisco; Levi sold thick
canvas to miners; the miners used the canvas to make tents.
One day, a miner told Levi that he could not find trousers that were strong enough
for work in the gold mines. Levi decided to make some trousers out of canvas.
Very soon, he had sold all the canvas trousers he had made! They were just what
miners wanted.
However, the canvas was rather heavy and stiff. Levi therefore began to look for a
different textile; soon he found a heavy textile from France; it was called serge de
Nimes. Americans just called this de Nimes, and this name soon got reduced to
denim.
Denim was a bit lighter than canvas, but it was very strong; it was ideal for miners.
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However, original denim was almost white, and miners did not like the color! Their
denim trousers got dirty as soon as they began working!
Levi Strauss therefore decided to use colored denim, and he chose dark blue. In
1873, he began to make denim trousers with metal rivets to make them stronger.
This was a radical new idea: "Blue jeans" had arrived!
Levi's jeans were so popular, that his company got bigger and bigger; soon, other
firms were making blue jeans too. Miners liked them, but so did cowboys and other
working men. Blue jeans became classic American working trousers. After the
Second World War, jeans became popular all over the world. Today, blue jeans are
made over the world – most of them in Asia. Very few jeans are now made in the
USA, because of the cost: but it is still possible to buy blue jeans that are made in
San Francisco.... if you have a lot of money to spend.
Today there are hundreds of different brands of jeans. Many top fashion brands,
like Armani or Benetton, make their own blue jeans. But for real authentic jeans,
"Levi's" are still the most popular brand.
JEANS for EVERYONE?
In America, everyone wears jeans as leisure wear. Some people wear jeans all the
time, even for work. But Americans are perhaps less formal than other nations.
At the "G7" summit in Denver, in 1997, American President Bill Clinton gave all his
visitors jeans, for a "Western evening". Tony Blair, the British Prime Minister, put
them on, but other European leaders, including Chancellor Kohl of Germany and
Jacques Chirac, the President of France, refused. Some people still think that
jeans are not respectable clothes!
Not the young! Jeans are now the international uniform worn by young people.
Why? That is a good question!
WORD GUIDE For instance: for example - tailor: clothes maker - canvas: a very strong form of
cloth, used for tents or by artists - stiff: rigid - chose: (from to choose), selected -
leisure wear: clothes for free time - .
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The Story of Blue Jeans - Exercise Complete this summary of the article, by putting in appropriate words.
The first jeans were made over 140 _______ _______ by a young _________
called
Levi Strauss. At first, Levi sold _________ to miners; the miners used this to make
_______ .
Then Levi began making ___________, because miners needed __________ that
were very
______. However, the _________ was really too _______ , so Levi looked for a
textile which
was _________. He found a textile _________ “serge de Nimes”; it was just what
he wanted
– except that miners ____ _____ _______ the colour. So Levi coloured the “denim”
blue, and
made the world’s first ______ _______. He also made his fortune, because jeans
were ____
popular; everyone wanted to ______ them.
Today, jeans are popular ____ ______ the world. They are the _______ popular
type of
________ ____ the world.
Mildred Amarilis Ordoñez Vallesteros
25
Writing
26
Good writing conveys a meaningful message and uses English well, but the message is more important than correct presentation. If you can understand the message or even part of it, your student has succeeded in communicating on paper and should be praised for that. For many adult ESL learners, writing skills will not be used much outside your class. This doesn't mean that they shouldn't be challenged to write, but you should consider their needs and balance your class time appropriately. Many adults who do not need to write will enjoy it for the purpose of sharing their thoughts and personal stories, and they appreciate a format where they can revise their work into better English than if they shared the same information orally.Two writing strategies you may want to use in your lessons are free writing and revised writing. Free writing directs students to simply get their ideas onto paper without worrying much about grammar, spelling, or other English mechanics. In fact, the teacher can choose not to even look at free writing pieces. To practice free writing, give students 5 minutes in class to write about a certain topic, or ask them to write weekly in a journal. You can try a dialog journal where students write a journal entry and then give the journal to a partner or the teacher, who writes another entry in response. The journals may be exchanged during class, but journal writing usually is done at home. The main characteristic of free writing is that few (if any) errors are corrected by the teacher, which relieves students of the pressure to perform and allows them to express themselves more freely. Revised writing, also called extended or process writing, is a more formal activity in which students must write a first draft, then revise and edit it to a final polished version, and often the finished product is shared publicly. You may need several class sessions to accomplish this. Begin with a pre-writing task such as free writing, brainstorming, listing, discussion of a topic, making a timeline, or making an outline. Pairs or small groups often work well for pre-writing tasks. Then give the students clear instructions and ample time to write the assignment. In a class, you can circulate from person to person asking, "Do you have any questions?" Many students will ask a question when approached but otherwise would not have raised a hand to call your attention. Make yourself available during the writing activity; don't sit at a desk working on your next lesson plan. Once a rough draft is completed, the students can hand in their papers for written comment, discuss them with you face to face, or share them with a partner, all for the purpose of receiving constructive feedback. Make sure ideas and content are addressed first; correcting the English should be secondary. Finally, ask students to rewrite the piece. They should use the feedback they received to revise and edit it into a piece they feel good about. Such finished pieces are often shared with the class or posted publicly, and depending on the assignment, you may even choose to 'publish' everyone's writing into a class booklet.
27
THE FAIR
Skill: Writing Level: Beginners Objective: To write short paragraphs applying the Simple Present Tense. Description: Students read a short story. Then, finish the reading using the
grammar tense studied. Instructions: Read the story below. Then finish it with your own writing.
“The Fair”
Today is the opening day of the state fair. I am going with my dad. We go
together every year. I always have fun at the fair. We wait until the evening,
when it is cooler outside. Then, we get in the car and drive to the fairgrounds.
We have to park far away because it is very crowded. We walk for a long time.
Then, we finally arrive at the fair! We are both very hungry. We look for
someone selling food. Then, we find someone selling hamburgers. I eat a
hamburger and my dad eats a slice of pizza. I want an ice cream cone, too. But,
my dad tells me to wait until later. Next, we go to the petting zoo. I pet a sheep
and a goat. I ride a pony around a ring. It is scary at first, but I have a lot of fun.
Now it is time to ride the carnival rides. Which one should I ride first!
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Resources: Piece of paper and pens. Annie Suriano.
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TEENAGERS
Skill: Writing
Level: Beginners
Objective: Using and applying knowledge, rewrite the paragraph replacing nouns with pronouns.
Description: Students develop writing skills by rewriting a paragraph replacing nouns with pronouns.
Instructions: Rewrite the paragraph. Use pronouns to replace some of the nouns.
Sally is 17 years old. Sally is not a normal teenager. In the afternoon Sally is an
employee at Macro Ads. Sally is not the only teenager there. Mark is an employee,
too. Mark is only 16 years old. Both teenagers are students at West Valley High
School. West Valle High School is near the offices of Macro Ads.
____Sally is 17 years old. She…________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Resosurces: Whiteboard, photocopies and pen.
Jerssica Lima.
29
SCHOOL’S MAGAZINE
Skill: Writing Level: Intermediate Objective: To make students organize ideas in order to describe a person
and start writing formal papers to be published later on. Description: Ask students to look at the ad below, and then ask them to
writea 100–150 wordsin fourparagraphs descriptionof oneof their friends.Include the following information:
Resources: Dictionary, ad, paper and pen. Karla Hernández.
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SOCCER OR BASKETBALL?
Skill: Writing Level: Intermediate Objective: To write a formal argument stating their position and
supporting their point of view of a specific topic. Description: Answer the question below using a formal argument. In a
formal argument, you must: 1) State your position. 2) Provide point(s) that support your position. 3) Support each point with specific reasons/examples.
Question: Which is a better sport: soccer or basketball?
Example Answer: Soccer is a better sport than basketball. This is because soccer is more popular than basketball. Soccer is the most popular sport in the world. It is popular in Europe, Africa, the Middle East, Asia, and the Americas. Basketball is only popular in the United States. __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________
____________________
Resources: Dictionary, paper and pen.
Nydia González.
31
INTERACTIVE WRITING
Skill: Writing Level: Intermediate Objective: To stimulate students’ creativity and writing skills through the
addition of their own ideas to a story that was started by others.
Description: Have students sit in a circle. Then you hand out a writing
prompt (a piece of paper on which the beginning of a story is already written). Have the students read the introduction, then give them 2-3 minutes to continue writing the story. After the predetermined amount of time has passed, yell, "Stop!" at which time the students pass their papers clockwise. Each student now must read what has been written by another student, and they have another 2-3 minutes to continue the story. Keep going, passing papers clockwise, until the student has his/her original paper back. The student can then provide his/her own conclusion to the story.
The Magic Hat
I was bored one Saturday afternoon, so I started looking around the
basement. That’s when I found a strange hat with many colors on it. Without thinking, I put it on my head; what happened next was unbelievable . . . __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Resources: Creative writing prompt (included here) and pen.
Paola Barrueto.
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USING PRECISE LANGUAGE
Skill: Writing Level: Advanced Objective: To practice eliminating vague constructions and unnecessary
verbiage in a sentence. Description: Rewrite the following sentences to replace vague language
with precise language. Example: Vague Sentence: I think that there should be law against using too much water. Precise Sentence: It should be illegal to waste water. 1. I think it may be true that you can make water turn into steam if you make the
water hot enough. _______________________________________________________________
2. You and I will be able to see the first stars appear in the night sky at exactly eight thirty at night. _______________________________________________________________
3. I think that my new car is an extremely high quality piece of machinery. _______________________________________________________________
4. Tom is a careless person. _______________________________________________________________
5. Thousands of types of animals that live on the land were destroyed in the great amazing flood of 1675. _______________________________________________________________
Resources: Precise Language Worksheet, dictionary and pen.
Berly Arévalo.
33
JOE´S BLOG Skill: Writing Level: Beginners Objective: To be able to complete sentences in a logical sequence by
using the understanding of a reading. DESCRIPTION: Read the following blog. Then choose with a circle the correct
option and write it to complete the sentences. Hi, everyone..!! My name is Joe. I am 13 years old and I`m new at this school. I`m from Canada. My dad is Canadian and my mum is Scottish. I´m in class 28. I love basketball and listening to music. I´ve got a pet dog called Scruff. Nice to meet you all. ~Joe 1. Joe is ___________________________. 13 years old 15 years old
2. Joe is from _______________________. Canada Scotland
3. Joe's mum is from _________________. Canada Scotland
4. Joe's in class __________ ___________. 13 2B
5. Joe loves ________________________. baseball basketball
6. Joe's got a pet dog called _______________. Scottish Scruff
RESOURCES: Worksheet, pen, dictionary.
Dorian De León.
34
WRITING ACTIVITY
Skill: Writing
Level: Advanced
Objective: Teach the student to use the reported speech with vocal verbs and adverbs.
Description: Each one of the students will listen to a story and will take notes, then will search for a partner and will report what they listen in the video is short sentences using verbs and adverbs.
Notes:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Resources: Internet, projector, whiteboard, pencil, paper sheet.
Johana Illescas.
35
Speaking
36
Speaking can be defined as the delivery of language through the mouth. In order to
speak, we create sounds using many parts of our body, including the lungs, vocal
tract, vocal chords, tongue, teeth and lips. (What is speaking?, 1997 - 2015) It is
categorized as the second language skill because it is usually the second one we
learn and develop.
It usually requires a listener in order to complete a process. When two or more
people speak or talk to each other, the conversation is denominated as “dialogue”.
Speaking can also be formal or informal. While informal speaking is typically used
with family, friends or people you know well, formal speaking occurs in business or
academic situations.
Speaking is probably the language skill that most language learners want to
improve the most as soon as possible, this is why a series of accurate activities is
always necessary for EFL teachers. It is also important to consider and remember
to provide enough speaking practice once in class, since this time will be the only
real practice they will hold.
It is also important to take into account the four basic different types of learning: Visual, Auditory, Kinesthetic and Tactile
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TALKING ABOUT LIFE EVENTS
Skill that develops: Speaking Level: Beginners
Objective: Talk about life events using the established questions and some examples of how
students are going to answer.
Use a conversational dialogue and to create a conversation by practicing the
speaking skills and also the fluency.
Description: Students will ask some questions about Life Events to their
classmates. Resources or Materials: Worksheet with questions.
Example:
When is your Birthday? December 29th
What year did you born? 1988
Were you born and raised? In Guatemala City.
Author’s Name: Anonymous
Lilian Graciela Hidalgo Corado
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PICTURE CUES
Skill that develops: Speaking
Level: Beginners
Objective: Practice speaking using real and usual situation.
Description: 1. Use a picture about a simple or common situation. (like a secretary in
the office, a boy in a pool, etc)
2. Ask students what they see in the picture, what is happening here,
where is she, what does she does, what do you think is going to happen
now, etc.
3. Teacher takes notes to correct at the end of the activity.
Resources or Materials: Picture with a simple situation
Wendy Roosmery Pérez Arana
39
HIDE AND SPEAK
Skill that develops: Speaking
Level: Intermediate
Objective: Activate students by answering comprehension questions with specific
vocabulary
Description: (Write a bunch of questions on index cards, the questions must be
comprehensible to students. You could write them using new target structures)
• Before your students arrive, hide the cards with the questions throughout
your classroom. Break the students into two teams.
• Explain that you have hidden cards; on your word students will search the
room for them.
• Students can only pick up one card at the time, when a student find a card
he/she must bring it to the teacher. (students read the questions and think
possible answers quickly practice of previous knowledge)
• Teacher read the question to the student and he/she can answer. If the
student answers it correctly, he/she earns the card for their team.
• If the student does not answer it correctly, he/she must get someone else
from their team to help him/her find the answer.
• Once students have correctly answered the question on their card, they can
search for another card.
• At the end of the activity or game (after a certain amount of time or when all
the cards have been found) the team with the most cards in their possession
wins.
• Wrap Up: both teams stand up in front of each other; one student makes
one question from the earned cards and the other group gathered and tried
to answer, switch places at a time.
Resources or Materials: Little index cards, markers, tape, timer, teacher and
students.
Eva Beatriz Bolaños Miranda
40
BEST FRIENDS’ CONVERSATION STARTERS
Skill that develops: Speaking
Level: Intermediate
Objective: Practice conversation starters with recent events using “Guess what?” and “What´s
new”
Description: 1st step (Warm Up) The teacher discusses with the students the new event
in their community using the expressions Guess
what?” and “What´s new”
·Do you know what´s new in the school, town, etc?
·Guess what? ……. I have a surprise for you. It is
about your grades.
2nd step (Students practice) Student will pick a partner and practice with the
following situations using the expressions “Guess
what?” Or “What´s new?”:
The teacher will present the following situation in a poster and the students will use
them. (The situations can be given in a copy to the students)
Situation 1:
You got an A on your Science test. Tell your partner the good news.
Situation 2:
You won a gold medal at the Winter Olympics. Tell your partners about it.
Situation 3:
Your brother broke his leg while playing soccer last week. Tell your partner the
news
Situation 4:
You are about to move to another city but you do not want to leave. Tell your
partner about it.
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3rd step (Evaluation) Once the students had finished the activity above, the teacher will ask the students
to ask another partner something that has happened recently in their life and then
share with the class.
Resources or Materials: ü Poster
ü Markers
ü Eraser
ü Copies
Eli Asturias Cardona
42
WHODUNIT? Skill that develops: Speaking and grammar
Level: Advanced Level
Objective: Focus on correct question structure and past tense verbs
Description:
1. Tell your students that a crime was
committed last night sometime
between the hours of 6:00 and 10:00
p.m. It can be anything silly like
someone broke into your classroom
and stole the class stash of cookies.
Then, tell the students they are all
suspects, and that they need to come
up with an alibi.
2. Students then work in pairs to create
an alibi - something they will claim to
have been doing together the previous
night between six and ten. Give them plenty of time to come up with their
story and know it backwards and forwards, and encourage them to discuss
as many details as possible because they will be questioned.
3. The next step is the interrogation. Choose a pair to go first; put one student
in the hot seat at the front of the room, and put the other student out of
earshot (in the hallway or another room). Let the rest of the class ask
questions to find out what the student in the hot seat did last night with his
partner. When the class feels that this student has answered all of their
questions sufficiently, send him out, and bring in the partner. The class will
ask the same questions to try and find any discrepancies in the two stories.
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4. Repeat the process with all the pairs, and then have the class vote on which
pair’s stories differed the most. Judge them to be the culprit, and then reveal
that you were the one who stole the cookies.
Resources or Materials: Teacher, students
Lorena Morales
44
TELL US
Skill that develops: Speaking
Level: Advanced
Objective: Develop student’s fluency in conversations. It encourages them to think and speak
in the target language, and have a lot of fun while learning.
Description: This simple activity that can be used in any time of the class is great for all ages
and proficiency levels.it will depend in the topic and how the teacher uses it. The
teacher needs to have a color code to be used. The students pick up a M&M and
according to the color they have a specific question or topic to talk about. it is
flexible in the amount of group members.
Resources or Materials: color code, M&M`s
Author’s Name: Reference: M&M Speaking Game for Young ESL
Learners.(n.d.).Retrieved November 3, 2015.
Dinorha Lissette Lòpez Gòmez
45
OPENING A NEW RESTAURANT Skill that develops: Speaking Level: Multilevel (can be adapted to all levels)
Objective: You are going to have a big meeting in front of the class in order to:
1. Discuss the style and name of restaurant 2. Give opinions about the different menus 3. Establish the prices of the dishes and drinks
Description: 1. Form groups of five
2. Each one have different roles (write on the
board)
Student A is the owner
Student B designs the breakfast menu
Student C designs the snack menu
Student D designs the lunch menu
Student E designs the dinner menu
3. As a group you need to establish an agenda for the meeting. “During the
meeting you must not read aloud from notes. You must talk.
4. Groups do their meeting in front of the class.
5. After the meeting two members of the class will give their opinions of your
restaurant.
6. Finally there are 2 minutes for questions and peer assessment
Resources or Materials: copybooks, pens, marker, board
Ilse Fabiola Gómez Morales
46
POPSICLE UP! Skill that develops: Speaking Level: Multilevel
Objective: Reinforce speaking through a creative process in which students are allowed to
use their imagination in order to create a story with Popsicle sticks.
Description: Pair up students in order to do this activity.
1. Provide Ss. with at least 10 colors
Popsicle sticks and indicate a topic for
them to create a story.
2. Give a character, place or item to
each Popsicle and encourage
students to use their imagination as
they are telling the story.
3. Every Time they add an event or character to their stories, students need to
place a Popsicle on top of the desk and build up their narration until they
build up their entire story.
4. Once the story is done, clear up the space by picking up all popsicles and
give them to their partner so they can start building their story.
5. Model a story so that students know how to do it themselves.
Variation:
ü Use color Popsicles and label each of them with a different part of the
speech so that students need to use them to mention all of them while
telling the story.
47
ü Classify Popsicles according to color in order to differentiate people, places,
animals and things. This way the story would be a lot more visual for
students when identifying all its components. Resources or Materials:
ü Color Popsicle sticks (10 – 12 per pair)
Author’s Name: ü Variations by: Nicte De Leon
Nicte De Leon
48
Listening
49
Listening is the ability to accurately receive and interpret messages in the
communication process.
Listening is key to all effective communication, without the ability to listen
effectively messages are easily misunderstood – communication breaks down and
the sender of the message can easily become frustrated or irritated.
If there is one communication skill you should aim to master then listening is it.
Listening is so important that many top employers provide listening skills training
for their employees. This is not surprising when you consider that good listening
skills can lead to: better customer satisfaction, greater productivity with fewer
mistakes, increased sharing of information that in turn can lead to more creative
and innovative work.(Skills you Need, 2015).
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MY GIFT
Skill: Listening
Level: Beginners
Resources
• Box
• Paper
• Teacher
• Students
Objective: Engage in social interactions. Describe one’s personal experiences and
to inquire about another person’s experiences. Listen for: Names of people and
things, descriptions of what happened.
Description: Explain that you once received a gift that has become your favorite.
Say that you would like learners to ask you questions in order to get details about
the gift. Answer each question as you also write the question on the board. Provide
additional questions and your answers as needed. When finished, describe the
favorite gift in full, including all the answers to the questions as a demonstration of
organized, elaborated speech. Then put learners in pairs. The first member of the
pair thinks of a favorite gift. The second member of the pair asks questions about
the gift using the questions on the board as necessary.
Márilyn Patricia Véliz Castro
51
WHICH ONE IS IT?
Skill: Listening
Level: beginners
Objective: Learn the differences between words that have a different, but similar
spelling by playing a listening game about similar words.
Resources: Ø Students
Ø Teacher
Ø Set of cards
Ø Desks
Description:
Have a set of cards printed out with troublesome words like leave/live, fill/feel,
tree/three, fit/feet, etc….
Divide the class into two teams. Students take turns.
You place the two cards on the desk in front of them: live and leave.
Say one of the words out loud: live.
If the student chooses the right card, the team gets 2 points.
Now, if the student is unsure, he/she may choose to request “an example”, i.e. the
word used in a sentence: I live a few blocks from here.
If the student chooses the right card in this case, the team gets 1 point, and so on.
Ada Gelsi Hernández Corado
52
EATING OUT! Skill: Listening
Level: beginner
Objective: Students will Practice and improve their listening skills
Resources:
• paper
• markets, pen
• CD player
• Audio track
Description: Students will listen carefully to the conversation in a restaurant, 2 or 3 times and
then they will do the exercises to practice and improve their listening skills and all
together will check the answers.
Felipe de Jesús Muñoz Soto
53
HOTEL RESERVATION Skill: Listening
Level: Intermediate
Objectives:
• To get familiar with the vocabulary, words, phrases or sentences needed
when trying to make a hotel reservation.
• To practice the listening skill
• To practice listening comprehension activities
• To practice the speaking skill
• To continue developing the technological skill.
Resources:
• Computer, laptop
• Internet access
• Speakers
Description:
This Listening Activity is addressed to the intermediate level students consisting of
5 parts. In the first one there is a Pre-Listening exercise with information about
hotel reservations. The second part is to listen to a conversation by pressing a
“Play Audio” button and then to answer some questions. The third part is a
vocabulary activity in order to review the key vocabulary from the conversation.
The fourth part is the post-listening exercise where the students must talk about
hotels and the last part is an online investigation also related to hotels.
Elmer Estuardo Valle Pérez
54
EMERGENCY CALL
Skill: Listening
Level: Intermediate
Objective: Students will be able to understand the listening “Emergency Call” by
completing the dialogue of the track and answering the questions about it.
Resources:
• Whiteboard
• CD player
• Audio track
Description: Pre listening; students get in groups and discuss the questions “Have you ever
needed roadside assistance?”, “What emergency or survival supplies (including
72-hour) might be useful in such situations?”
During Listening: Students read the incomplete dialogue and try to guess the
missing words; students listen to the track and complete the dialogues; students
listen one more time the track and check the answers. Students read the
questions related to the listening, students listen again the track and answer the
questions; students listen to the audio one more time and check their answers.
Post Listening: Students get together in pairs and discuss the following questions
“How would you have reacted if you had been another passenger in the car? What
would you have done to help in this situation?”. Then change partners and make a
roleplay about an Emergency Call.
Sheyla Graciela Mateo Tum
55
TOUR OF LONDON Skill : Listening
Level: Intermediate
Objective: Students develop listening skill though an audio about a guide in a
Tour of London. As well as, check their understanding working in a worksheet after
audio.
Resources:
• Worksheet
• CD player
• Audio track
• pencil
Description:
Step 1: students will listen this audio at least 3 times
Tour guide: Good afternoon, ladies and gentlemen and welcome to this fantastic
tour of London by bus. My name’s Greg and I am your guide this afternoon on our
tour of London. As you can see, we’re on an open-top bus, so you can see all the
attractions from your seat and you don’t need to walk anywhere. And please don’t
worry about the rain; I’m sure it’ll stop soon. A-a-and please ask any questions at
any time.
Tourist 1: I have a question.
Tour guide: Yes? Tourist 1: Do you have extra umbrellas? I mean, if it rains a lot.
Tour guide: Err, no, we don’t have any extra umbrellas, but don’t worry, I’m sure
the rain will stop soon. Right, OK, so where are we going on our wonderful tour?
Well, the tour takes two hours and we are going to visit all the famous sites. First
we’ll see Madame Tussauds, the museum with wax models of famous people and
celebrities, and then we’ll drive along the most famous shopping street in the world,
Oxford Street. After that we’ll see the famous clock Big Ben and The Houses of
Parliament. As we drive along the river you’ll see the popular attraction, the London
Eye, from which you can see the whole city on a sunny day. Then we’ll see Tower
Bridge and the famous Tower of London before arriving at Buckingham Palace,
just in time for a cup of tea with the Queen. Tourist 2: Is that included in the tour?
56
A cup of tea with the Queen? Tour guide: Err, well, no, not exactly, but there’s a
lovely café near the palace where you can get a cup of tea. (Sound of a storm
right overhead, loud thunder and very heavy downpour)
Tourist 1: I have another question.
Tour guide: Yes?
Tourist 1: Can we have our money back? We’re getting off the bus. Tour guide:
Err, well, you see ... Quick! Run! Everyone off the bus! ... - See more at:
Step 2: Discuss in a round table what text is about
Step 3: Complete following worksheet
Worksheet Instructions: Check your understanding: multiple choice Circle the best word to
complete these sentences.
1. The tour takes ________________hours.
a. 2 b. 3 c. 4
2. At Madame Tussaud’s you can see
a. maps of London b. models of famous people c. famous shops
3. Oxford Street is a famous street for
a. drinking tea b. eating c. shopping
4. The Queen lives at
a. Buckingham Palace b. the Tower of London c. Tower Bridge .
5. Big Ben is a
a. tour guide b.clock c.bridge.
6. You can see great views of London from
a. Oxford Street b. the Houses of Parliament c. London Eye
Step 4: Give conclusion about the whole activity.
Irene López
57
JOHN SEES A UFO!!
Skill: Listening
Level: Advance
Objective: Students will be able to practice listening skills and acquire vocabulary.
Resources:
• paper
• markets, pen
• CD player
• Audio track
Description:
Students will hear the story about John, who is reporting a UFO he has seen.
Students will hear the story 2 or 3 times and then they will write down the answers
to the questions and all together will check the answers.
Ana Elsa Rios Calderón
58
NEWS RADIO Skill: Listening
Level: Advance
Objective: Students will be able to practice listening skills and acquire vocabulary.
Resources:
• Paper
• Markers
• CD player
• Audio track
Description:
Use a news podcast that you can play it with the students.
Once you have picked the news show or story you would like your students to
listen to, isolate a short portion — about 2-3 minutes. Start things off by asking a
general comprehension question, such as: “Who is the person concerned by the
story?” “What country is the journalist reporting from?” or “Is this a political, cultural
or local news story?” These sorts of questions help students to concentrate on
global understanding, which is very important for foreign language learners.
Next, pass around a sheet of questions that you will have prepared ahead of time.
Make sure that the questions are in the order that their answers appear in the
listening portion. Questions should be multiple choice, yes/no or short answer
questions. You may also want to include questions that involve listening
throughout, like “How many people does the journalist interview?” This sort of
question should appear at the top of the page. If you want to ask students to react
to the listening portion, place these questions at the bottom of the page.
Allow students two listens before asking them to check their answers with their
neighbors and finally as a group.
Martha Lucia Ríos Calderón
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REFERENCES (2015). The English for Everyone website. Retrieved 00:06, November 02, 2015, from http://www.englishforeveryone.org/PDFs/Intermediate%20Making%20a%20Formal%20Argument%20Soccer%20or%20Basketball.pdf About.com. (s.f.). Obtenido de http://esl.about.com/library/listening/blufo2.htm Agenda web, listening comprehension exercises, intermediate, exercise, hotel reservations. . (s.f.). Obtenido de http://www.esllab.com/hotel1/hotel1.htm#pre Anika K., S. W. (2012, August 19). EnglishForEveryone.org-Printable English Worksheets. Retrieved November 2, 2015, from Writing Practice Worksheets: www.englishforeveryone.org/Topcs/Writing-practice.htm Anonymous Author (2010), Web official de ESLgold. Com, Fecha de consulta: 2 de Noviembre de 2015, http://www.eslgold.com/speaking/talking_life_events.html. Barker Chris, Libby Mitchell, Johonston Olivia. (2004) Megatrends I British Council. (s.f.).Obtenido de http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/eating-out British Council. (2014). Retrieved 11 04, 2015, from http://learnenglishteens.britishcouncil.org/skills/writing-skills-practice Brock, Patricia and Houghton, William.(1993). “Workbook Module Six” Guatemala.Editorial Universitaria.Centro de Aprendizaje de Lenguas – CALUSAC-Universidad de San Carlos de Guatemala. Page 54 Buck, Sharon. (1997). File Upper-Intermediate. London: Richmond Publishing. Busy Teacher.org. (2007-2015). Listening games for ESL beginners.Obtenido de http://busyteacher.org/14765-5-easy-listening-games-esl-beginners.html esl.about.education, June 3, 2015, November 4th. 2015, http://esl.about.com/od/advancedwriting/ fluentU. (s.f.). Obtenido de http://www.fluentu.com/english/educator/blog/esl-listening-activities-advanced-tefl-tesol/ Glen Alan PenroadPenrod, G. A. (1993). Touchy Situations, A conversation text for ESL Students (4th Ed.). McHenry, IL, United States: Delta Publishing Company.
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Greg Goodmacher, Kwassui College (Nagasaki, Japan) http://iteslj.org/Lessons/Goodmacher-ReadAloud.html Retrieved on November 1st, 2015 http://esl.yourdictionary.com/lesson-plans/speaking-activities-for-intermediate-esl.html http://martinabex.com/2015/04/28/hide-and-speak-a-twist-on-class-discussion/ Learn English Teens. (s.f.).Obtenido de http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/tour-london Linguapress.com. Recuperado el 2 de Noviembre 2015 de Linguapress. http://linguapress.com/intermediate/blue-jeans.htm M&M Speaking Game for Young ESL Learners. (n.d.).Retrieved November 3, 2015. Makhlouf Charlotte, Brilliant Activities for Reading Comprehension series. Jan. 31 2012. Web visited Nov 1, 2015. ISBN 0857474855, 9780857474858 National Geographic. (2009). Reading Explorer. U.S.A. Heinle, Cengage Learning. Page 55 NTC (National Teacher’s Conference) 2013 Saslow Joan, Asher Allen, Pratt Long Wendy. Summit 2, Complete Assessment Package. Skills you need. (03 de 11 de 2015).Obtenido de http://www.skillsyouneed.com/ Stickyball.net, google, "ESL activity: Interactive writing," 2012, available in: http://www.stickyball.net/writing/282. (11/02/15) Techniques in Testing, Oxford University Press Editorial, First published 1983. 212 pages.www.autoenglish.org www.carl.org. (n.d.).www.carl.org. Retrieved 11 4, 2015, from www.carl.org YDYIO.EDU. Writing tasks for Intermediate level. Retrieved 14:59, November 1st. from http://ydyo.sdu.edu.tr/assets/uploads/sites/66/files/yabanci-dil-hazirlik-siniflari-ingilizce-somestr-odevleri-p-a2-kuru-12012014.pdf