Resources folder
- 1. Universidad Católica de la Santísima Concepción Facultad de Educación Pedagogía en Educación Media en Inglés Resources folder ESL Methodology María Gabriela Sanhueza Students: Rocío Muñoz María Lagos Concepción, November 2014
- 2. My favourite music Band. 1. Purpose Student will be able to retell information, in written. 2. Stage in the lesson This activity is implemented in the production stage. 3. Who is intended for This activity is intended for intermediate students. Activity 1: - In groups of four investigate about a Music Band that you like and write a summary in 400 words. Process: - In groups of four: You will search for information about a Music band. You should have at least two different sources of information. You must focus on the following aspects: -History of the band, how did they begin? How did they meet each other? -Style of the band: music style, members’ style. -Prizes (if they have won one). -Tours. -CDs. All students should investigate about the aspects and write the summary all together, following a chronological order. Students will describe all aspects using adjectives i.e.: He is polite/impolite; it was completely/incompletely difficult/easy.
- 3. My favourite music band rubric: Student’s name: Date: Category 4 3 2 1 Organization The all summary is very well organized. All the ideas and instructions are presented in the correct order. The summary is well organized. Some ideas and instructions are presented in the correct order. It is difficult to find the correct order of the summary. Ideas are not good presented. Ideas are written at random. Instructions were not followed. Language Use Zero or few errors (up to 5) and grammar mistakes are presented in the summary. Some errors (less than 10) and grammar mistakes are presented in the summary. Writers make lots of errors (more than 10) and grammar mistakes. The summary is full errors and grammatical mistakes. Also, spelling makes summary difficult to be understood. Cooperative work Student cooperates with his/her classmates' work. Student participates actively in the development of the task making good contributions and works to achieve the group goal. Student cooperates with his/her group, but his/her contributions needs to be complemented by other classmates' contribution. Student cooperates mostly if someone asked him/her. Student needs to be supervised constantly to make contributions. Student barely contributes with the group. He/she almost does not participate in the task and requires to be supervised constantly. Length The summary has the 400 words that were required. The summary has between 390- 350 words. Not all words required. The summary has less than 350 words. Not completely ideas. The summary has less than 250 words. It makes the summary incomplete and difficult to understand.
- 4. My favourite person in the world. 1. Purpose Students will be able to describe their favourite person in the world, orally. 2. Stage in the lesson This task is implemented in the production stage. 3. Who is intended for This activity is intended for intermediate students. Activity 2: You will choose one of the following pictures as your favourite person in the world. Make a brief oral presentation explaining why he/she is your favourite person. Take into consideration the following aspects: -Explain who the person is. -Give reasons supporting your election. -Mention common things between you and your person. (Hobbies, food, etc.) My favourite person in the world rubric Student’s name: Points: Criteria Excellent Good Acceptable Insufficient 8-7 6-5 4-3 2-1 Student explains who the person is. Student gives reasons supporting his/her election. Student mentions common hobbies, food, likes, dislikes. The student speech is fluent. Student does not make pronunciation mistakes. Total points: 40
- 5. Summer destination 1. Purpose Students will be able to talk about their plans for the summer, orally. 2. Stage in the lesson This activity is implemented in the production stage. 3. Who is intended for This activity is intended for advance students. Activity 3: Practice descriptions of places using photos from travel brochures. Give each group a selection of 5-6 places. Ask them to take turns in describing the place in their picture: the climate, the location, the activities you can do there. Make sure you have a good contrast in climates/urban and rural/developed or very deserted places. Then either: a. Ask each group to select their favourite destination from the pictures you have given them. Go round the class and ask them to say why they would like to visit the place in the picture. b. Or ask them to use their pictures to pick a holiday for a honeymoon couple, a group of teenagers and a retired couple. Each group presents their choice to the class explaining why they have chosen this holiday, why it is suitable. Taken from BBC British Council: https://www.teachingenglish.org.uk/article/summer-destinations
- 6. Summer destination rubric. Names: TOTAL: 25/___ Criteria Below expected level At expected level Above expected level 1pt 3pts. 5pts. Introduction of topic Topic introduced, purpose of talk was not clear to the audience. Topic introduced clearly, and purpose of talk was made clear. Topic introduced clearly and in an interesting way. Purpose of talk was made clear. Development of topic Some links and connections made between ideas. Points are usually developed with minimum detail. Information is usually relevant. Links and connections between ideas made clear. Information was relevant. Points were developed with sufficient and appropriate details. Links and connections between ideas made clear. Information was relevant and well chosen. Points were well-organised and developed with sufficient and appropriate details. Ability to engage and involve audience Techniques used to engage audience were minimal, or mainly ineffective. Speaker used techniques such as eye contact, gestures and surprising facts. An interesting approach taken to topic. Speaker used techniques such as eye contact, gestures and surprising facts. Voice: clarity, pace, fluency Presenter occasionally spoke clearly and at a good pace. Presenter usually spoke clearly to ensure audience comprehension. Delivery was usually fluent. Presenter spoke clearly and at a good pace to ensure audience comprehension. Delivery was fluent and expressive. Use of visual/audio-visual aids. Visual/audio-visual aids were not appropriate and did not support the presentation. Visual/audio-visual aids supported the presentation effectively. Visual/audio-visual aids were carefully prepared and supported the presentation effectively. The aids added impact and interest to the presentation.
- 7. Reading comprehension 1. Purpose Students will be able to discriminate important information. 2. Stage in the lesson This activity is implemented in the practice stage and it is a freer practice. 3. Who is intended for This activity is intended for intermediate students. Activity 4 Students will work in group of 4, they will be provided with 4 articles and highlighter from different colours. Students have to highlight with green the topic of the article, with light blue the place in which the news takes place, with pink the people that was involved and with yellow the main ideas of every paragraph. Adapted from: education.com http://www.education.com/activity/article/reading_highlights_first/ Reading comprehension rubric Names: - Total points: 20/ ____ - - - Criteria Excellent Good Acceptable Poor 4 3 2 1 Students recognize the main topic of the news. Students recognize the place in which the news takes place. Students recognize the people that participate in the news. Students identify the main idea of every
- 8. paragraph. Students work together. Creating a book review 1. Purpose Students will be able to identify relevant facts about a book. 2. Stage in the lesson This activity is implemented in the production stage. 3. Who is intended for This activity is intended for intermediate students. Activity 5: Students have to work in pairs, they will analyse a book that both of them have read. They have to design a poster writing a brief summary of the book, listing the main characters and their main characteristics, mention the main topic of the book, and include pictures related to the book. Adapted from: Education.com http://www.education.com/activity/article/wordsIknowbook_preschool/ Criteria Below expected Expected level Above expected 1-2 3-4 5-6 Reading comprehension The summary include the main aspects of the book. Students mention just the main characters. The characteristics provided represent the characters. The topic of the book was clearly stated. Grammatical aspects. Students do not make grammatical mistakes. There is no spelling problems. Physical The poster is attractive.
- 9. appearance Students include images. Pronunciation practice 1. Purpose Students will be able to differentiate and recognize different sounds. 2. Stage in the lesson This activity is intended to be developed in the practice stage and it is controlled practice. 3. Who is intended for It is intended for beginners. Activity 6: Students will work in pairs. They will answer a worksheet based on pronunciation of some words. After completed the worksheet, students will be asked to pronounce some of the words that are written in phonetic symbols. Finally the teacher will correct the worksheet. Adapted from: BBC Learning English http://downloads.bbc.co.uk/worldservice/learningenglish/pronunciation/pdf/quiz/pronun ciation_quiz_1.pdf Criteria Yes No Students are able to differentiate the sounds Students are able to differentiate the phonetic transcriptions. Students are able to differentiate different sounds of ED endings. Students are able to differentiate minimal pairs. Students are able to pronounce correctly.
- 10. Famous people and places. 1. Purpose Students will be able to comprehend explicit information and topics related with famous places and people. 2. Stage in the lesson (controlled, freer practice, production) This activity is controlled. 3. Who is intended for: Context. It is intended for eighth grade and intermediate students (8º) Activity 7: Students are going to listen a text related to a famous place in which happened an important issue about the history of our country (Morro de Arica, Estrecho de Magallanes, Cerro Santa Lucía, and then they are going to ask the following questions: Where is it located? How old is it? How can you get there?, and they are going to ask questions with simple past like: What happened there? Who was there? Why was that place important? Adapted from: http://www.google.cl/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCEQFjAB &url=http%3A%2F%2Fcurriculumenlinea.mineduc.cl%2Fdescargar.php%3Fid_doc%3D2 01106211535340&ei=N85sVIOUKMq1sATj44H4Cw&usg=AFQjCNEBT3rvo0hg7RDtm 8S4IVK-8pWppw&bvm=bv.80120444,d.cGU
- 11. Daisy`s life. 1. Purpose Student will be able to comprehend the structure of the simple present tense which is presented in a context. 2. Stage in the lesson Controlled practice. 3. Who is intended for: Context It is intended for beginner students in sixth grade (6º). Activity 8: Daisy is chatting to her brother Oliver, and his best mate Alfie, about her new boyfriend. Daisy and Oliver’s mum is working in Thailand this week. Students are going to watch a video related to the grammatical structure which is presenting in a context and then they have to complete the following activities. Teacher is going to guide them to complete the exercises and is going to explain the structure if it was necessary. Adapted from: http://www.educarchile.cl/ech/pro/app/detalle?ID=221829 Answer Key: http://learnenglishteens.britishcouncil.org/sites/teens/files/inviting_someone_to_the_cinem a_-_answers_1.pdf
- 12. Meeting a friend. 1. Purpose Student will be able to comprehend how to introduce themselves using the structure of the simple present. 2. Stage in the lesson Controlled practice. 3. Who is intended for: Context This activity is intended for beginners. Activity 9: Students are going to listen a conversation between two friends introducing themselves using the structure of the simple present tense. Students are going to complete a gap filling activity individually and the teacher is going to monitoring. Activity 10 http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/introducing- friend Answer key: http://learnenglishteens.britishcouncil.org/sites/teens/files/introducing_a_friend_- _answers_0.pdf
- 13. Sophie and Emy. 1. Purpose Students will be able to comprehend the structure of the simple present continuous and the present perfect. 2. Stage in the lesson Controlled practice. 3. Who is intended for: Context This activity is for intermediate students of second grade (2º). Activity 10: Sophie is working in Dubai but Amy was hoping she may be able to ask her a favour. Student are going to watch a video and they have to complete a gap filling activity and the teacher is going to monitoring the activity. Adapted from: http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/present-perfect- simple-and-continuous Answer key: http://learnenglishteens.britishcouncil.org/sites/teens/files/gs_present_perfect_simple_and_ continuous_-_answers_0.pdf
- 14. The payback. 1. Purpose Students are going to be able to comprehend the use of the phrasal verbs in real context. 2. Stage in the lesson Controlled practice. 3. Who is intended for: Context This activity is intended for intermediate students of fourth grade (4º). Activity 11: Students are going to watch and listen a conversation between a group of friends. Students are going to complete a gap filling activity according to the information that are going to listen from the video. Teacher is going to monitoring the activity. Adapted from: http://learnenglishteens.britishcouncil.org/sites/teens/files/the_payback_-_exercises_1.pdf Answer key: http://learnenglishteens.britishcouncil.org/sites/teens/files/the_payback_-_answers_0.pdf