Autonomous University of Chiapas
Language School Campus III
B.A. in ELT
“CURRICULUM DESING”
Presented by:
- Victor Manuel SuaznavarGonzales
- Magaly Morales López.
- Rosario Martines Santiago.
- Ruben Fernando Ruiz Porras.
- Alonso Girón López.
- Eliseo López García.
Work:
PET Course Design.
7TH SEMESTER
November 16th, 2011.
Professor: Deborah Colvin SAN CRISTÓBAL DE LAS CASAS,
CHIAPAS, FALL 2011
CONTENTS
DESCRIPTION OF THE COURSE
JUSTIFICATION
PHILOSOPHY
COURSE MAP
UNIT 1 Hobbies, Daily routines
UNIT 2 People & Fashion
UNIT 3 Politics
UNIT 4 Jobs and Occupations
UNIT 5 Cultures and Traditions
UNIT 6 Sports
DESCRIPTION OF THE COURSE
This course has been designed to teach the four skills of PET for pre-intermediate
students. It has 6 units where the students can do different activities in order to
improve their four skills. For each unit, the students will be evaluated at the end, so
that the teacher should realise if the students had improved their skill level
according to the unit objective.
JUSTIFICATION
This is a specific English course for students who are studying the third semester
of the BA in English Language Teaching, which at the end of the third semester
they must to take the Preliminary English Test (PET) as a requirement to stay in
the BA. This course is based on the four skills Reading, writing, speaking and
listening. Moreover, it contains some grammar topics which students already know
and are evaluated in the PET exam.
PHILOSOPHY
Nowadays, English education has become the one of the most important icons in
universal education. We have seen the necessity to increase the level of English in
the language school, that’s why the curriculum has implemented the PET exam. In
this case, the situation which has created polemic is the low knowledge reflected in
the PET results.
Our philosophy, is practically based on the specific needs of the students in our
own experience we can say that sometimes we spend and waste time in things
that we don´t need at time to present the PET exam.
COURSE MAP
UNIT
OBJECTIVE
1
By the end of
this unit the
students will
have improve
their listening
skill by doing
different
TOPICS OR
THEMES
LANGUAGE
CONTENT
Entertainment
Present
simple
DURATION
EVALUATION
5 classes
Listening
activities
My daily life
Routines
during my life
Present
perfect
Adverbs of
10 hours
activities
frequency
I usually
2
People and
Fashion
3
Politics
4
Jobs and
Occupations
By the end of
this unit the
students will
have improve
their speaking
skill by doing
different
speaking
activities
This unit will
help the
learners to
improve their
reading skill,
because
several
activities will
be given with
those they will
be able to
practice it
using the
different basic
technique used
for have a
better reading
comprehension
By the end of
this unit
students will
have learnt
and
understand the
use of the
present
simple. Also
students will
learn and
practice the
correct
punctuation in
English in
order to write
Sports and
Hobbies
Famous
people
Contribution
of famous
people in the
community
Famous
people as an
influence in
shopping
THE STORY
OF THE
POLITICS
Adjectives
Vocabulary
related with
famous
people
6 hours
Feeling and
opinions
Clothes
articles
Three kinds of
speaking:
Description
about pictures
Giving opinion
Short
description
about his/her
famous person
Scanning
THE POLITICS
IN BRITAIN
Skimming
POLITICS
EVENTS IN
THE UK
Future tense
HOW IS YOU
PERFECT
POLITICS
CANDIDATE?
3 classes
Reading
comprehension
5 classes
10 hours
Multiple
choices
4 classes
8 hours
Sentence
transformations
Some
reading
techniques
UNITED
STATES´
ELECTIONS
What’s your
job?
“what do you do
in your job”
Adjectives
Present simple
Feelings and
opinions
Apply for a job
Writing e-mails
Adverbs of
frequency
CV design
punctuation
Writing
techniques
Writing letters
letters,
5
CULTURES
AND
TRADICITONS
Bye the end of
the course the
students will
have improved
their writing
skill and they
will be able to
write about
different
topics.
LET´S
CELEBRATE!
BRITISH
WEDDING
BIZARRE
ANNUAL
EVENTS IN
THE UK
“Mourris
Dancing”
TRADITIONAL
DRINKS AND
FOODS
Punctuating
Relating Ideas
5 classes and
10 hours
Festive
activities
Sentence
transformations
Writing e-mails
Adverbs
Writing letters
Feelings
Linking
words:
But, because,
when, and, so,
then,as.
Personal Units
UNIT 1 : Hobbies, Daily Routines and Sports.
UNIT AUTHOR: Victor Manuel Suasnavar Gonzalez
TOTAL TIME/CLASSES: 10 hours, 5 classes
JUSTIFICATION: This unit will help the learners to improve their listening skill, for that reason I
present several activities to practise it. Some of those activities are included in the test.
Class
1
Entertainm
ent
2
My daily life
Specific
objective
By the end
of the class
the
students
will be able
to
recognize
the present
simple and
the stress
of the
sentences
(listening).
By the end
of the class
the
students
Langua
ge
element
s
Tasks/skil
ls
Setting
s
Present
Simple
It is
focus
in the
activiti
es that
we do
to pass
the
time or
becaus
ea
liked to
do it.
Verb to
be
It is
refers
to the
routine
Verbs in
past
participl
Listening
Present
perfect
Vocabulary
Suggested
activities
Sample
didactic
material
Short
extracts
Hobbies
Match the
correct
answer
Underline
the correct
answer
Book
CD
CD player
Stress
Auxiliary
have
Listen and
write or
speak
qualities
CD
will be able
to
recognize
the present
perfect and
they will be
able to
listen to
specific
details of a
text.
3
Routines
during my
life
By the end
of the class
he students
will be able
to
recognize
the present
simple and
present
perfect
sentences
and when
they use
them.
I usually
…..
Sports and
hobbies
present
simple
vs
present
perfect
Listening
Adverbs
of
frequency
4
5
Listening
Listening
Bye the
end of the
class the
students
have learnt
Present
simple
and
Frequenc
y adverbs
Listening
s that
we
have
done
for
specifi
c time.
In that
case
stndent
s have
tod o a
compa
rison
about
routine
s or
activiti
es that
do or
did.
In hat
case
student
s have
to
speak
about
things
that
they do
as
sports,
hobbie
s and
routine
s.
In that
case
student
s have
to
speak
about
sports
and
hobbie
s that
they
e
mentioned
by each
person.
CD player
Note book
Underline
the correct
answer
Verb to
be
Auxiliar
y Have
Present
Simple
Cd player
vs
Note book
Present
perfect
simple
Book
CD
Routine
activities
Sport;
attitude
Definition
and
explanation;
A kind of –
ing/noun.
Feelings
Listening
the
conversatio
n and what
are they
talking
about?
Listen and
say feeling
of people
about those
Book
Cd player
CD
like to
do.
sports.
Listen to
the
information
about
sports and
write the
answers.
PROPOSED EVALUATION OF STUDENT LEARNING: At the end of the unit, the students will be
evaluated some different kind of listening activities.
Lesson Plan
School:
Time:
Group:
Level: Pre-intermediate
Age:
Aim: By the end of the class the students will have learnt the present simple and present perfect
simple and when to use them.
Material: note book, book, whiteboard, markers, CD player, CD.
Procedure:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Teacher greets students.
Teacher introduces the topic.
Teacher asks students for specific information (sports or hobbies).
Teacher asks students open the book.
Teacher reads instruction to the students.
Teacher asks students for doubts.
Teacher teaches the present perfect use.
Teacher gives examples and then asks students to give their example.
Students do listening activities from the book.
Teacher monitors the class to help students if they have doubts.
Teacher checks the students listening comprehension.
Teacher and students checks the answers.
Teacher asks students to make up a listening activity to present it to the rest of the class.
Stage and
Time
Description
Material
Interaction
Teacher greats Students.
Preteaching
1 min.
Teacher introduces the topic.
Lock step
Objective
To
engage
students in the
class
Teacher reads the instructions.
Teacher asks students about
their hobbies.
Whileteaching
Teacher teaches the present
simple.
Book
T - Ss
15 min
Teacher gives examples and
asks students example.
Whiteboard
To
make
students to learn
the parts of a
CV
and
the
information that
we need to give
in our CV
Marker
Teacher asks students for the
classmate’s information.
T asks the students to open
their books and to do the
listening actives.
Postteaching
35 min
T asks students for the
comprehension of them and
for the answers.
CD
T-Ss
CD player
Ss-Ss
Book
Teacher monitors the class to
help students if they have
problems with the tracks.
T-WC
To
make
students design
their CV taking
account all the
information that
have
to
be
included
To
make
students
practice
their
writing skill
Teacher checks the student’s
comprehension.
Closing
1 min.
Teacher and students check
the answers.
Teacher thanks students for
their attention and gives home
work (make up a listening
T-WC
To acknowledge
students effort
and work
activity to present it to the rest
of the class)
Material example:
1. - Listen to four people talking about these sports.
Which one is each person talking about?
Write 1, 2, 3 or 4 next it each sports.
SUGGESTED BIBLIOGRAPHY
Hashemi Louise with Thomas (2003) OBJECTIVE PET,
 Cambridge University Press.
Jack C. Richards with Jonathan Hull & Susan Proctor (2006) Inter Change 3B ,
 Cambridge University Press.
Virginia Evans with Dooley (2004) Upstream PRE-INTERMEDIATE B1,

Express Publishing.
Jack C. Richards & Chuck Sandy (2008) Passages 2
 Cambridge University Press.
UNIT 2: PEOPLE AND FASHION
BY:Magaly Morales López.
TOTAL TIME/CLASSES: 6 hours, 3 classes
JUSTIFICATION:
This unit is focused on the Speaking skill, such as a demanding and common topic proposed for
the PET exam in the speaking section. They will learn how to describe people, also the will be
able to use the superlatives the present perfect and the verb have got. During the classes
there will be some exams following the PET exam pattern. In this way the students will be
familiar with this kind of questions at time to present the pet exam.
Class
Specific
Language
Tasks/skills
Vocabulary
objective
elements
Suggested
activities
Sample
didactic
material
-Adjectives Match the
By the end
About a
Flash cards
of the class
famous
opposites
the students SPEAKING life.
adjectives
Vocabulary
will have
pictures then
related with
learnt
Notebooks
famous
vocabulary
-Matching Advantage people,
(adjectives)
activity. s or
involving Write some
and they will
disadvant
1
jobs and ideas about
be practiced
ages
of
- Role play
occupation: their favourite Hand outs
Famous people that
being a
famous person
actor,
vocabulary
famous
actress, and talk about
in class.
person.
film, plot, him/her to the
scripts, class
Superlativ
es.
2
By the end
of the class
Contribution of the students
famous people will have
in the
learnt the
community. use of
present
perfect and
learn some
tips to speak
model,
Descriptions
beautiful, of pictures
etc.
.
Fill in the gaps Flash cards
Descriptio
Present ns of
Write an
perfect famous
interview to
Adjectives. your favourite
Role play life.
famous person Hand outs
using the
Speaking
present perfect
Making an
interview Feelings
Read
an
and
article (shakira
or give an
opinion.
Reading
By the end
of the class
the students
will have
learnt how to
express their SPEAKING
desires
when they
are
shopping
and
“Famous
vocabulary
people as an about
influence in clothes and
shopping” some other
Expressions
things, in
at shopping.
order to
speak and to
know how to
answer in
the PET
exam.
opinions.
and
her Notebooks
Foundation
“pies
Descalzos” Ss
have to give
and opinions Article
about it.
Role play
Clothes
articles.
Guessing
game.
Sheets
Tell it with
mime.
Pieces of
paper
PROPOSED EVALUATION OF STUDENT LEARNING: By the end of the unit, the students will
be evaluated by three different kinds of speaking: The first part is about description, T will
show a picture and the Ss have to describe what he/she sees, of course using the vocabulary
learnt. The second part will be about giving opinion after read a short paragraph plus adding
personal ideas. The last part will be evaluated just for a shot description of his/her famous
person.
<Development of lesson plan>
Level: Pre-intermediate.
Age: 19/20 year old.
Aim:By the end of the class the students will have learnt the present perfect and
vocabulary about fashion (clothes and some occupations).
Material: Hand outs, notebook, interview.
Procedure:
14. Teacher greats students
15. Teacher introduces the topic trough questions.
16. Teacher asks Ss if they have some favorite famous person.
17. Teacher writes on the board some names of famous people.
18. Teacher shows flash cards to the students in order to teach the vocabulary
19. Teacher asks students to repeat the vocabulary after him.
20. Teacher writes some sentences on the board.
21. Teacher gives examples and then asks students to give their examples
according to their famous person.

Shakira is blonder than Thalia.
22. T asks Ss to work in pairs.
23. Teacher gives some examples of questions to students for make their
Interview. Teacher monitors Ss
24. Teacher checks the student’s interview.
25. Ss perform the interview and T monitors Ss.
26. Teacher asks Ss to share their opinions and comments
27. Teacher corrects mistakes
Stage
and Time
Preteaching
1 min.
Description
Teacher
students
Material
Interac
tion
Objective
greats
White board
Teacher introduces the
topic trough questions.
Teacher asks Ss if they
have some favorite
famous person.
Markers
Lock
step
To engage
students in
the class.
Teacher writes on the
board some names of
famous people.
Whileteaching
20 min
Teacher shows flash
cards to the students in
order to teach the
vocabulary
Teacher asks students
Whiteboard
to
repeat
the
vocabulary after him.
Marker
Teacher writes some
sentences
on
the
board.
Notebooks
Teacher
gives
examples and then
asks students to give
their
examples
according
to
their
famous person.
-Shakira is blonder than
Thalia.
T asks Ss to work in
pairs.
T - Ss
To make
students to
learn
adjectives in
English and
learn how to
ask and
respond
using the
present
perfect.
Teacher gives some
examples of questions
to students for make
their Interview. Teacher
monitors Ss
Teacher checks the
student’s interview.
Ss
perform
interview
and
monitors Ss.
Postteaching
30 min
Teacher asks Ss to
share their opinions
and comments
Teacher
mistakes
Closing
1 min.
the
T
Flash cards for vocabulary
T-Ss
Marker
Ss-Ss
corrects
T thanks Ss for their
attention and for attend the
class.
SUGGESTED MATERIAL.
Whiteboard
--------
T-WC
To make Ss
practice the
vocabulary
and practice
their
or
perform their
interview
To
acknowledge
students
effort
and
work
EXAMPLE INTERVIEW OF STUDETS
Interviewer: Hello_________ How are you?
Famous: Fine thanks!
Interviewer: How have you been?
Famous: Doing great! Preparing my new album.
Interviewer: Everybody knows about your new charity event, can you tell us what you have
done?....
(Ss will have to make a new interview or improvise at time to perform the interview)
SUGGESTED BIBLIOGRAPHY
http://www.google.com.mx/imgres?q=flashcards+adjectives&hl=es&biw=1440&bih=675&tbm=isc
h&tbnid=A0H80vnvEeAWnM:&imgrefurl=http://www.kidspages.com/folders/flashcards/Adjectives_2/page1.htm&docid=1nvFh5daxqxDCM&imgurl=http://
www.kids-pages.com/folders/flashcards/Adjectives_2/Flashcard52.jpg&w=474&h=650&ei=sffDTo2BIyasgLlwIG7Cw&zoom=1&iact=rc&dur=406&sig=108223039299524385591&page=1&tbnh=157
&tbnw=109&start=0&ndsp=21&ved=1t:429,r:0,s:0&tx=55&ty=110
Personal Units
UNIT 3: POLITICS
UNIT AUTHOR: Rosario Guadalupe Martinez Santiago.
TOTAL TIME/CLASSES: 10 hours, 5 classes
JUSTIFICATION: This unit will help the learners to improve their reading skill,
because several activities will be given with those they will be able to practice it
using the different basic technique used for have a better reading comprehension,
which in this case will be very important because the topic is a bout politics and in
the text will have a lot of words that students do not use in the common life. All this
reading techniques will be helpful for the students in the test, so the learners will
learn new vocabulary, also this topic is very common in the test, sometimes the
students should read articles and texts about politics in their country or about
politics in English speaking countries.
Class
Specific objective
Tasks/skills
Language
elements
Vocabulary Suggested activities
By the end of the
class the students
THE
will review the future
STORY OF with (I am ) going to
THE
(do). An some
POLITICS
reading techniques
1
READING
scanning
Reading short Politics
texts with pre basic
intermediate
terms.
level English.
Future
tense
Reading a text abou
the story of the
politics and answer
the reading
comprehension
questions.
Sentence
transformations
2
By the end of the
class the students
THE
will have practice
POLITICS
their reading
IN BRITAIN
techniques scanning
and skimming.
READING
Skimming
Writing
sentences
based on a
visual
Tips how to
read an
advanced
English article.
Reading an article o
an international
New
politics magazine
vocabulary.
using their scanning
and skimming
techniques.
At the end of the
Future tense Reading about Preposition Read and answer th
class the students
some important in the texts Reading
POLITICS will have practice the READING
British events. and phrasal comprehension
EVENTS IN future tense in its
verbs.
exercise.
Some reading
THE UK
different ways.
techniques.
3
.
4
HOW IS
YOU
PERFECT
POLITICS
CANDIDATE
?
Bye the end of the
class the students
have practiced the
use of the will and
shall in the future
tense.
Reading
Reading an
future tense Complete sentences
article and
with will
the future tense
Reading an article
identify Linking and shall.
with will and
referent to the topic.
words.
shall.
By the end of the
Reading
class the students
UNITED
will have practice the Future tense
STATES´
with will
future tense with will,
ELECTIONS
so they will be able
to read advanced
English texts.
5
Reading about Politics
united states terms.
elections
Future
Expressions
tense with
will
Answer the work
sheet about future
with will and read an
answer the Reading
comprehension
exercise.
PROPOSED EVALUATION OF STUDENT LEARNING: At the end of the unit, the
students will be evaluated by one reading comprehension exam in wich they will
identify the meaning of some words of the text and they will answer some
questions according with the text information.
SIMPLE LESSON PLAN
Level: Pre-intermediate
Age: 18-20 years old
Aim: By the end of the class the students will have practice the future tense, so
they will be able to read advanced English texts.
Material: article´s sheet, worksheets and whiteboard and markers..
Procedure:
28. Teacher greats students
29. Teacher introduces the topic asking them what they know about the politics
in their country.
30. Teacher review principal aspects about Future tense.
31. Teacher gives examples and then asks students to give their example.
32. Teacher gives students handouts to do the exercises about the grammar
33. Teacher monitors the class to help students
34. Teacher checks the students answer.
35. Teacher says to the students that they are going to read a text about the
following united states´ elections.
36. Teacher gives the photocopies to the students
37. Teacher teaches unknown vocabulary to the students
38. Students answer the reading comprehension exercises and the then
Teacher checks the answers with the whole group.
Stage
and Time
Description
Teacher greats students
Preteaching
5 min.
Teacher review principal
aspects about Future
tense.
15 min
Teacher gives examples
and then asks students to
give their example.
25 min
Nothing
Interac
tion
Lock
step
Teacher introduces the
topic asking them what
they know about the
politics in their country.
Whileteaching
Postteaching
Material
Teacher gives students
handouts to do the
exercises about the
grammar
Whiteboard
T - Ss
Marker
Photocopies
T-Ss
Teacher monitors the class
to help students
Teacher checks the
students answer.
Teacher says to the
students that they are
going to read a text about
the following united states´
Photocopies T-Ss
Objective
To engage
students in
the class
To make
students
review the
use of Future.
To make
students
practice their
previous
language
knowledge
doing
different
exercises
To make
students
practice their
reading skill
so that they
can improve it
and get a
better grade
in their test.
elections.
Teacher gives the
photocopies to the
students
Teacher teaches unknown
vocabulary to the students
Students answer the
reading comprehension
exercises and the then
Teacher checks the
answers with the whole
group.
Closing
5 min.
T thanks Ss for their
attention and asks
students to study their note
for the test.
SIMPLE MATERIAL
Whiteboard
& Marker.
Photocopies
T-WC
To
acknowledge
students
effort and
work
Candidates
Democrats
Independents
Libertarians
adrennial United States Presidential Election will be held on
6, 2012, and it will be expected to feature the incumbent,
arack Obama for the Democrats, against a yet to be decided
candidate, and the increasingly obligatory third-party
ntial Election, which would also see the appointment of a
ent, will commence with nationwide state level primaries and
heduled to kick-off January 3, 2012, in Iowa and ending on
2 in Montana, New Mexico and South Dakota. The fiveess will culminate with the Republican and Democratic Party
which will be held on August 27-30 in Tampa and September
otte, respectively.
Republicans
Head-to-Head
Add to Favorit
economy, runaway public debt and the lack of viable solutions
politicians from both sides of the divide, the import of the Pre
Election has taken on an added significance. There is almost a
feel in the air, and it promises to only get progressively worse
approaches (note to self: buy more hair gel). But first, a Repub
nominee must be anointed, and we are now right in the midst
selection process.
In the run-up to Election Day, we will keep you up-to-date on
developments involving each of the prospective candidates, w
depth look at their positions on current national issues as well
providing a comprehensive (and growing) biographical backgr
will hopefully assist you in evaluating their ability to lead this
nation that is suffering from a massive epidemic of crisis in co
d of the nation continues to falter in the face of a stuttering
http://2012.presidential-candidates.org/
Answer T if the sentence is TRUE and F if the sentence is FALSE according with
the text´s information.
1. United States Presidential Election will be held on November 6, 2012 __
2. Republican nominee should not be anointed __
SUGGESTED BIBLIOGRAPHY
http://2012.presidential-candidates.org/
Murphy, R. (2007). English Grammar in Use. Cambridge University Press. Page 40 to 49.
Personal Units
UNIT 4: JOBS AND PROFESSIONS
BY: Rubén Fernando Ruiz Porras
TOTAL TIME/CLASSES: 8 hours, 4 classes
JUSTIFICATION: In this unit students will have learnt and understand the use of the present simple.
Also students will learn and practice the correct punctuation in English in order to write letters, Emails, postcards, articles and compositions in English. Students will have learnt the vocabulary of
jobs. During the class students will practice with the kind of exercise the PET exam contains, so that
students can easily answer the exercises in the real PET exam. The unit is about jobs and
occupations.
Class
Specific
objective
1
By the end of WRITING
the class the
students will Matching
have learnt
vocabulary
about jobs
and
occupations
they will
practice their
writing skill
What’s your
job?
2
By the end of
the class the
“what do you do students will
in your job”
have learnt
the use of
present
simple and
present
continuous
and learn
some tips to
write with
correct
punctuation
Tasks/skills Settings Language Vocabulary
elements
Present
simple
WRITING
Reading
3Aplly for a job By the end of
the class the
students will WRITING
have learnt punctuation
how to
organize their
ideas in order
to write a
Jobs
Jobs and
vocabular occupations
y
adjectives
Advantag
es and
disadvant
ages in
jobs
Adjectives
Descripti
ons of
jobs and
activities
people do
in their
jobs.
Writing
technique
s
Writing
tips
Feelings and
opinions
Adverbs of
frequency
Suggested
activities
Sample
didactic
material
Match jobs with
their kind of
work people do Hand outs
Notebooks
Write a text
about pros and Flash cards
cons in a
particular job
Complete
sentences
Hand outs
Descriptions of
Notebooks
pictures
Fill in the gaps
Write an email
to your friend
telling him what
you do in your
new job
Writing an letter
asking for
information to
apply in a job
Sentence
transformations
Reading a text
short text and
some
techniques
how to write
in English.
4
Bye the end WRITING
of the class
the students Phrasal
have learnt verbs
how to write
their own CV
and check the
punctuation
Writing
CV
format
Using
phrasal
verbs
CV vocabulary
Writing a CV
Complete
sentences
Complete
information in a
CV
Writing a CV
PROPOSED EVALUATION OF STUDENT LEARNING: At the end of the unit, the students will be
evaluated by three types of writing: the first part is about sentence transformations, second part
about writing an e-mail or postcards, and the third part is about writing a CV
SAMPLE LESSON PLAN
School:
Time:
Group:
Level: Pre-intermediate
Age:
Aim: By the end of the class the students will have learnt the present simple,
present continuous and vocabulary about jobs and professions.
Material: flash cards, whiteboard, markers, hand outs
Procedure:
39. Teacher greats students
40. Teacher introduces the topic
41. Teacher asks Ss if they know some jobs
42. Teacher writes on the board the jobs Ss said (if any)
43. Teacher shows flash cards to the students in order to teach the vocabulary
44. Teacher asks students to repeat the vocabulary after him.
45. Teacher writes some sentences on the board
46. Teacher gives examples and then asks students to give their examples.
47. Teacher gives students handouts to do the exercises about matching.
48. Teacher monitors Ss
49. Teacher checks the students answers
50. Teacher asks Ss to write a text about advantages and disadvantages in a
job they like.
51. Teacher monitors Ss.
52. Teacher asks Ss to share their writings.
53. Teacher corrects mistakes
Stage
and Time
Preteaching
1 min.
Whileteaching
20 min
Description
Material
T greats Ss
White board
T introduces the topic
T asks Ss to mention any Markers
job the know (if any)
T writes on the board what
the Ss said
T shows flash cards in
order
to
teach
the
vocabulary.
T asks students to repeat
the vocabulary after him.
Whiteboard
T writes sentences on the
board
Marker
T gives examples.
Tasks
Ss
to
write Notebooks
examples
in
their
Interac
tion
Lock
step
Objective
To
engage
students
in
the class
To
make
students
to
learn jobs in
English and
T - Ss understand
what people
do in their
jobs
notebooks.
Ss share their examples
T correct mistakes
Postteaching
30 min
Closing
1 min.
T gives Ss hand outs
T asks Ss to do an Whiteboard
exercise about matching
T monitors Ss
Teacher checks students Marker
answers
T asks Ss to write about
advantages
and handouts
disadvantages in a job
they like. (50- 70)
T thanks Ss for their
attention
and
asks
students to study their note
for the test.
T-Ss
Ss-Ss
T-WC
SUGGESTED BIBLIOGRAPHY
http://www.eslflashcards.com/preview.php?id=45
http://www.esltower.com/VOCABSHEETS/jobs/Job%20definition%20match.pdf
Hashemi Louise and Thomas, OBJECTIVE PET. Cambridge university press 2003.
Richards Jack, INTERCHANGE 3. Cambridge university press 2005.
To make Ss
practice the
vocabulary
and practice
their writing
skill
To
acknowledge
students
effort
and
work
Match the jobs on the left to the definition
on the right
_____Lawyer
_____ Secretary
_____ Journalist
_____ Teacher
_____ Police officer
_____ Accountant
_____Business person
_____ Doctor
1) A person who drives a bus
2) He/she woks in a school and teach
_____ Nurse
_____ Pilot
students
3) Rescues people from burning
buildings and helps put out fires
_____ Taxi driver
_____ Bus driver
_____ Manager
_____ Chef
_____ Actor
_____ Actress
_____ Firefighter
_____ Waiter
4) Works in a hospital and helps doctor
5) Defends people rights and court
6) Flies an airplane
7) Takes people order in a restaurant
and serves food
8)
Works in a police station and
maintains public security
9) Works in a bank and keeps records of
money
10) Works in a hospital and treats
patients
11) Answer phone calls and does office
work for his/her boss
12) Drives a taxi
13) Persons who reports news on TV,
radio or newspaper
14) Does the cooking in a restaurant or
hotel
15) A woman who plays a role in a movie
16) Manages the affairs of a company
business
17) One who does business
18) A man who acts in a movie
Personal Units
UNIT 5: CULTURES AND TRADITIONS
UNIT AUTHOR: Alonso Girón López
TOTAL TIME/CLASSES: 10 hours, 5 classes
JUSTIFICATION: This unit will help the learners to improve their writing skill, who are given several
activities where they can practise it. Such as: writing an e-mail, post cards and letters, completing
sentences and sentence transformations. All this writing activities are included in the test, so it will
be very helpful for the learners because thereby they can practise the spelling, grammar, and to
learn how to write an e-mail or postcards. This topic is very common in the test, sometimes the
students are asked to write about celebrations in their country or about English festivals.
Class
Specific
objective
1
At the end of
the class the
students will
have learnt
the use of
LET´S
punctuations
CELEBRATE!
and they will
learnt some
linkers to
have a better
writing
Tasks/ski Settings
lls
Language Vocabulary
elements
Punctuati Asks the
Writing
ng
students if e-mails
they know
Relating about
Short
Ideas
celebration phrases
s. Do you Writing
know about sentences
WRITIN celebration
G
Tips how
?
to write
an e-mail
Suggested
activities
Sample
didactic
material
Celebrations Writing an eand customs mail: imagine
that you are in Hand outs
Festive
Scotland. Write Notebooks
activities
an e-mail to
your friend
Adverbs
saying a few
things what you
have already
done and what
you haven´t
done yet, how
do you feel
being there, etc
Sentence
transformations
2
BRITISH
WEDDING
Present Do you
perfect about
At the end of Have + wedding?
the class the verb past Have you
students will participle ever been
have learnt
in a
the use of
Linkers wedding?
present
How the
perfect and
wedding is
some
celebrated
vocabulary so
in Mexico?
that they can
use in their
writing.
Writing
sentences
based on Feelings
a visual Linking
Tips how words
Complete
sentences
Photocopies
Writing an
Hand outs
article:An
international
Notebooks
to write But, because, magazine for
an article when, and, so, English
language
then,as.
students has
asked to write a
short article
describing a
traditional
wedding in your
country (100120 words)
3
Past
perfect
BIZARRE
ANNUAL
EVENTS IN
THE UK
Have you
ever heard
about this
events?
At the end of
the class the
students will WRITIN
Which
have learnt G
event do
the present
you thinks
perfect and
is the most
some
interesting?
vocabulary so
that they will
be able to
write an
article
Congratulatin Complete
g and
sentences
thanking
Writing
Reading
sentences
about 3
events
Verbs with
Writing an eprepositions mail: you went
Writing
to a festival last
e-mails Prepositional week with some
phrases: at the friends. Write
Phrase to end, in the
an e-mail to
give
end, at the
your English
advice
beginning, in friend call Tim.
the beginning In your e-mail
you should
Tell him how
you go there,
Describe what
you did, Invite
him to go with
you next time
.
4
“Mourris
Dancing”
5
Present
perfect
At the end of and past
the class the simple
students have
learnt the use Phrasal
present
verbs
perfect and
past simple, WRITIN
and they will G
learnt how to
write a formal
and informal
letter.
At the end of
the class the
students will
be able to
write about
TRADITIONAL the drinks and
DRINKS AND foods
FOODS
Have you Linking
ever been words
in a
Parts of a
festival?
What was it letter
about?
What
customs do
they use?
Giving advice
Greeting
cards
Events
Did you
enjoy it?
Have you Reading
ever tried about
foreign
drinks
drinks and and foods
food? Do
Expressio
you like
ns
eating
foreign
Talking
food? What about
is the
food
traditional
drinks and
foods in
your
country?
Complete
sentences
Photocopies
Sentence
transformation Hand outs
Writing letter: Notebooks
send a letter to
your friend
inviting him/her
to an event in
your city. Write:
Date, Place,
Time, What to
wear
Drinks and
foods
Complete
sentences
Expressing
preferences
Writing an
article: imagine Photocopies
that you´ve been Hand outs
asked to write
an article about Notebooks
food in your
country for your
college
magazine. Your
article should be
between 100120 words
Adjectives
with
prepositions
PROPOSED EVALUATION OF STUDENT LEARNING: At the end of the unit, the students will be
evaluated by three types of writing: the first part is about sentence transformations, second part
about writing an e-mail or postcards, and the third part is about writing a letter.
SAMPLE LESSON PLAN
Level: Pre-intermediate
Age:
Aim: By the end of the class the students will have learnt the present perfect and
some linking words so they will be able to write an article.
Material: book, whiteboard, markers, hand outs
Procedure:
54. Teacher greats students
55. Teacher introduces the topic
56. Teacher reads the text
57. Teacher gives the photocopies to the students
58. Teacher teaches unknown vocabulary to the students
59. Teacher asks students about the wedding in their country.
60. Teacher teaches the present perfect
61. Teacher gives examples and then asks students to give their example.
62. Teacher gives students handouts to do the exercises about the grammar
63. Teacher monitors the class to help students
64. Teacher checks the students writing
65. Teacher teaches linking words
66. Teacher teaches positive and negative feeling.
67. Teacher gives handouts about to do the sentence transformations
68. Teacher checks answers
69. Teacher ask students to write an article about, An international magazine for
English language students has asked to write a short article describing a
traditional wedding in your country (50.60 words)
70. Teacher checks the answers
71. Teacher tanks students
Stage
and Time
Preteaching
1 min.
Whileteaching
45 min
Description
Material
T greats Ss
T introduces the topic
Teacher reads the text
Teacher teaches unknown
vocabulary to the students
Teacher asks students Book
about the wedding in their
country.
Whiteboard
Teacher
teaches
the
present perfect
Marker
Teacher gives examples
and then asks students to
give their example.
Teacher teaches some
linking words.
Teacher teaches positive
and negative feeling.
Teacher gives examples
Interac
tion
Lock
step
Objective
To
engage
students
in
the class
To
make
students
to
learn the use
of
present
T - Ss perfect
To
make
students
learn
the
linking words
to have a
better writing
Postteaching
70 min.
Closing
1 min.
and then asks students to
T-Ss
give their example.
Whiteboard
Teacher gives students
handouts
to
do
the
exercises
about
the Marker
grammar
Ss-Ss
Teacher monitors the class
to help students
Photocopies
Teacher
checks
the
students writing
Teacher gives handouts
about linkers.
Teacher checks answers
Teacher ask students to
write an article about, An
international magazine for
English language students
has asked to write a short
article
describing
a
traditional wedding in your
country (50.60 words)
Teacher monitors the class
Teacher
checks
the
students´ writing.
Teacher asks pick up
students to read their
article.
T thanks Ss for their
attention
and
asks
students to study their note
for the test.
SAMPLE MATERIAL
To
make
students
practice the
language
taught
by
doing
different
exercises
To
make
students
practice their
writing skills
so that they
can improve it
and get a
better grade
in their test.
T-WC
To
acknowledge
students
effort
and
work
Linkers:
Join the columns
1 It was really busy
year for Tim
2 On the big day, he got up
very early
but
because
A. he felt a bit anxious about
missing his flight
3. He packed his suitcase
had breakfast and
when
B.
He was looking forward to his
holiday in Malta
4. He reached the airport 2
hours before his flight
and
C.
when he was about to check in, he
realised that he didn´t have his passport
5. There was plenty of time
before he would board the plane
so
D.
he reached home. Would he
be able to find it?
E.
He heard the phone ring.
6. His heart was beating
fast
then
F.
He drove to the airport
G.
7. He was opening the front door
as
He decided to drive home
and get the passport
SUGGESTED BIBLIOGRAPHY
Withrow Jean (1987) Effective Writing: Writing skills for intermediate students of American English,
Cambridge University Press
Hashemi Louise and Thomas (2003) OBJECTIVE PET, Cambridge University Press
Virginia Evans and Dooley (2004) Upstream PRE-INTERMEDIATE B1, Express Publishing
Virginia Evans and Dooley (2005) Upstream ELEMENTARY A2, Express Publishing
http://www.englisch-hilfen.de/en/words/commercial_briefe.htm
Mitchel H.Q. and Scott (2003)Channel your English, Pre-Intermediate, mmpublications
UNIT 5: Sports
UNIT AUTHOR: Eliseo Lopez Garcia
TOTAL TIME/CLASSES: 6 hours, 3 classes
JUSTIFICATION: in this unit students will have increase their vocabulary and improve their speaking skill by practicing the
speaking skill in the second language which is one of the important skill for English learners. Speaking skill is presented in
PET exam. They will practice speaking doing some dialogues and discussion about sport and brainstorming ideas, personal
presentation about their favorite sportsman, completing sentences and matching sentences and ordering information.
Class
1
sports
Specific objective
Tasks/skills
By the end of the class First Conditional
students will have learnt sentences
how to use present The use of if &
simple
and
present when
progressive giving their
personal ideas from their
routines
SPEAKING
Settings
Language
elements
Brainstorming
ideas
Routines
Vocabulary
Suggested
activities
Sample
didactic
material
nouns
Talking about their Whiteboard
Verbs
favourite
sport
Adjectives for ,giving
reasons Eraser
sport
why students like
Book
Students
talks
about his family Handouts
sports
Photocopies
Sentence
transformations
List of adjectives
and sports
Markers
2
Kind
sports
At the end of this class Going to
of student will learn about Present tense
the use of future tense
such as going to future The
use
of
and future simple in when ,after and
order to make plan ing until in future
the future
time
Adverbs
frequency
Common sports
of
SPEAKING
Kind of sport Discussion in pairs Slides
Places where about
future
to play each activity to do sport Flashcards
sports
and inviting the
partner to practice Photocopies
Action verbs -Students make a
present for their Computes
weekend
sport
giving
specific projector
information
from slides
.
their
team
as
name, team versus hand-outs
and time of the
match.
book
of
eraser
whiteboard
3
Most
practiced
sports
At the end of the class Modal verbs
student will have learnt
about the different modal
verbs using with the
correct context must be
presented in their life.
SPEAKING
The use of play,
go and do for Sport
sports
Attitude
Students
make Flashcards
some
sentences
using play, go and Whiteboard
do verbs relating
with sports orally Eraser
Verbs
prepositions
Students a sport Photocopies
giving
reasons of modal verbs
why, this sport use,
examples
must
be and context
practised,how,whe
n and where to
play it and a place
in town to practice
inventing
information.
PROPOSED EVALUATION OF STUDENT LEARNING: At the end of the unit, the students will be evaluated by two speaking
activity: the first is discuted about football and basketball about their advantages and disadvantages in pairs, second part
of the speaking evaluation students describe a picture of a sportsman in pairs giving name,age,name of his team, where he
plays where students can invent and help each other for the information.the third evaluation is that student will talk about a
sport giving reason why to practice and support, how it is played,where,clothes for the sport.
SAMPLE LESSON PLAN
Level: Pre-intermediate
Age:
Aim:By the end of the class the students will have learnt the use of modal verbs with sports in order to make some
suggestions,advise,prohibition by giving information with vocabulary of sports.
Material: book, whiteboard, markers, handouts and photocopies
Procedure:
Teacher greats students
Teacher introduces the topic which is use of modal verbs
Teacher teaches the topic: the use of modal verbs.
Teacher hands in some copies for the use of modal verbs
Teacher gives some examples with modal verbs orally
Teacher asks students to give some examples using modal verbs orally
Teacher hands to students a piece of conversation with question
Teacher asks students to read and monitors the class
Teacher asks the pairs to come in front the class and share the dialogue done from them
Teacher comments about the presentations and thank for the participation
LESSON PLAN
Stage and
Time
Pre-teaching
1 min.
Whileteaching
20 min
Description
Material
Teacher greats students.
Teacher introduces the topic.
Teacher writes the date on the board
Whiteboard
Teacher hand in some photocopies of
modal verbs
Teacher starts to explain the class about
the use of modal verbs and give some
examples using the modal verbs.
Teacher asks students to give their
examples using modal verbs orally.
Teacher asks for some examples using
modal verbs but giving specific reasons
of sports.
Teacher gives students some handouts
Interacti
on
Lock step
T – Ss
Book
T
Whiteboard
T-S
Marker
Handouts with
Objective
To engage students
and make students
feel comfortable in
class
To get the student
to use the modal
verbs which are
auxiliary of the
English language
T-S
T-Ss
To let the students
with question.
Post-teaching
30 min
questions
Whiteboard
Teacher asks students to read and
practice in pairs to present in front the
class.
Teacher asks students to present the
dialogue in front the group when they
have practiced with the piece of paper
T-Ss
develop the activity
and put in practice
their knowledge got
from the topic being
taught.
Marker
Photocopies
T
Teacher comments about the
presentation done in pairs
T-Ss
T thanks students for their attention and
participation congratulating their efforts
Closing
1 min.
T
To congratulate
students effort and
thank for their
attention
SAMPLE MATERIAL
MODAL VERBS
MODAL
CAN
EXAMPLES
He can football.
You can take a taxi.
Can you take me to Victoria Station
USES
Ability
Suggestion
Request
That story can´t be true.
Certainty that something is
Impossible
I could play tennis when I was
younger.
Could you take me to Victoria
Station?.
You could take a taxi.
Ability
Request
Suggestion
It may be quicker to travel by train.
May I come in?.
Possibility
Formal request
MIGHT
It might be quicker to travel by train.
Possibility
MUST
You must be back at 10 o´clock.
Look at the snow. It must be cold
outside.
Obligation
Certainty that something is true
HAVE TO
You have to be back at 10 o´clock.
Obligation
NEED TO
You need to study a lot.
Obligation
You mustn´t drive without a licence.
Prohibition
You should drive more carefully
Opinion / Advice
CAN´T
COULD
MAY
MUSTN´T
SHOULD
Student A is karate professional trainee and students A is an interested guy to practice karate
Questions
1.
2.
3.
4.
5.
Where I can do karate?
How should I be physically?
What would you suggest to do karate in a good way?
When could I practice it?
May I practice by myself?
¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨¨
SUGGESTED BIBLIOGRAPHY
Hashhemi, Louis&Barbara Thomas. (2003).” Objective PET” student`s book”. Cambridge university press. New York.
H.Q, Mitchel& scott,j.(2003).” Channel your English pre-intermediate”. 26a Albemarle street, London w15 4HY, Great Britain.
http://www.myteacherpages.com/webpages/alfonsolopez/files/Modal%20Verbs.pdf
SAMPLE MATERIAL
Put the verbs into the present perfect, and then look at the newspaper to check your answers.
a. I___________ (buy) a new bikini and some sunblock
b. We ______________ (tell) our family and friends.
c.
We______________ (rent) a cottage in the mountains for our honeymoon.
d. We_________________ (not plan) a party.
e. We_________________(not tell) our secretaries or our agents.
f.
They______________ (book) a band to play in the evening.
g. They______________ (send) an invitations to our friends.
h. I don´t know who____________ (accept) or who______________ (refuse).
i.
My secretary_______________ (make) the appointment at the registry office.
Look at the pictures below. It´s Wednesday. Jeff and Paul are having a party, but there have been a
few problems. Make sentences about the pictures using the present perfect.
SUGGESTED BIBLIOGRAPHY
Withrow Jean (1987) Effective Writing: Writing skills for intermediate students of American English,
Cambridge
University
Press
Hashemi Louise and Thomas (2003) OBJECTIVE PET, Cambridge University Press
Virginia Evans and Dooley (2004) Upstream PRE-INTERMEDIATE B1, Express Publishing
Virginia Evans and Dooley (2005) Upstream ELEMENTARY A2, Express Publishing
http://www.englisch-hilfen.de/en/words/commercial_briefe.htm
Mitchel H.Q. and Scott (2003)Channel your English, Pre-Intermediate, mmpublications