Have a nice course! - UNAM

UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS 

TABLE OF CONTENTS ENGLISH 9 

PLAN GLOBAL – SATURDAY 

New American Headway 3 (Units 4-6) 

Aim: 

At the end of level 9, students will use varied structures in combination to enable them to: 

 

Understand and follow written and oral texts such as conversations, short talks, messages, announcements, routine instructions, directions, prospectuses, 

personal correspondence and simple informative texts from the media. They will be able to identify and extract the purpose, the context, general and specific 

details, feelings and ideas of the speaker/ writer on topics which are familiar or of professional interest and familiar matters regularly encountered in work, 

school or leisure when the delivery is in clear standard input. 

 

Use written and oral means to express obligations, permissions and rules in particular places or cases as well as offering help and giving advice. They will also 

be able to describe people in detail and connect phrases in a simple way in order to give information about food, towns and different aspects of their lives and 

places they have visited or lived in. 

 

Interact in a straightforward way, where the language is spoken, using the language for common functions about everyday situations such as: making 

suggestions and invitations, giving advice, orders and permissions as well as negotiating plans and arrangements for the future. 

Keep in mind… 

Video session: Date: __________________ Activity: _____________________________________________________________ 

Remember to … 

❒ Always write the objective on the board 

❒ Recycle information from previous sessions 

❒ Put structures in context 

❒ Teach one thing at a time 

❒ Personalize examples 

❒ Keep eye contact 

❒ Consider the different learning styles 

❒ Give clear and direct instructions 

❒ Always model the exercise 

❒ Call your students by their names 

❒ Link exercises, activities and tasks 

❒ Keep the four skills in mind... especially 

❒ ..how to achieve interaction 

❒ During a reading or listening comprehension activity, your .....students 

should check answers among them and then with you. 

❒ Students should always be evaluated somehow at the end of a .... 

session. 

❒ It’s the students who review grammar points or concepts, not the .. 

...teacher. 

Have a nice course!

SESSION 

Rules for life 





VOCABULARY NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS 

Orient students in the course in general: projects, evaluation, methodology, etc. Carry out a DIAGNOSTIC TEST 

Objective: Students will be able to talk about obligations and rules in particular places or cases as well as expressing requests. 

1 

Stages of human 

development. 

SB 29-31 wb 27 

Rights and 

obligations at 

home, school 

and jobs. SB 24 

Rights and 

obligations 

Testing: Asking and 

giving permission to 

someone Sb.p. 27, 28 

Teaching: Talking about 

the things you can do or 

not Sb. p. 27,28 

Testing: Talking about 

rules and obligations at 

different levels. Wb. p. 

24, 25. 28 

Testing: Expressing lack 

of obligation Wb. p.24, 25 

Can: 

Affirmative, negative 

and question 

statements. 

Be allowed to: 

Affirmative, negative 

and question 

statements. 

Should 

Must 

Have to 

Not have to 

Can I stay at my friend’s 

house? 

You can’t go if you don’t 

help your mom. 

What time are you 

allowed to get home? 

I’m not allowed to arrive 

after 12. 

You should participate in 

the elections if you are 

asked to. 

You have to follow the 

rules into a museum 

You must throw the 

garbage in the baskets. 

You don’t have to wear a 

uniform in the university. 

Can/can’t 

Allowed 


TASK 1 Oral (pairs): 

T should provide with role cards and situations. 

Role card Ask for permission to… 

SA: Teacher Hand in the homework 

SB: student later. 

SA: Parent Spend the weekend at a 

SB: child friend’s house. 

SA: Employer Have a day off 

SB: employee 

Student A: Your partner will ask for your 

permission to do an activity. Give the permission 

but make him know he needs to follow certain 

rules. 

E.g. You can go but you must finish your 

homework. 

Student B: Ask for permission. Convince your 

partner. Let him know that you are very 

responsible – because you know what your 

responsibilities are. 

E.g. SB: I know I have to clean y room and I’ll do 

it. 

Useful 

vocabulary at a 

restaurant, 

clothing store Sb 

33 

Request and 

offers 

Teaching: Requesting 

and giving help Sb. p. 33 

Can 

Could 

Would 

Could you make a copy 

for me? 

Yeah, I can give you 

mine I won’t use it 

anymore. 

Would you like a cup of 

coffee? 

Yeah, I can prepare it if 

that’s ok to you. 

Could / 

would 

‘d 

Must 

should 

TASK 2 Oral (pairs): 

Use the prompts in Sb. 33 Role play

SESSION 

Pieces of advice 





VOCABUL 

ARY 

NOTIONS FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS 

Objective: Students will be able to convey specific functions such as advice, permission and obligation to give tips and suggestions. 

Tips for 

traveling. 

Good 

manners 

WB 23,26 

Phrasal 

verbs Wb p. 

28 Sb. 32 

Testing: Making 

suggestions at different 

levels. 

Should 

Must 


If you’re coming to Mexico you have to 

be careful with your belongings, you 

shouldn’t take a lot of money with you 

and you must be careful with strange 

people. 

should 

TASK 3 written (individual): 

You want to host people from other countries to 

practice your English. 

Create your profile in: 

Describe the place you offer to stay in, give 

some specifications and rules to be your guest 

and include a guide to good manners in Mexico. 

2 

Pieces of advice 

Modern 

dilemmas 

Sb p. 26, 

145 

Testing: degrees when 

making suggestions… 

Modal verbs: 

Can 

Be allowed 

Should 

Must 


You have to act witrh self-control. 

It’s not only wrong you’re not allowed 

to do this. 

Could / would 

‘d 

Must 

Should 

Allowed 

Can/can’t 

TASK 4 written (groups) 

Pre-task SB. 145 

You’ve got a dilemma. Publish it in ‘Yahoo 

answers’ to get the best advice. 

Read the dilemmas published and participate 

giving advice. If your answer is selected as the 

best, you can get 10 points to improve your 

reputation in the Yahoo community.

SESSION 

Our changing world 





NOTIONS VOCABULARY FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS 

Objective: Ss will be able to ask and give information about their future, varying their expressions depending on WHEN the decision was made and HOW the speaker sees the future event. 

3 

Predictions 

Intentions 

Opinions 

vs. 

evidence 

Weather 

Future plans 

for education, 

job, love, 

health. 

Expressions for 

opinions: I 

think... I’m 

sure…SBp33 

Testing: Predicting and 

foreseen possible situations. SB 

35 

Testing: Planning, asking and 

giving information about future 

intentions. 

Teaching: Predictions based on 

an opinion vs. prediction based 

on present facts (evidence) 

Future: will 

(Affirmative & negative 

statements, Yes/No and 

Wh- questions) 

Future: be going to 

(affirmative & negative 



Will vs be going to (2) 




Tomorrow the weather 

will be cloudy and windy. 

He’s going to study his 

major abroad. 

I think I’ll have two kids 

vs. 

She’s going to have 

twins.(she’s pregnant) 

Contraction: 

‘ll won’t 

Contraction: 

‘s /’re / isn’t/ 

aren’t 

going to 

question 

intonation 

contractions 

/ө/ think 

TASK 5. Written and oral (groups) 1 

a) Fortune cookies are finished in the restaurant 

and your boss asks you to write some. Work in 

groups to make them up (love, weather, job, 

family, health, entertainment). 

b) Exchange fortune cookies with another group. 

Each person in your groups will take one and 

disagree with the prediction. After disagreeing tell 

the group your plans for that situation. 

TASK 6. Written (pairs) 

Pre-task SBp37 

Write a short essay about how traveling will be 

different in the future. 

Differentiate between the info based on evidence 

and your opinion. 

TASK 7. Oral (small groups) 

Pre-task SB 38-39 

Imagine life in 50 years, decide which ideas are 

likely to happen (SBp38 es 5) and which ones not. 

1 We recommend to start with this activity as it can be useful as a warm-up and a test for will and going to. Later, you can check the exercises provided by the book.

SESSION 

Arrangements 





NOTIONS 

VOCABULAR 

Y 

FUNCTIONS USE OF ENGLISH EXAMPLE PHONETICS SUGGESTED TASKS 

Review last session, check homework 

Objective: Ss will be able to talk about their plans emphasizing the certainty. As well as describe people, food and places. 

Arrangements 

Teaching: Asking and 

giving information about 

future arrangements Wb. p. 

33, Sb. p. 41 

Future: Present 

continuous 


statements, Yes/No 

and Wh- questions) 

I’m meeting Peter tonight at 7. 

- ing endings 

TASK 8. Written and oral (groups of 

3) Sb. p. 41 ex. 3 

Pre- task: Listening write a planner 

for the next week. 

Your teacher left a project to be done 

in teams. All of you have a busy 

schedule; get into an agreement to 

meet up. 

4 

Plans: 

intentions 

vs. 

arrangements 

Days of the 

week 

The time 

Activities and 

plans 

Teaching: Asking and 

giving information about 

plans as intentions vs. fixed 

plans WB 32 

Future: be going to vs 

present continuous 


statements, Yes/No 

and Wh- questions) 

I have a terrible toothache I’m going to 

see the dentist. (I have the intention to go) 

vs 

I have a terrible toothache I’m seeing the 

dentist at 4pm this afternoon. (I already 

have the appointment) 

Contractions: 

I’m, ‘s ‘re 

TASK 9. Written (pairs) 

You and your brother were in charge 

of planning a family trip. 

9a. Discuss with your brother: what 

your favorite destinations are like? 

(Places, food and people). Choose 

the best option to go on a trip. 

9b. Tell your cousins about the 

decision you made about the trip. 

Write them an e-mail to inform them 

a) that you have already booked the 

hotel, the days you‘re staying there, 

the transportation; b) activities that 

are your intention to do and places 

you want to see; c) your opinion 

about how things will be.

SESSION 

What matters to me 







Objective: Ss will be able to ask and give information about people’s personality, appearance and likes/dislikes. 

People’s 

appearance 

People’s 

personality 

Likes and 

dislikes 

Adjectives to describe 

people’s personality 

and appearance 

Compound adjectives 

SB 44 

Antonyms WB. 40 ex 

9 

Teaching: Asking for 

physical appearance 2 


personality traits 


leisure activities 

What/ who+ do/ does 

+☺ + look like? 

What + is + ☺ + like? 

Do/ does+☺+ like+ 

verb (-ing)? 

Mark? Maybe… I met him…What 

does he look like? 

Who do you look like in your family? 

What is your best friend like 

Do you like running in the morning? 

who 

- ing endings 

in gerunds 

TASK 10. oral (groups of 3) 

A student visitor is in your friend’s 

class and you’re interested in him/her. 

Ask your friend about his/her physical 

appearance, personality and interests. 

5 

General 

description 

Adjectives to describe 

food, town, people. 

-ed vs. -ing adjectives 

SB 44 WB 40 

Testing: Asking for a 

general description or 

impression of the things 

and people 3 

What + be +☺ + like? 

What are Mexican people like? 

They are friendly, generous and 

sometimes lazy. 

delicious 

busy 

-ed/ -ing 

endings in 

adjectives 

TASK 11WRITTEN 

Pre task SB P.44 

A) you have spent a long time without 

any love relationship and decided to 

post a newspaper notice to find a 

mate. Write your description and the 

one of the man/woman you’d like to 

find. SBp44 

Current 

state of 

people and 

things 

Leisure activities 


people’s health, feelings 

and the present 

condition of 

something.SB48 WB 37 

How+ be+☺? 

How is your father? 

He’s fine. Healthy and strong as an 

ox! 

How 

TASK 12. Oral (groups of 3) 

Your friend looks different today. Ask 

how he feels and suggest some 

activities to change his mood. 

Note for the teacher: Encourage Ss to 

use “questions WOULD” as 

suggestions and iclude activities with 

MAKE/DO. 

2 Ss might think that as these topics are tested there is nothing new to learn. However, this class should be more focused on upgrading and widening the vocabulary (adjectives and adverbs+ 

adjectives). 

3 Ss might think that as this topic is tested there is nothing new to learn. However, this class should be more focused on upgrading and widening the vocabulary (adjectives and adverbs+ adjectives).

SESSION 

Important Places 







Objective: Ss will be able to ask and give information about a place that’s important for them and explain why 

6 

Why is a 

place 

important 

Phrasal verbs 

related to these 

topics: 

Trips 

Relationships 

Hurry up! 

Moving 

WB. 42 

Testing: asking and giving 

information about a place 

SB. 46-47 

What,,,like? 

How? 

Like/as 

What was your new house 

like? 

We moved on to a 

wonderful but very tiny 

detached in the suburbs. 

How was the hotel in 

Rome? 

It was horrible when we 

found out nobody was 

picking us up at the airport 

and we ended up in one of 

the dirtiest places I’ve ever 

seen in my life. 

How was he? 

I can clearly remember 

how his face looks the day 

they split up, he was so 

unhappy and sad but 

relieved as the nightmare 

was over. 

-ed 

as 

linking 2 words: 

split up 

find out 

held on 

etc. 

TASK 13: Written 

A TV program will take you to your 

most remarkable place in your life. 

The only thing you should say is why 

this place is important to you, 

describe it and say what you would 

do once you are there.





Objective : 

7 

Review 

(Grammar review- 

Quizzes) 

Quiz on vocabulary 

The teacher asks about the grammar points they saw in the course. The students 

name them and write them on the board. The students give mini presentations in 

teams about the grammar and notional points. The teacher makes correction and 

provides feed back. 

Pronunc. According to ss’s 

needs 

Second exam on Writing (13:30hrs) 

8 

8:30-10:00 Final Oral Exam 

10:00-12:00 Final exam. 

12:00-13:00 Grades 

13:00-13:30 Feedback 

13:30-14:00 Capture Grades





General Characteristics: 

This course is part of a 15-level course which is an extracurricular subject. The course has been designed for young adult 

university students who need to learn English as a Foreign Language and it takes them from A1 to level B2 according to 

the CEFR (The Common European Framework of Reference for Languages). 

Hours per week 

Hours per 

course 

Monday-Thursday 

courses 

Saturday courses 

Monday-Thursday 

courses 

Saturday courses 

6 hours. 

5 hours. 

42 hours. 

40 hours. 

Methodology 

This course has an approach which recycles grammar structures but at the same time in each stage or level a new notion 

and function of them is explored. A particular method has been generated to match this FES Iztacala needs.





DIAGRAMA DE FLUJO PARA”TEACHING” 

Apertura 

(Warm-up, 

sensibilización) 

Modelling 

(Input estructurado) 

Repetición 

Substitución 

Transformación 

Complemento 

(Completar la oración) 

Cierre 

(Recapitulación) 

Diálogo 

dirigido 

(role plays controlados) 

Tarea 

Verificación 

(Evaluar, testing, elicitar) 

¡CUIDADO! 

(Remedial work: repetición/minimal pairs o 

contraste; elicitar) 

Actividades 

comunicativa 

s 

Reflexión 

(Elicitar, cuestionar)





DIAGRAMA DE FLUJO PARA”TESTING” 

Apertura 

(Warm-up, 

sensibilización) 

Verificación 

(Evaluar, testing, 

elicitar) 

Tarea 

Cierre 

(Recapitulación) 

¡CUIDADO! 

(Remedial work) 

Seguir diagrama 

para “Teaching”

Evaluation 





The process will be divided into two, the midterm and final evaluation. The idea of having both is focused on finding out 

the progress of students, as well as their needs in the midterm exams. Then, both students and teacher can work to polish 

up those aspects and find out if any remedial work needs to be done. To get an integral evaluation that allows students 

and teachers assess the different skills in language the following criteria is proposed. 

SATURDAY COURSES 

WEEKLY COURSES 

SKILL Midterm Evaluation Final Evaluation TOTAL SKILL Midterm Evaluation Final Evaluation TOTAL 

Reading - 10% 10% Reading - 10% 10% 

Listening - 10% 10% Listening - 10% 10% 

Speaking 10% 20% 30% Speaking 8% 16% 24% 

Writing 10% 10% 20% Writing 10% 10% 20% 

Grammar - 30% 30% Grammar - 30% 30% 

Mediateca - 6% 6% 

TOTAL 100% TOTAL 100%





Material SOARS, Liz and John. American Headway 3, Second Edition. Oxford. 2010. 

 

READER: Warring, Rob. Footprint Reading Library: The memory man. Thompson 

Heinle. 2008 

MEDIATECA FES Iztacala (at least three per term) 

Video Sessions. 

(at least one per term) 

Resources 

REDMAN, Stuart. Vocabulary in Use Intermediate. Cambridge. 2010. 

http://www.cambridge.org/other_files/Flash_apps/VIU_AmE/index.html 

MURPHY, Raymond Grammar in Use Intermediate 3rd Edition. Cambridge. 2010. 

PROGRAMAS ELABORADOS CON COLABORACIÓN DE: 

Camacho Barco Hortensia 

Casimiro Castro Santos 

Cervantes Rojas Alejandra 

Moya Luna Moroni 

Toledo Aranda Jessica Viviana 

Última actualización: enero de 2012

Have a nice course! - UNAM

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