UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS

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UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3 PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15) Review last session. Check homework Give results and feedback (9:00hrs). Midterm exam: Speaking (12 :00hrs) Objective: Ss will be able to ask and give information about their last vacations and about a person’s life. 5 Journal Childhood Vacation Keeping a record about your daily activities. Asking and giving information about their childhood. Describing past event done during vacation Simple past: Testing: regular and irregular verbs. Affirmative statements Simple past. Negative statements (did) Sb. p. 93 Simple past. Yes/ No questions and short answers (did) Interchange 14 Simple past. Wh- questions (did) We went to the movie theater we watched a nice movie. We didn’t have a party Did you like playing with mud as a child? Yes, I did / No, I didn’t. Where did you go last holiday? ed endings /t/ /d/ /ıd/ had read ate Contraction: didn’t Stress in negative sentences Raising intonation in questions. great vacation Past time expressions Irregular verbs in past Weekend activities Adjectives to describe personality Activities done as a child summer activities, go + verb + ing (go dancing) TASK 10. Written (as a homework, individual) Keep a journal for a Week. Include activities you did and didn’t do Pre-task: Interchange 14. TASK 11: Written and oral (groups) Develop a questionnaire to carry out a survey to find the shiest, the pickiest, the most mischievous… classmate as a child. TASK 12A. Written. (individual) You want to go to a different place for next vacation. Ask your classmates about their last vacations so you get some fresh ideas. TASK 12B. Oral. Use the task 11a to interview your classmates. Based on their answers decide where to go and justify it.
UNAM FES IZTACALA, DEPARTAMENTO DE IDIOMAS TABLE OF CONTENTS ENGLISH 3 PLAN GLOBAL – SATURDAY Interchange intro (Units 11-15) Objective: SS will be tested in the use of simple past questions when requesting information about their classmates’ lives. SS will be able to make phone calls, ask somebody out and accept or refuse invitations. Simple past: Affirmative TASK 13. Written. (3’s) statements with Verb TO was Write an entry for BE ( was, were) were Bruce Lee was an actor. Wikipedia about your Wb. p. 87 1 born favorite famous person. Talking about people’s biographies 6 People’s lives Asking and sharing information about former lovers. Asking and comparing information about schooldays. Asking and giving information about their lives. Simple past: Negative statements with Verb TO BE ( was, were) Wb. p. 85 Sb. p. 101 ex. 3 Simple past: Yes/ No questions with Verb TO BE ( was, were) Simple past: Wh- questions with Verb TO BE ( was, were) Wb. p. 88, 89. Sb. p. 104 Simple past: questions with did, was, were** Sb. p. 100, 103 Wb. p. 90 Simple past: questions with did, was, were Sb. p. 100, 103 Wb. p. 90 His parents weren’t rich. Was your ex loyal? Were you happy together? Who was your favorite teacher? What did you like about your teacher? Was she funny? Where did you grow up? / How old were you in 1997? Simple contractions: weren’t, wasn’t Question intonation was were Question intonation was were Contractions: weren’t, wasn’t, didn’t Biographical information Occupations Places and dates of birth Adjectives to describe people. Dates, years, school days. Biographical information. Task 14. (individual as a homework) Use pictures to make a timeline of your life. Interchange 15 TASK 15. Oral. (pairs) Student A: You just broke up with your boy/girlfriend and you need to talk about it, Student B: your friend needs to talk about his recent break up. Ask him questions about his ex to make him feel listened. TASK 16. Oral. (groups) You have the opportunity to choose your next English teacher. She can’t be the one you have now. Discuss with your classmates about your last courses, your previous teachers and the activities you did to make a decision. TASK 17. Oral. (whole class) Ss present task 13 and the audience ask follow up questions to know more about their classmates. **Before doing activities and tasks to integrate questions with did/ was/ were: 1) Contrast both structures 2) Work on drills of discrimantion, selection, correction, completion... 3) work on activities that integrate both structures 4) Give a task to be performed. 1 Teacher must present “were” with extra material
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