Teacher. Mónica del Rosario Escalante Ortiz

Purposes and general description about the course

The English language course for Escuelas Normales is designed to develop students’ ability to communicate effectively in English in contexts that will be important for them. As future teachers in a society where English is increasingly important for engaging successfully with professional and social activities, it is essential that all students develop a good level of proficiency in English. English is growing in importance for accessing information, making useful contacts, understanding other cultures and participating in cultural activities. As UNESCO has said: Linguistic competencies are fundamental for the empowerment of the individual in democratic and plural societies, as they condition school achievement, promote access to other cultures and encourage openness to cultural exchange (UNESCO 2007:13). English is particularly important for students because of its role in multinational communicative settings (Hyland 2011).

Learning Unit I: Pastimes, directions and plans (Level A1.2/Personal) 

Main competences for Learning Unit I 1. Exchange information about pastimes (A1.2.1)

2. Ask and give directions to get to places (A1.2.2)

3. Make plans to do things together (A1.2.3) Development of the Learning Unit Learning Unit Objective

1: Exchange personal information about pastimes (A1.2.1)

Content

 Talk about pastimes

 Share information about pastimes

 Exchange information about pastimes Learning activities/examples Talk about pastimes

 Name and write pastimes (e.g., read, listen to music, play sports, go to the movies, dance, exercise, go for a walk, talk to friends, play tennis/golf/football/baseball, play the piano/guitar, etc.)

 Listen to and say statements to indicate frequency (e.g. I run every day / She goes to the movies once a week / He often travels / Sometimes I go to museums / I never go skating, etc.) and time (e.g. I play video games two hours a day / She visits her family every Sunday / We watch TV at the weekend, etc.)

PRONUNCIATION FOCUS:

Practice difference between /s/ and /sh/ (e.g. she, see, shopping, singing) GRAMMAR FOCUS: Express regularity of pastimes using the present simple tense with adverbs of frequency 

VOCABULARY FOCUS:

Pastimes, games and sports. Share information about pastimes

 Ask and answer questions about pastimes (e.g., What do you like to do / doing in your free time? I like to watch TV / What do you do on the weekends? l play volleyball / What things do you like doing? I love baking / Do you have any hobbies? I like playing video games / What is your favorite pastime? I love reading, etc.)

 Ask and answer questions to get additional information (e.g. Where do you play basketball? I play it at school / When does she read? On vacation / When do we go fishing? In spring, etc.)

 Ask and answer questions about likes and dislikes (e.g., Do you like to swim? Yes, I do / Do you like watching horror movies? No, I don’t. / Do you like video games? Yes, I like playing video games, etc.)

GRAMMAR FOCUS:

Give short answers to questions using the present simple tense Exchange information about pastimes

 State likes and dislikes (e.g., I like baking / I don’t like doing crosswords / I like going to the amusement park / I don’t like taking naps, etc.)

 Show interest (e.g., Really? That’s interesting)

 Link statements (e.g., I love swimming but I don’t like running / I like cooking and I love baking, etc.)

 Talk about abilities using ‘can’ (e.g. I can sing very well, Can you draw? etc) Exchange information about pastimes using a personal planner (e.g., I always go swimming in the morning, but I never go running. I don’t like it. I love cooking. I usually cook at night and I sometimes bake. I like it very much. On the weekend, I often visit friends in the afternoon and we sometimes go to the movies. On Sunday I sometimes read a book or solve puzzles, but I never take naps, etc.) 

Learning Unit Objective 2. Ask and give directions to get to places (A1.2.2)

Content

 Share information about places and activities

 Follow directions to get to places

 Ask and give directions to get to places Learning activities/examples Share information about places and activities

 Listen to names of places in the community (e.g., clinic, police station, market, restaurant, library, fruit market, drugstore, car park, etc.)

 Discuss places and activities (e.g., I buy fruit and vegetables in the market / I have breakfast at the cafeteria / You can get money at the bank, etc.)

 Use expressions of courtesy (e.g., Excuse me, thank you)

 Ask and answer questions about the location of places using a map (e.g., Where’s the library? It’s next to the post office / Excuse me. Where’s the store? It’s across from the hospital, How do I get to the station? Walk three blocks straight / Is there a market nearby? Yes, there is. It’s across from the hotel, etc.)

GRAMMAR FOCUS:

Use words and expressions to establish location. Follow directions to get to places Express point of origin and destination (e.g., from the office to the park, from the station to the market, etc.)

 Listen to directions (e.g., walk two blocks, turn right at the corner, etc.) Give directions stating distance (e.g., turn left, and walk 50m. The bank is right there, etc.) Ask and give directions to get to places

 Use expressions of courtesy when asking for directions (e.g., Excuse me / Can you help me? / Thank you / You’re welcome / No problem, etc.)

Learning Unit Objective 3. Make plans to do things together (A1.2.3)

Content

 Talk about things to do

 Ask and answer questions about plans

 Make plans to do things together Learning activities/examples Talk about things to do

 Name activities you do with other people (e.g., dance, go to the gym, go for a walk, go out with friends, etc.)

 Talk about future plans in general (e.g., I’m going to study more this year! I’m going to eat more vegetables / spend less time on the Internet / I’m going to learn to dance, etc.).

 Listen to and say dates and times (e.g., tomorrow, tonight, on the weekend, on Friday, in September, on November 1st, on the 3rd, 24 May, etc.)

 Discuss plans a particular date or time (e.g., I’m having dinner with my family on Thursday On Friday I’ve having a party. It’s at 7 pm / I’m going to the gym at 9a.m. / I’m seeing friends on the 17th, etc.)

GRAMMAR FOCUS:

Use be going to and the present continuous to express future actions. Ask and answer questions about plans

 Ask questions in different ways (e.g., Are you going to celebrate Valentine’s Day? / Do you want to go out tonight? / What do you feel like doing? / What are you doing on Tuesday?, etc.)

 Answer questions for planning an activity (e.g., Yes, let’s go to a museum on Saturday / We can have a picnic / There’s a party at Mike’s, etc.)

 Ask and answer questions about details (e.g., Where does Mike live? He lives around here. Should we bring anything? Yes, let’s buy some drinks, etc.) Notice the difference between /I/ and /i:/ sounds (e.g., /I/ live, this, dinner, drinks, kitchen, picnic; /i:/ week, me, free, feel,)

PRONUNCIATION FOCUS:

Distinguish between /I/ and /i:/ sounds Make plans to do things together

 Suggest plans to do things together (e.g., Let’s go the stadium tomorrow / We’re having a party in two weeks, etc.)

 Accept or turn down plans (e.g., Sorry, but I’m terrible in the kitchen / Let’s do something together. I can’t, I have to study for a test, etc.)

 Offer alternatives to plans (e.g., I can’t go with you on Sunday / Are you free on Saturday? / I can make a salad for the party, etc.) Make plans to do things together (e.g., We’re having a party in two weeks, do you want to come? Yes, I do. Can I invite my girlfriend? Sure! What should we bring? Nothing, don’t bring anything. I can’t do that. We can buy some snacks. Are you going to bake a cake for the party? Yes, I am. Do you want to help me? Yes, I can arrive at 4:00. Great!, etc.) 

Learning Unit II: Food and dishes, handicrafts and health issues (Level A1.2/Community)

Main competences for Learning Unit II 1.

Describe food and dishes, in your own and other cultures (A1.2.4)

2. Share information about handicrafts of different cultures (A1.2.5) 3. Talk about health issues (A1.2.6) Development of the Learning Unit Learning Unit

Objective 1: Describe food and dishes, in your own and other cultures (A1.2.4) Content

 Share basic information about food and dishes  Exchange information about food and dishes

 Describe food and dishes Learning activities/examples Share basic information about food and dishes

 Listen to and read information about food and dishes (e.g., The traditional dish in Oaxaca is black mole / In Guerrero it is white pozole / Curry is an Indian dish / Ceviche is very popular in Peru, etc.)

 Talk about your favorite dish (e.g. My favorite dish is quesadillas / Ceviche is his favorite dish, etc.)

 List the ingredients (e.g., Black mole has chocolate, spices and chili / There is fish in ceviche, etc.)

 Talk about dishes you like and don’t like (e.g. I really like sushi / I don’t like fondue, etc.)

GRAMMAR FOCUS: count and noncount nouns – eggs/bread, some and any VOCABULARY FOCUS: dishes and ingredients 

Learning Unit III: School activities, performance evaluation and work expectations (Level A1.2/Professional)

Main competences for Learning Unit III

1. Record school activities in a daily planner (A1.2.7)

2. Describe how well you and others can do things (A1.2.8)

3. Describe personal work expectations (A1.2.9)

Development of the Learning Unit Learning Unit Objective 1: Record school activities in a daily planner (A1.2.7)

Contents

 Describe school activities in a daily planner

 Ask and answer questions about a day of school activities

 Record school activities in a daily planner Learning activities/examples Describe school activities in a daily planner

 Listen and say words and expressions of time in a daily planner (e.g., morning, afternoon, evening, 5 o’clock, half past 10, in/at/on for time, etc.)

 Give dates (e.g. Friday the fourteenth of July, on August the tenth, etc.)

 List different school subjects (e.g. English, history, science, civics, math, geography, etc.)

 Locate school activities in a daily planner (e.g., lesson time, study time, lunch break, etc.) and details (e.g., library 5:00 pm / language lab at noon / principal’s office 8:15 am, etc.)

 GRAMMAR FOCUS:

Present continuous for present activities, e.g. What are you doing? I’m studying English. Where are you going? I’m going to the library. Ask and answer questions about a day of school activities

 Ask and answer questions about a day of school activities (e.g. When do you have English class? Monday at 9:00 am / What’s your homework tonight? Read a book / Is your presentation on Thursday? Yes, it’s at 11:00 am, etc.)