Writing plan

Objectives: Students are able of writing sentences in simple present for requeriments, advices and directions.

Context:

Grade: Third year of high school

Number of students: 45

English level: intermediate

Resources: data show, white board, personal computer.

Time: 180 minutes

Product: studens write a short paragraph in wich they tell to a tourist how to reach some place.

Activities:

Teacher gives the general framework

Teacher gives clues and advices for start writing

Teacher gives plenty of vocabulary

on / sobre

in / dentro de

aboveover /encima de

under / debajo de

in front of /delante de

behind /detrás de

besidenearnext to / al lado decerca dejunto a

between /entre

among /entre

1) The cat is ________ the table

2) There’s a big tree ________ the house

3) The plane if flying _______ the clouds

4) She’s standing __________ the piano.

5) The movie theater is _________ the right

6) He’s sitting _________ the phone

7) The calendar is __________ the clock

8 ) The cabinet is ________ the sink.

9) There are some shoes _________ the bed.

10) The plant is _________ the piano.

11) Paul is sitting _________ Anna.

12) In Japan people drive ________ the left.

Asking for and Giving Directions

How do I get to …?
What's the best way to …?
Where is …?
Go straight on (until you come to …).
Turn back./Go back.
Turn left/right (into …-street).
Go along …
Cross …
Take the first/second road on the left/right
It's on the left/right.
straight on
opposite
near
next to
between
at the end (of)
on/at the corner
behind
in front of
(just) around the corner
traffic lights
crossroads, junction
signpost

Excuse me, where is the post office, please?
___________________at the next corner.
Then____________________ until you come to the traffic lights.
___________________________there.
The post office is_________________________ the cinema.

___________me, how do I -_______________to the cinema?
Go ___________________.
Turn_____________________________ at the corner.
Then take the_______________ road on your________________ .
to the of the road.
_________________left there.
The cinema is on your________________ , ______________the castle.
______________you very much.
You're______________ .

Speaking plan

Objectives: develop in students oral speech so they can express their own ideas, feelings, preferences and opinions; build confidence in students so that eventually they are able to produce language quickly and automatically.

Context:

Grade: Third year of high school

Number of students: 45

English level: intermediate

Resources: data show, white board, personal computer, speakers

Time: 270 minutes

Product: they set up a real life situation in which they are able of showing what have they learnt throughout the curse.

- Job interview

- Buying in a book store

- Selling videogames

- Ask for help (address, how to do something)

- Tell bed time stories to younger boys

- Give excuses

Activities:

Teacher gives a general introduction about the new topic

Teacher explains why it is so important a good oral speech

They learn phrases for greeting people

• Hi.
• Hello.
• Good morning.
• Good afternoon.
• Good evening.
• How are you?
• How are you doing?
• How ya doing? (Informal)
• Fine. How about you?
• Okay. Thanks.

They learn how introduce them selves and others

• I'm John (Use first name in informal situations)
• I'm Jackie.
• I'm John Kennedy.
• I'm Jackie O'Neill. (Use full name in business and formal situations)
• (It's) nice to meet you.
• (It's) nice meeting you.
• (It's) good to meet you.
• Nice to meet you too.
• This is my friend, Jack.
• Hi Jack. I'm Linda
  my brother, Bob.
• my sister, Cindy.
• my father, Mr. Harris.
• my mother, Mrs. Harris.
• my teacher, Ms. Watson.
• my student, Carrie.
• my friend, Mary Jones.
• my boss, Mr. Ritter.
• my co-worker, Penny Pitcher.

They learn commons ways of speaking

• May I help you?
• Yes, I'd like to buy these razors.
• What can I do for you?
• I'm looking for the cameras.
• Is there something I can help you with?
• No, I'm just browsing. Thanks anyway.
• I think you should buy the blue one.
• I don't think you should sell your car.
• Let's go bowling tonight.
• Why don't we go skiing on Saturday?
• Why don't you come with me to China?
• That's a good idea.
• Thanks for the advice, but I really need the money.
• Sorry, I can't. I'm meeting a friend for dinner.
• Sounds like a good idea. Where do you want to go?
• Thanks, but I've already been there.
• What is your favourite colour? Purple.
• What's your favourite kind of music? I like pop music.
• What's your Favourite sport? Kung fu.
• Do you have a lucky number? Yes. It's eight.
• What kind of food do you like best? I like Cantonese food.
• How about movies? Action.
• Who is your favourite movie star? Jackie Chan.
• What city do you like most? Hong Kong, of course!

Before closing

• It's been nice talking to you.
  Nice talking to you too.
• (I'm sorry, but) I have to go now.

Closing

• Good-bye
• Bye.
• See you later.
• See ya (informal)
• Catch you later
  
  (informal)

In pairs; they read aloud famous quotations from movies:

Forrest Gump: Will you marry me?
[Jenny turns and looks at him]
Forrest Gump: I'd make a good husband, Jenny.
Jenny Curran: You would, Forrest.
Forrest Gump: ...But you won't marry me.
Jenny Curran: [sadly] ... You don't want to marry me.
Forrest Gump: Why don't you love me, Jenny?
[Jenny says nothing]
Forrest Gump: I'm not a smart man... but I know what love is.

Mozart: [of his great opera, "Figaro"] Nine performances! Nine, that's all it's had! And withdrawn!
Salieri: I know, I know, it's outrageous. Still, if the public doesn't like one's work, one has to accept the fact gracefully.
Mozart: But what is it that they don't like?
Salieri: I can speak for the emperor. You make too many demands on the royal ear. The poor man can't concentrate for more than an hour... you gave him four.
Mozart: What did you think of it yourself? Did you like it at all?
Salieri: I thought it was marvelous.
Mozart: Of course! It's the best opera yet written, I know it... Why didn't they come?
Salieri: I think you overestimate our dear Viennese, my friend. You know you didn't even give them a good bang at the end of songs, to let them know when to clap?

Mozart: I know, I know, maybe you should give me some lessons in that...

William Wallace: I *am* William Wallace! And I see a whole army of my countrymen, here in defiance of tyranny. You've come to fight as free men... and free men you are. What will you do with that freedom? Will you fight?
Veteran: Fight? Against that? No! We will run. And we will live.
William Wallace: Aye, fight and you may die. Run, and you'll live... at least a while. And dying in your beds, many years from now, would you be willin' to trade ALL the days, from this day to that, for one chance, just one chance, to come back here and tell

our enemies that they may take our lives, but they'll never take... OUR FREEDOM!

Listening plan

Objectives:

Identify different accents between two people in a daily conversation. Understand the main topic exposed about differences between two countries’ food.

Context:

Grade: Third year of high school

Number of students: 45

English level: intermediate

Resources: data show, white board, personal computer, speakers

Time: 90 minutes

Product:

A similar dialog created by the student, in which he/she could show the understanding of the topic and demonstrate how they will be able of using it in the real world.

Activities:

Teacher introduces the subject giving general ideas of the topic

Teacher asks for previous knowledge about the subject

Teacher gives previous vocabulary

Listening one: they listen to the audio file, they identify main ideas.

CLICK HERE FOR LISTENING

1. Does Steph prefer Spanish cooking or English cooking?

2. What is Steph's favourite Spanish food?

Listening two: they listen it again and then answer more complex questions

1. Where did Step live before she came to Spain?

2. Why does she think that Spanish cooking is better that English cooking?

3. Why has Steph's cooking become more Spanish since she moved to Spain?

4. Does Steph prefer eating out in restaurants or cooking at home? Why?

5. Why doesn't Steph want to open her own restaurant?

Listening three: they listen to the audio file for the last time completing the next task:

- Steph, welcome to Mansion Ingles. How long have you been __________in Spain?
- We've been living here just over five years now.
- And where did you live _______________?
- We lived right in the centre of London.
- Uh ha, and can you tell us what ______________there are between Spanish cooking and English cooking?
- Well, personally for me I find Spanish cooking is much _____________. Their ingredients are much better. They have more ________________________, and they use a lot of olive oil, so this is very healthy.
- I see, and do you think that your cooking has become more Spanish since you _____________________________here?
- Yes, because obviously you're used to the ingredients that are available in the supermarkets and also the markets, and it's ____________________________and has a lot of flavour.
- What's your _________________________Spanish dish, Steph?
- Ooo, I would say paella because that is very healthy, and I also love the tortilla.
- Do you prefer cooking erm.. at home, or eating out in restaurants?
- Well, I love cooking, but I must be honest and say that when you eat out in restaurants there's _________________________not much work there.
- So no _______________________, Stephanie
- Exactly!
- Okay, and er.. would you like to open your own restaurant one day?
- I think now I'm ___________________, but it would have been very nice perhaps many years ago.