ABSTRACT This work is a proposal to motivate students from High
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Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación ABSTRACT This work is a proposal to motivate students from High Junior Preparatory of “Miguel Malo Gonzales” High School to perform and improve two skills: Listening and speaking through activities related to their real world. We, as teachers, believe that it is our responsibility to get students involved in a real context, to achieve a meaningful learning that they can apply at any time of their lives. In order to elaborate the present proposal we have considered that the textbook “Our World through English” contains mostly reading and writing activities. For this reason, we have researched and created appropriate activities in order to let the students develop listening and speaking skills in the classroom. The activities are based on holidays, music, stories, technology, fashion, role plays, and advice, with which the students are familiarized, and they will feel motivated to participate. Moreover, the activities are designed to facilitate a collaborative work among students and teacher. They will work in pairs, in groups most of the time; and in this way, Nelly Sari Mauricio Torres 1 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación they will be interactive with each other, by sharing their own feelings, opinions, and ideas. Nelly Sari Mauricio Torres 2 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Contents Abstract ............................................................................... 1 dedication .......................................................................... 14 acknowledgement ............................................................. 15 introduction ........................................................................ 16 antecedents ....................................................................... 17 justification......................................................................... 18 survey ................................................................................ 19 general objective ............................................................... 26 specific objectives ............................................................. 26 background........................................................................ 26 theorical framework ........................................................... 28 hypothesis ......................................................................... 29 traditional approaches ....................................................... 30 current approaches ........................................................... 33 the teacher’s role ............................................................... 35 the student’s role ............................................................... 36 the classroom .................................................................... 36 the importance of listening and speaking skills ................. 38 voice in the classroom ....................................................... 39 suggetions for teachers in teaching speaking ................... 41 expectations ...................................................................... 43 activities to promote speaking ........................................... 45 discussions ........................................................................ 45 role play ............................................................................. 46 simulations ........................................................................ 46 information gap.................................................................. 46 brainstorming..................................................................... 47 storytelling ......................................................................... 47 interviews .......................................................................... 48 story completions .............................................................. 48 Nelly Sari Mauricio Torres 3 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación reporting ............................................................................ 49 picture narrating ................................................................ 49 picture describing .............................................................. 49 find the difference .............................................................. 50 performing activities .......................................................... 53 listening to a song........................................................... 53 preparation: .................................................................. 54 procedure: .................................................................... 54 performance: ................................................................ 54 task1. Look at the pictures and try to answer the questions...................................................................... 54 task2. - listen to the first paragraph of the song and order the phrases. .................................................. 55 task3. - listen to the second paragraph of the song and match the sentences. ...................................... 56 task4. - listen to the chorus of and cross out the extra words. ..................................................................... 56 task5. - listen to the third paragraph of the song and fill in the blank spaces with the words in the box.... 57 task6. - listen to the fourth paragraph of the song and write the words in the correct order. ....................... 57 “listening comprehention” ............................................... 58 preparation: .................................................................. 58 procedure: .................................................................... 59 performance ................................................................. 59 task1. - put the pieces of the paper in the correct order. ...................................................................... 59 task2. - listen to the song and check the order....... 59 task3. - discuss the content of the song. ................ 61 singing, singing, singing ................................................. 61 preparation: .................................................................. 61 procedure: .................................................................... 61 Nelly Sari Mauricio Torres 4 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación performance ................................................................. 62 task1. - listen and sing the song ............................. 62 listen and complete......................................................... 64 preparation: .................................................................. 64 procedure: .................................................................... 64 performance ................................................................. 65 task1. - listen and complete. ................................... 65 task2. - sing the song. ............................................ 67 my favorite moment ........................................................ 67 procedure: .................................................................... 68 who am i? ....................................................................... 68 preparation: .................................................................. 69 procedure: .................................................................... 69 performance ................................................................. 69 task1. - stick the photos of singers on students’ back. ................................................................................ 69 task2. - describe the singer by using yes/no questions. ............................................................... 70 giving personal information from singers ........................ 71 preparation: .................................................................. 71 procedure: .................................................................... 72 perfomance .................................................................. 73 task1. - find the same photograph. ......................... 73 task2. - order the personal information. .................. 74 task3. - say the information orally to the whole class without giving the character’s name. ...................... 74 christmas and carnival holidays...................................... 75 preparation: .................................................................. 75 procedure: .................................................................... 75 performance ................................................................. 76 task1. - look at the pictures and give information orally. ...................................................................... 76 Nelly Sari Mauricio Torres 5 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación task2. - read and stick below the correct picture. ... 76 task3. - what is your favorite holyday and why? ..... 77 going places for vacation ................................................ 78 preparation: .................................................................. 78 procedure: .................................................................... 78 performance ................................................................. 79 task1. - look at the pictures and discuss the following questions: ............................................................... 79 task2. – ................................................................... 79 task3. – ask each student to bring some real photos about their past vacation to describe them to the class. ...................................................................... 80 sports .............................................................................. 81 preparation: .................................................................. 81 procedure: .................................................................... 81 performance ................................................................. 82 task1. - answer the question ................................. 82 task2. - answer the question. ................................. 83 task3. - make a brainstorm and explain the favorite sport........................................................................ 83 sport clothes ................................................................... 84 preparation: .................................................................. 85 procedure: .................................................................... 85 performance ................................................................. 86 task1. - introduce the topic by showing the students some pictures. Encourage them to give opinions about the pictures. .................................................. 86 preparation: .................................................................. 89 procedure: .................................................................... 89 performance ................................................................. 89 Nelly Sari Mauricio Torres 6 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación task1. - ask the students to comment on the changed appearance. You can help them by asking these questions: ............................................................... 89 task2. - ask each student to look at the person who is trying on the props and accessories, and give a description about what she looks like and what she is wearing. ....................................................................... 90 performance ................................................................. 92 task2. - check the answers by asking the following question: ...................................................................... 93 find the differences ......................................................... 94 preparation: .................................................................. 94 procedure: .................................................................... 95 performance ................................................................. 95 task1. – look at your picture and ask questions to your partner about his/her picture. ......................... 95 task2. - teacher asks the whole class how many differences are there in the pictures? What are they? ................................................................................ 96 “actors on television” ...................................................... 97 preparation: .................................................................. 97 procedure: .................................................................... 97 performance ................................................................. 98 task1. – look, listen and identify who i am speaking about....................................................................... 98 task2. - tell something more about the actor. ......... 98 listening .......................................................................... 98 preparation: .................................................................. 99 procedure: .................................................................... 99 task1. - listen to the four people playing “who’s my date?” Three men want to invite linda on a date. Nelly Sari Mauricio Torres 7 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación What kind of things do they like? What kinds of things does linda like? .......................................... 100 task2. – now ask the students some questions about the game in order to get the answers orally. ........ 100 talking about the last events on tv ................................ 101 preparation: ................................................................ 102 procedure: .................................................................. 102 listening events to guess the correct movie.................. 103 preparation: ................................................................ 103 procedure: .................................................................. 104 performance ............................................................... 104 task1. - stick the pictures on the board. ................ 104 task2. - give a short summary of the movie. ......... 105 possible questions: ....................................................... 105 “asking for permition to watch a movie” ........................ 106 preparation: ................................................................ 106 procedure: .................................................................. 106 performance ............................................................... 107 task1. – use the guide paper to act out the conversation with a partner. ................................. 107 a story ........................................................................... 108 preparation: ................................................................ 108 procedure: .................................................................. 108 performance ............................................................... 109 task1. - look at pictures about “charlie” and describe them as you were telling a story. .......................... 109 task2. - teacher asks some questions to students about the story in the simple past tense. .............. 110 “giving an end to a short story” ..................................... 111 preparation: ................................................................ 111 procedure: .................................................................. 111 Nelly Sari Mauricio Torres 8 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación task1. - look at each picture and describe them one by one and then give an end to it. ........................ 111 jumble pictures ............................................................. 112 preparation: ............................................................... 113 procedure: .................................................................. 113 performance ............................................................... 114 task1. - predict a story by using the following words. .............................................................................. 114 task2. - describe the pictures and place them face down in the correct order. ..................................... 115 task3. - talk about the story quietly to the teacher without looking the pictures. ................................. 116 task4. - listen to the story. .................................... 116 task5. - turn the pictures over to confirm to correct order of the story. ................................................. 117 change the story ........................................................... 117 preparation: ................................................................ 117 procedure: .................................................................. 117 story .............................................................................. 118 preparation: ................................................................ 119 procedure: .................................................................. 119 places and food ............................................................ 121 preparation: ................................................................ 122 procedure: .................................................................. 122 performance ............................................................... 123 task1. - answer the question. ............................... 123 task2. - answer the following question. ................ 123 task3. - tell the complete information from the task one and two. ......................................................... 124 task4. - discuss about the typical food from each region.................................................................... 124 technology .................................................................... 124 Nelly Sari Mauricio Torres 9 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación preparation: ................................................................ 125 procedure: .................................................................. 125 performance ............................................................... 125 task1. - introduce the topic by showing the students some pictures. Encourage them to give a general idea about the objects. ......................................... 126 task2. - introduce the new vocabulary for the students. ............................................................... 126 task3. – in pairs, ask and exchange information about the objects as if it were a real conversation. .............................................................................. 126 leisure activities ............................................................ 128 preparation: ................................................................ 128 procedure: .................................................................. 128 performance ............................................................... 129 task1. – show the students some pictures about hobbies and discuss these questions: .................. 129 task2. - listen to three friends speaking about their hobbies and complete the table with the information you hear................................................................ 130 task3. - check the answers orally by asking some questions: ............................................................. 131 task4. - make groups of four people and complete a table with your partners’ information by asking the following questions: .............................................. 132 task5. - tell the whole class about your partners’ favorite hobbies using the information from the table .............................................................................. 133 giving advice ................................................................. 133 preparation: ................................................................ 134 procedure: .................................................................. 134 performance ............................................................... 134 Nelly Sari Mauricio Torres 10 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación task1. – listen and look at the picture. Then give me some advice. ........................................................ 134 task2. – work in pairs. Ask and give some advice to each other by looking at the pictures. ................... 135 give advices to pictures ................................................ 135 preparation: ................................................................ 136 procedure: .................................................................. 136 performance ............................................................... 136 task1. - look at the picture and give advices. ....... 136 extra activities.................................................................. 138 find the differences ....................................................... 138 preparation: .................................................................. 139 procedure: .................................................................... 139 sample drawings ........................................................ 139 drawing favorite pictures............................................... 140 preparation: ................................................................ 140 procedure: .................................................................. 140 sample picture .............................................................. 142 doodles ......................................................................... 143 procedure: .................................................................. 143 some doodles ............................................................... 145 completing ideas........................................................... 146 preparation: ................................................................ 146 procedure: .................................................................. 146 samples of incomplete ideas ........................................ 147 conclusions and recommendations ................................. 148 anexes ............................................................................. 151 Nelly Sari Mauricio Torres 11 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación UNIVERSIDAD DE CUENCA FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION ACTIVITIES TO IMPROVE LISTENING AND SPEAKING SKILLS WITH TEENAGERS OF THE JUNIOR HIGH PREPARATORY OF “MIGUEL MALO GONZALES” HIGH SCHOOL Trabajo académico integrador previo a la obtención del titulo de Licenciados en Ciencias de Educación, especialidad en Lengua y Literatura Inglesa AUTORES: TUTOR: Nelly Sari. Mauricio Torres. Dr. Ion Youman. Cuenca – Ecuador 2008 Nelly Sari Mauricio Torres 12 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Responsibility signs All opinions and remarks in this work are entirely under the authors’ responsibility Sincerely, _______________________ _______________________ MAURICIO TORRES NELLY SARY Nelly Sari Mauricio Torres 13 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación DEDICATION I dedicate this work to my family and specially to my parents who have always given me their unconditional support and love MAURICIO TORRES I dedicate the present work to all those people who encouraged me to accomplish my goal, specially to my husband Juan José and my daughter Vanessa for being patient with me during all this period of the graduation course. NELLY SARY Nelly Sari Mauricio Torres 14 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación ACKNOWLEDGEMENT First of all, we thank God who has protected and guided us to complete our career. We also want to express our gratitude to our teacher and tutor, Dr. Ion Youman, for his kind support throughout the making of this research work. Nelly Sari Mauricio Torres 15 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PART ONE INTRODUCTION The theme of this research book is “Activities to improve listening and speaking skills with teenagers of the junior high preparatory of Miguel Malo Gonzales High School. We have chosen this topic because until the present date, the students have been developing reading and writing skills most of the time, without considering the real importance in learning English through speaking and listening activities based on real contexts, according to students’ needs and likes. In this way, we have considered the importance of developing these two specific skills in order to make the students learn the language through activities that could happen in real life outside of the classroom; in which the students can use the language in any place where they are. We think that teaching English language based on students’ interests, they will feel motivated and have curiosity to learn more. Nelly Sari Mauricio Torres 16 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación We also consider that it is important to work in pairs or groups because it helps to make a collaborative work in which students can exchange ideas among themselves, teachers, tasks and real contexts. Nowadays, the English influence in our society is important since globalization is present at modern times around the world; and people should have certain knowledge of English to avoid difficulties that they can find during their lives. ANTECEDENTS We, as teachers in the English area of the “Miguel Malo Gonzales” High School, have observed the teachinglearning process along last year, which has been taught based only on the course book “Our World through English.” This book makes the teachers to limit the student to learning language in real-life situations. Teachers do not give the students the opportunity to choose material according to their needs; neither participates in events where students can show their strengths about the acquisition of the language. Nelly Sari Mauricio Torres 17 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación It is very important to consider that English is a difficult language, and it has to be taught by using activities where students can get involved into the context, so they will feel motivated avoiding the complexity of language. JUSTIFICATION Our research is based on the experiences that we have found in the junior high preparatory of “Miguel Malo Gonzales” High School. In order to know the real reasons why the students have a low performance in English class, we have carried out a survey on the students. We have obtained that 20% of students are comfortable with the book activities, and 80% of students prefer activities according to their interests to learn a foreign language. With these results, we have realized that the course book “Our World through English” that is used by the students of the junior high preparatory to learn English is not the best tool, for these reasons: • The themes that the course book presents are not relevant to the students’ needs. • The course book does not have a variety of activities to develop listening and speaking skills. Nelly Sari Mauricio Torres 18 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación • There are too many reading and multiple choice exercises that are not suitable to the students’ interest. On the other hand, we have also found out some problems within the Institution, we will mention the following: • The institution staff does not carry out events related to English teaching. • English is not considered as a basic subject at the curriculum. • There is not an English laboratory and up dated materials, to support learning of the foreign language. With our research we pretend to improve listening and speaking skills. We want to present material that contains attractive activities, which would involve and challenge the students to develop their strengths, and acquire the language. In this way, students’ motivation for learning the foreign language will increase. SURVEY We will show in the diagrams below the results of the survey obtained from the students. Nelly Sari Mauricio Torres 19 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 1. Do you consider that the activities of the book “Our World through English” are appropriate to learn English? yes no 20 80 yes no Above chart, shows that 20% of students agree the activities of the book “Our world through English” are appropriate to teach English, and the 80% do not agree that the activities of the book “Our world through English” are appropriate to learn English. 2. Do you learn listening and speaking skills in an effective way using the activities from the book? Nelly Sari Mauricio Torres 20 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación yes no 5 95 yes no In this chart, we can see that the 5% of students think it is effective, but 95% do not think it is effective. 3. Do you perform dialogues in the classroom? yes no 0 100 yes no This chart shows us that 100% of students do not perform dialogues in the classroom. Nelly Sari Mauricio Torres 21 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 4. Does your teacher use other materials besides the book to reinforce English teaching? yes no 20 80 yes no This chart shows that 20% of students admit that their teacher uses extra material to reinforce English teaching, and 80% of them do not. 5. Do you consider that learning English through isolated sentences is good enough for you? yes no 0 100 yes no Nelly Sari Mauricio Torres 22 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación In the above chart 100% of students do not consider it is good. 6. Do you think that long readings from the book are appropriate to improve your pronunciation? y es no 10 90 y es no This chart points that 10% of students think it is appropriate, but 90% think it is not appropriate. 7. Does your teacher allow you to choose the activities to learn the language according to your interests? Nelly Sari Mauricio Torres 23 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación yes no 0 100 yes no All students, that is 100%, accord that their teacher does not allow them to choose the activities according to their interests. 8. Does your teacher evaluate your learning through dialogues or role plays? yes no 5 95 yes no Nelly Sari Mauricio Torres 24 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación In this chart we can see that 95% of students admit that their teacher does not evaluate them through dialogues or role plays and only 5% do it. 9. Are you comfortable with the activities of the book? yes no 25 75 yes no This chart shows us that 25% of students enjoy the activities of the book, but 75% of students deny this. 10. Do you think you can improve listening and speaking skills through activities based on real situations? yes no 100 0 yes no Nelly Sari Mauricio Torres 25 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Finally, as we can see in this chart, 100% of students admit they can improve the mentioned skills above through activities based on real situations. GENERAL OBJECTIVE To develop the appropriate material to improve listening and speaking skills according to the students’ age, needs, interests and likes. SPECIFIC OBJECTIVES • To show students’ English language knowledge through a survey. • To create a manual of listening and communicative activities. BACKGROUND Nelly Sari Mauricio Torres 26 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación “Miguel Malo Gonzales” is a public High School that is located in Gualaceo city, province of Azuay, at Miguel Guillen Street, between Huayna Capac and Loja Avenue Miguel Malo Gonzales High School has two sections: diurnal and nocturnal. In the morning this high school offers the specialization of “Agropecuaria,” with 316 students and 13 teachers. In the evening, there is the specialization of “Accounting” with 443 students and 16 teachers. The English area has four teachers. There are two teachers in the morning and two teachers in the evening. English is taught in 5 periods per week. The textbook that the students use is “Our World through English.” This book is part of CRADEL Project that the Ministry of Education and Culture has designed to teach English language in all public high schools of this country. The text book presents many cultural topics that are very interesting to study the customs of this country. However, most of those activities are not attractive for them. Most of the students feel unmotivated when they are learning the language. In consequence we have found that in the teaching-learning process, students show passiveness. They fear to participate in class and even to communicate in English with their partners and with their teacher. Nelly Sari Mauricio Torres 27 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación THEORICAL FRAMEWORK According to the social interactionists of the Constructivist Theory, Vygostsky and Feuerstein, (1962: 40) children are born into a social world; therefore, children’s learning occurs through the interaction with other people. The main factor of this interaction is the communicative approach, by using language to communicate with others. Vygostsky focuses on the advantages of collaborative work to increase the learners’ current level. People, who learn in a collaborative way, will become effective and productive citizens in a complex world that requires cooperation. Teachers, learners, tasks and context are the main factors in a social constructivist model of the teaching-learning process. Carl Rogers also affirms that significant learning will only take place when the subject matter is perceived to be of personal relevance to the learner, and when it involves active participation by the learner. John Dewey, (1884:10) focuses his theory on “the audacity of imagination.” He is one of the first important figures in education policy. He rejects the notion that schools should focus on repetitive, rote memorization. Nelly Sari Mauricio Torres 28 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Instead he proposes a "directed living" method in which students will engage in real-world and practical workshops and in which they will demonstrate their knowledge through creativity and collaboration. Students should be provided with opportunities to think for themselves and articulate their thoughts. An effective communicative approach uses real-life situations where the students’ motivation increases for their own desire of communicating in a best way about meaningful topics. HYPOTHESIS If we make activities that develop listening and speaking skills, taking into account the students’ needs and interests, we believe that students will improve their performance in the English area. Nelly Sari Mauricio Torres 29 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PART TWO TRADITIONAL APPROACHES In the traditional approach to English language teaching, teacher controls everything and explains everything. Students only listen. This is ineffective. Why? Fist of all, it is ineffective because the teacher does all the thinking and all the talking. The class consists of explanation after explanation. It is considered a waste of time because it does not mean that the students have learned a language, but they get bored because they are inactive, and as a negative result, they do not participate in class. In this century, the teaching learning process requires new methodologies and current approaches to improve the education in High Schools, and at the same time in the classrooms environment. However, there are some teachers, especially from public institutions who still apply traditional methodologies in their classes. These are “grammar translation, audiolingualism, and the direct method.” Nelly Sari Mauricio Torres 30 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Grammar translation mostly focuses on explanations of grammar in which grammatical structures are given through the use of rules. The method requires the students to translate whole texts word by word and memorize several grammatical rules, and exceptions as well as enormous vocabulary lists; therefore, through grammar translation, students lack an active role in the classroom. With the Audiolingual method, structures are emphasized in a careful sequence where they are presented and then repeated, with gradual memorization of the dialogue; and little grammatical explanations; so it is taught inductively. For example, some structural patterns that are taught by using repetitive drills are the following: substitution drill, multi slot, transformation drill, questionanswer drill, etc. With this method, the teacher makes students to memorize and perform dialogues, controls grammar and pronunciation during the performance of the drills. Teacher structures the drills for the students. Sometimes the dialogues resemble real communication. The direct method, as its name suggests, is teaching the foreign language without the interference of the mother tongue. It is also called “Natural Method,” because the Nelly Sari Mauricio Torres 31 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación students learn the foreign language in the way, as they learn their mother tongue. In this method, the teacher monologues formal questions and answers. This is based on a reading, and from this reading, the teacher makes some questions in order to make the students understand it. The techniques that the teacher uses are the following: reading aloud, question and answer exercise, self correction, conversation practice, and dictation. At present, in our society, English teaching in many high schools is ambiguous, and students have seldom opportunities of speaking English in the classrooms. The teaching-learning process is not an interactive process. The teacher should change the traditional teaching style, encouraging the students to open their mouths because interaction is the collaborative exchange of thoughts, feelings or ideas between two or more people, resulting in a reciprocal effect on each other. In this way the student learns from other students, shares other opinions producing a meaningful learning. Nelly Sari Mauricio Torres 32 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación CURRENT APPROACHES The main current approach is the communicative approach. This approach has many origins, among them, we can say that it is the product of educators and linguistics who have grown dissatisfied with audio-lingual and grammar translation methods of foreign language teaching. They realized that students were not learning enough realistic, whole language because they did not know to communicate using appropriate social language with gestures or expressions. So, through the years authentic language has been introduced into the classrooms in elementary, middle secondary and post-secondary levels especially in private institutions, because of the effective teaching-learning process that has been focused in the students’ understanding. Communicative approaches are new methods to improve and increase students’ knowledge within the class environment. approach, Teacher Cooperative should use learning, “Communicative and Task-based language.” For example, teachers can introduce reality in their lessons by using communicative approaches, so in this way, learning becomes meaningful to the students. Nelly Sari Mauricio Torres 33 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Communicative language teaching needs real-life situations in order to promote activities in which language is used for carrying out meaningful tasks. Real life simulations change from day to day. It is important that the teacher focuses his attention in this approach. Cooperative learning is also one of the most researched of all teaching strategies. With cooperative learning students have opportunities to work collaboratively, learn faster and more efficiently, have greater retention, and feel more positive about the learning experience. Moreover, in a cooperative group, every student has a specific task; everyone must be involved in learning or project; so the success of the group depends on the successful work of every individual. In task-based language, the tasks are central to the learning activity. In other words, it is based on the belief that students may learn more effectively when their minds are focused on the task, rather than on the language they are using. By using task-based language we are using target tasks which make the students to get involved in the “real world,” outside the classroom. For example, a target task can include situations like these: Nelly Sari Mauricio Torres 34 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación • Taking part in a job interview. • Completing a credit card application. • Finding one’s way from a hotel to a subway station. • Checking into a hotel. THE TEACHER’S ROLE In the current approach, the teacher’s role is not being a dominating authority in the classroom as in the traditional approach was. communicative Teachers process should among make all the easier the students. Furthermore, they should act as independent participants within the learning-teaching group, but they have the responsibility to develop the entire student’s potential in the different skills of learning to improve the language. Teachers should be friendly to have direct influence on their students. They have to apply specific language using familiar vocabulary, to get a good understanding from their students. When a student gives a wrong answer in class, it is important for the teacher to comment positively about the student’s contribution instead of correcting mistakes directly and making the student feel bad. Teachers must keep in mind that the student is easily humiliated when the teacher addresses him/her with sarcastic words in front of their partners. Nelly Sari Mauricio Torres 35 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación THE STUDENT’S ROLE The student’s role is to participate in class; they have all the opportunities to ask questions to themselves and nominate topics of interest for them. In the teachinglearning process, task-based approach and cooperative approach are important factors to improve student’s learning. THE CLASSROOM The goal of the classroom is to create a conductive atmosphere to interacting in English in meaningful ways. So, factors that contribute to a positive classroom are mutual respect, good relationship, informal teaching methods, and teachers’ display of students’ work before the class. It is also very important to consider the size of the class to have a student’s effective understanding. Small classes are more appropriate to achieve the students’ potential in learning because the teacher has more time to spend on each student. In consequence, students have more opportunities to participate in class activities and ask questions. Nelly Sari Mauricio Torres 36 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación As a contrastive summary table, we have focused on the main points between traditional and current approach, as it is lustrated below. TRADITIONAL CURRENT Focus on language as a sequence Focus is on communication of grammatical patterns Selects languages items on basis of Selects on the basis of what complexity of linguistic criteria language items the learner needs to know Language used tends to be more Genuine everyday language is formal and bookish emphasized Aim is to have students produce Aim is to have students formally correct sentences communicative effectively in order to complete the task Reading and writing are Speaking is given at least as much emphasized time as reading and writing Tends to be teacher-centered Tends to be student-centered Focus is on the form of expression Resembles the natural language rather than the content learning process by concentrating on the content / meaning of the expression rather than the form PART THREE Nelly Sari Mauricio Torres 37 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación THE IMPORTANCE OF LISTENING AND SPEAKING SKILLS Listening and speaking are important skills to be developed in the classroom because both are essential for oral communication. When you focus on communication ability, several factors must be considered in the speaking process, namely the ability to begin a conversation, maintain a conversation, take turns speaking, and end a conversation. Among the higher ability levels, we also consider important the ability to elaborate ideas, explain around unknown vocabulary, link sentences and ideas together into paragraph-long discourses. Active listening; on the other hand, encourages us to do the following: empathize with the speaker, listen with attention to what the speaker says both the verbal and the nonverbal language. In verbal language the speaker uses the oral communication to transmit something. Nonverbal language refers when the information that is transmitted from senders to receivers is not conveyed by Nelly Sari Mauricio Torres 38 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación the use of words. The nonverbal language can be divided into three areas: paralanguage, kinesics and proximics. • Paralanguage is the study of the speaker’s voice; such as: its tone, speed, pitch, volume, etc. • Kinesics is the study of how a speaker uses his body to communicate. In face to face communication, three aspects are fundamental: facial expression, eye contact and gestures. • Proximics is the study of how spaces communicate nonverbally. People can arrange furniture and other parts of the environment to establish desired patterns of interaction. VOICE IN THE CLASSROOM Looking at some specific ways to make speaking easier, on the most basic level we might consider first of all the main channel for pronunciation, the voice. As Maley (2000:vii) has said, “we are our voices. Others judge us by them. It is through our voices that we tell others who – and how – we are” (emphasis added). Teachers are not far behind singers, actors, news broadcasters in their need for awareness of voice. Maley (2000:vii) states that “by developing a confident, natural speaking voice, which can Nelly Sari Mauricio Torres 39 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación sustain prolonged use, we have the capacity to change our relationships with our students”, and results in our classrooms since this can affect the through better understanding and control of our own voices, we can share the benefits of voice work with our students. This has the double benefit of making them both more confident and more motivated to learn”. It is very important to select a short section of a film with interesting voices and have students only listening to discover the speakers just from their voices. Are they young or old? How are they feeling? What kind of relationship do they have? Then they can watch the video to see if their mental pictures were appropriate. As voice carries pronunciation, it is useful to deal directly in the language classroom. Students generally find voice exercises fun. They can choose a favourite word in English and in pairs try to say it to each other in different ways. The teacher can announce the changes: an emotion (happy, angry...) or other variation (loud, fast...). Working with video, they can watch a short conversation, transcribe it or use a prepared transcription and then imitate the way the actors speak, trying to match their voices as closely as possible. Nelly Sari Mauricio Torres 40 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación SUGGETIONS FOR TEACHERS IN TEACHING SPEAKING Here are some suggestions for English language teachers while teaching oral language: • 1 Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge. • Try to involve each student in every speaking activity; for this aim, practice different ways of student participation. • Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students. • Indicate positive signs when commenting on a student's response. 1 Kavi-Teaching Speaking: Activities to Promote Speaking June 29th www.iteslj.orj/Techniques/Kavi-TeachingSpeaking.html Nelly Sari Mauricio Torres 41 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación • Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more. • Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice…" • Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech. • Involve speaking activities not only in class but also out of class; contact parents and other people who can help. • Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs. • Provide the vocabulary beforehand that students need in speaking activities. • Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language. Nelly Sari Mauricio Torres 42 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación EXPECTATIONS Most of the students of “Miguel Malo Gonzales” High School have assumed that the textbook “Our World through English, does not present activities in which they can feel comfortable to speak. So we, as teachers in this research expect to provide the appropriate material to the students according to their likes, in order to improve the oral English skills inside the classroom, where both, teacher and students will be involved into a context. We also expect to make traditional teachers to take into account the importance of developing listening and speaking skills in the teaching-learning process, in order to achieve a high proficiency in language fluency, than the students will not be only able to perform dialogues about certain topics into the classroom, but they will be ready to speak with different people in other situations of real life. Teachers should remember that using the informal and social language is the best way to learn English; they should understand that reading skills are often considerably less develop than spoken proficiency. To achieve our goal, we are going to present relevant activities for the students, focusing on the following aspects: Nelly Sari Mauricio Torres 43 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación • Material according to the students’ interest. • Maximize the use of authentic language. • Provide appropriate feedback. • Combine speaking and listening skills. Nelly Sari Mauricio Torres 44 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PART FOUR ACTIVITIES TO PROMOTE SPEAKING The activities we mention below, promote oral language. It is important for the teacher to apply these activities with themes based on students’ interest, to perform meaningful tasks. DISCUSSIONS After a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the discussion, it is essential that the purpose of this activity is performed by the teacher to make it more relevant, so that students do not spend their time chatting with each other about irrelevant things. Nelly Sari Mauricio Torres 45 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación ROLE PLAY One other way of getting students to speak is roleplaying. Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the students such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are Maurice, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984) SIMULATIONS Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, she brings a microphone to sing and so on. INFORMATION GAP In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve for many Nelly Sari Mauricio Torres 46 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación purposes such as solving a problem or collecting information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. These activities are effective because everybody has the opportunity to talk extensively in the target language. BRAINSTORMING On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and students generate ideas quickly and freely. The good characteristics of brainstorming are that the students are not criticized for their ideas; so, students will be opened to sharing new ideas. STORYTELLING Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Nelly Sari Mauricio Torres 47 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación INTERVIEWS Students can conduct interviews on selected topics with various people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. Conducting interviews with people gives students a chance to practice their speaking ability not only in class, but also outside, and helps them becoming socialized. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and "introduce" his or her partner to the class. STORY COMPLETIONS This is a very enjoyable, whole-class, free-speaking activities for which students sit in a circle. For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences. Students can add new characters, events, descriptions and so on. Nelly Sari Mauricio Torres 48 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación REPORTING Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class. PICTURE NARRATING This activity is based on several sequential pictures. Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating. PICTURE DESCRIBING Another way to make use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture. For this activity students can form groups and each group is given a different picture. Students discuss the picture with their groups, and then a student for each group describes the picture to the whole Nelly Sari Mauricio Torres 49 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación class. This activity fosters the creativity and imagination of the learners as well as their public speaking skills. FIND THE DIFFERENCE For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures. Nelly Sari Mauricio Torres 50 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación LET’S THINK ABOUT STUDENTS’ NEEDS AND LIKES Nelly Sari Mauricio Torres 51 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TV PROGRAMS FASHION & STORIES CLOTHES ¿? ¿? ¿? MUSIC AND ¿? SINGERS HOLIDAYS ¿? & SPORTS ¿? ¿? FOOD ADVICE ¿? TECHNOLOGY AND LEISURE TIME Nelly Sari Mauricio Torres 52 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PERFORMING ACTIVITIES The activities that we have researched and created are focused on student’s interests. We, as teachers, believe that we can motivate and get our students’ attention by designing activities based on listening and speaking skills. At the same time, we consider that these two skills are closely related to each other, and that they are the most important ones to communicate in real life, inside and outside the classroom. LISTENING TO A SONG “WIND OF CHANGE” LEVEL: Intermediate. TIME: 25 minutes. AIMS: 1. To develop intensive listening skills. 2. To develop speaking skills. 3. To provide an element of variety using a song. 4. To establish links with other areas of learning (musical education) Nelly Sari Mauricio Torres 53 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 5. To practice the verb TO BE in the simple present tense by asking and answering questions. PREPARATION: Get some pictures of the group. An Audio Recorder to play the song. Make photocopies of the song lyrics divided in tasks. PROCEDURE: 1. Ask the students to follow the instructions as the teacher says. 2. Introduce the lesson by asking the students who are in the pictures. 3. Read the task instructions. Check understanding. 4. Demonstrate the task with a given example. 5. Play the first verse of Audio Script once or twice. 6. Check the task orally. PERFORMANCE: TASK1. Look at the pictures and try to answer the questions. Nelly Sari Mauricio Torres 54 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 1. What is the name of the group? They are the scorpions. 2. Where are they from? They are from Germany. 3. Which song is the most famous? The most famous song is “Wind of change.” TASK2. - 2 Listen to the first paragraph of the song and order the phrases. ______ An August summer night ______ Listening to the wind of change ______ I follow the Moskva ______ Soldiers passing by ______ Down to Gorky Park ______ Listening too the wind of change 2 Adapted from Miller, 36 Nelly Sari Mauricio Torres 55 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TASK3. - Listen to the second paragraph of the song and match the sentences. 1. The world _______ ( a ) like brothers 2. Did you _______ (b) feel it everywhere 3. That we could be so close _______ ( c ) is closing in 4. The future’s _______ (d) _______ (e) with the wind of change 5. I can ever think 6. Blowing _______ ( f ) in the air TASK4. - Listen to the chorus of and cross out the extra words. - Take me to the magic of the great moment - On a glory happy night - Where the little children of tomorrow dream away - In the glorious wind of change Nelly Sari Mauricio Torres 56 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TASK5. - Listen to the third paragraph of the song and fill in the blank spaces with the words in the box. Wind follow memories street park past 1. Walking down the ______________ 2. Distant ________________ 3. Are buried in the _______________ forever 4. I ______________ the Moskva 5. Down to Gorky ______________ 6. Listening to the ______________ of change TASK6. - Listen to the fourth paragraph of the song and write the words in the correct order. 1. change / wind / the / of _______________________________________ 2. of time / face / the / into / blows / straight _______________________________________ 3. a storm wind / like / ring / will / that / bell / the / freedom ____________________________________________ Nelly Sari Mauricio Torres 57 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 4. mind / piece of / for _________________________________ 5. your / sing / balalaika / let _________________________________ 6. guitar / wants to / my / say / what _________________________________ “LISTENING COMPREHENTION” JUMBLE LYRICS LEVEL: Elementary and above TIME: 15-30 AIM: To practice listening comprehension and to encourage students to use contextual clues to order a text. PREPARATION: Choose a well known song to incentive the students to work. Make sure that you have enough copies to each pair of students. Cut the text of the song every two lines to performance this activity. Nelly Sari Mauricio Torres 58 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PROCEDURE: 1. Distribute the pieces of papers to pairs of students and ask them to try to put each piece of paper into the correct order, depending on what they think would be a logical order. When you think that they have reordered some or all of it, they can compare their orders with other pairs. 2. Then play the recording of the song, but stop after short time to make the students check their versions and to guess at what will come next. 3. Finally, listen to the whole song and discuss about the context of the song. PERFORMANCE TASK1. - Put the pieces of the paper in the correct order. TASK2. - Listen to the song and check the order. BOAT ON THE RIVER (Styx) Take me back to my boat on the river I need to go down, I need to come down Nelly Sari Mauricio Torres 59 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Take me back to my boat on the river and I wont cry out anymore Time stands still as I gaze in the water she eases me down, touching me gently with the waters that flow past my boat on the river so I don’t cry out anymore Oh the river is wise, the river he touches my live like the waves on the sand and all roads lead to tranquility base where the frown on my face disappears. Oh the river is deep, the river he touches my life like the waves on the sand. And all roads lead to tranquility base, where the frown on my face disappears. Take me down to my bat on the river, I need to go down, would you let me go down Take me back to my boat on the river and I won’t cry out anymore. Nelly Sari Mauricio Torres 60 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TASK3. - Discuss the content of the song. Possible questions Do you like the song? Have you heard this song before? What words do you know? What kind of music is it? Does the content refer to a woman? SINGING, SINGING, SINGING LEVEL: Elementary and above TIME: 15 minutes AIM: To sing, practice pronunciation and intonation. PREPARATION: Choose a song that the students have shown interest in. Then write out the lyrics and make copies for the whole class. PROCEDURE: Nelly Sari Mauricio Torres 61 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 1. Hand out the song sheets you have prepared. 2. Play the song you have chosen. 3. Encourage the students to sing along with you or the tape. Stop the tape at intervals for the students to learn and repeat it. 4. After the students have learnt a song, there are many ways of performing it, which are fun and reinforce the learning. You can divide the class (down the middle, according to gender, etc.) and give different parts of the song to each group. Alternatively, at the end of a song, ask first the boys to sing the chorus and then the girls. PERFORMANCE TASK1. - Listen and sing the song "Hello Goodbye" (The Beatles) You say yes, I say no You say stop and I say go, go, go Oh, no You say goodbye and I say hello Hello, hello Nelly Sari Mauricio Torres 62 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación I don't know why you say goodbye I say hello Hello, hello I don't know why you say goodbye I say hello I say high, you say low You say why, and I say I don't know Oh, no You say goodbye and I say hello Hello, hello I don't know why you say goodbye I say hello Hello, hello I don't know why you say goodbye I say hello Why, why, why, why, why, why Do you say good bye Goodbye, bye, bye, bye, bye Oh, no You say goodbye and I say hello Hello, hello I don't know why you say goodbye Nelly Sari Mauricio Torres 63 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación I say hello Hello, hello I don't know why you say goodbye I say hello hello, hello I don't know why you say goodbye I say hello LISTEN AND COMPLETE LEVEL: All levels TIME: 10-15 minutes AIM: To practice listening comprehension in order to complete the song PREPARATION: Choose a song that students have shown interest in. Next, write out the lyrics leaving blanks in different parts of the text and write those words in disorder below the song. Then make copies for the whole class. PROCEDURE: Nelly Sari Mauricio Torres 64 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 1. Hand out the song sheet you have prepared. 2. Encourage the students to listen carefully the song in order to complete it. 3. Play the song. 4. Re-type the song to make the students to correct some mistakes. 5. Let the students to sing the whole song. PERFORMANCE TASK1. - Listen and complete. "You're Beautiful" (James Blunt) My life is brilliant. My love is pure. I saw an ……….. Of that I'm sure. She ……….at me on the subway. She was with another man. But I won't ……….no sleep on that, 'Cause I've got a plan. You're beautiful. You're beautiful. You're…………., it's true. Nelly Sari Mauricio Torres 65 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación I saw your face in a crowded place, And I don't………….. what to do, 'Cause I'll never be with you. You're beautiful. Yeah, she caught my………….., As we walked on by. She …………see from my face that I was, Fucking high, And I don't ……….. that I'll see her again, But we shared a moment that will last……….. the end. You're beautiful. You're beautiful. You're beautiful, it's true. I ………..your face in a crowded……………., And I don't know what to do, 'Cause I'll ………….be with you. You're beautiful. You're beautiful. You're beautiful, it's…………. There must be an angel with a smile on her face, When she …………….up that I should be with you. But it's time to face the truth; I will never be with…………... angel smiled lose never true you know eye could think beautiful till Nelly Sari saw place thought Mauricio Torres 66 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TASK2. - Sing the song. MY FAVORITE MOMENT LEVEL: Intermediate TIME: 15- 30 minutes AIM: To practice giving descriptions, using the five senses. PREPARATION: Find a dreamy piece of music to play. Prepare questions to guide students through a visualization using their senses. For example: - See a picture in your mind. - Look at the top right-hand side of your mental picture. What is there? - Look at the top left. What do you see? - Now look at the middle. - Notice the lighting. Where is it coming from? How bright is it? - “Unfreeze” your image. What can you hear now? - Can you smell anything? - What can you feel with you hands, or on your skin? - Are you in the picture, etc? Nelly Sari Mauricio Torres 67 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PROCEDURE: 1. Tell students they should just relax as they listen to the music. If they wish, they can close their eyes. 2. Ask then to imagine a favorite moment in their childhood and to hold it for a moment, like a photograph in their minds. Each time you give an instruction, speak softly but clearly, and leave time between instructions for students to understand what they are supposed to do and see. 3. Ask the students the questions you have prepared. 4. After a short pause, they open their eyes and tell a partner what it was they saw, heard, smelt, felt, and tasted. Those who wish can then share with the class their favorite moments. Replay the music. Possible sky lands to interpret WHO AM I? LEVEL: All levels TIME: 10 minutes Nelly Sari Mauricio Torres 68 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación AIM: To practice asking yes/no questions to make the student interact each other. PREPARATION: Make the students to bring photos of their favorite singers then collect each other and mix them. Make the students to work this activity in pairs. PROCEDURE: 1. Stick any photo on each student’s back with sticky tape. Ensure that you put a photo of female singers on the backs of male students and vice versa. Students must not see what the photo is. 2. Tell each pair of students to find out who they are in order by asking only yes/no questions. Meanwhile the other students answer these questions only saying yes or no or I don’t know. 3. When students have guessed who they are, they have to change the role. PERFORMANCE TASK1. - Stick the photos of singers on students’ back. FOR EXAMPLE: Nelly Sari Mauricio Torres 69 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TASK2. - Describe the singer by using Yes/No questions. Possible questions and answers Student A Students B Am I from Puerto Rico? No Am I from New York? Yes Do I have curly hair? Yes Nelly Sari Mauricio Torres 70 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Some photos of students’ favorite singers. GIVING PERSONAL INFORMATION FROM SINGERS LEVEL: Elementary and above TIME: 30 minutes AIM: To improve listening comprehension by giving personal information of important people. PREPARATION: Select well known photographs from important people (singers, actors, actresses, presidents, etc). For this activity you need three or more photographs from the same personages, depending on the number of the students. On the back of the same photographs, write some personal Nelly Sari Mauricio Torres 71 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación information. Make sure that each photograph contains different information from the same character. PROCEDURE: 1. Hand out the photographs to the whole class. 2. Check if three students in this case have the same photographs. 3. Make the students to find the same photographs by asking the question “Who are you?” 4. When they have found it, ask them to join in groups. Each group has to have the same personage. 5. Each member of the group has to read his/her photograph’s personal information and the whole group places the photographs in the correct order depending on the information. 6. Finally, they have to read again and say to the class what they remember from the written information, without giving the name of this personage. Meanwhile the rest of the class pays attention to guess the correct character. Nelly Sari Mauricio Torres 72 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PERFOMANCE TASK1. - Find the same photograph. David Bisbal was born on June 5, 1979, in Almería, Spain.He gained fame as a finalist on the interactive reality television show Operación Nelly Sari Mauricio Torres 73 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Triunfo In 2002 he In 2003, Bisbal received an received a Latin award for best Grammy for best album of the new artist and year for was nominated Corazón Latino. for best vocal At the Premios pop album. de la Música he was nominated for best new artist and at the Premios Amigo TASK2. - Order the for best new artist and best personal information. album TASK3. - Say the information orally to the whole class without giving the character’s name. FOR EXAMPLE: He sings in a heavy rock group. He is from Argentina and recorded a CD with the title “Canciones buscadas.” The group is well-known for its famous song “Mujer amante.” Nelly Sari Mauricio Torres 74 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación CHRISTMAS AND CARNIVAL HOLIDAYS LEVEL: Elementary and intermediate. TIME: 20 – 30 minutes. AIM: To make comparisons and practice the simple present tense through descriptions of “Carnival and Christmas” holydays. PREPARATION: Write on pieces of papers different customs of these two holydays. Make sure you prepare pieces of papers to the whole class. PROCEDURE: 1. Stick on the board two big pictures related to these two holydays and ask the students to talk about what they see. 2. Give one piece of paper to each student. 3. Ask them to read one by one aloud and stick it below the picture that phrase belongs. Nelly Sari Mauricio Torres 75 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 4. When all the students have finished, you have to read all the pieces of papers and ask the students to say which of them their favorite holiday is and explain why. 5. Students can remember the phrases to answer. PERFORMANCE TASK1. - Look at the pictures and give information orally. TASK2. - Read and stick below the correct picture. Possible phrases: People enjoy playing with water Nelly Sari Mauricio Torres 76 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación The parents give gifts to their children People eat sweets and cookies People eat guinea pig, hornado People go to the church People go to the beach TASK3. - What is your favorite holyday and why? Nelly Sari Mauricio Torres 77 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación GOING PLACES FOR VACATION “I’D LIKE TO…………” LEVEL: Intermediate. TIME: 40 minutes. AIMS: - To develop speaking skills. - To develop on students knowledge of vocabulary related to vacation. - To help students to use grammar structures orally. PREPARATION: Some pictures from magazines and photographs PROCEDURE: 1. Arrange students into groups of three or four to complete the activity. 2. Have students look at the photos and discuss the questions. It may be unlikely that they could really go to any of the places shown, but everyone likes to fantasize. 3. Encourage the students to describe their dream vacation by looking at the pictures. Nelly Sari Mauricio Torres 78 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 4. Ask the students to describe their last vacation using real photographs. PERFORMANCE TASK1. - Look at the pictures and discuss the following questions: - What are the people doing? - Where do you think they are? 1 4 2 3 5 6 TASK2. – a) Imagine that you can take one of these vacations. Which one would you choose? Why? Nelly Sari Mauricio Torres 79 Univ versidad de Cuenca Facultad de Filosofía, Lettras y Ciencia as de la Educ cación b) If your dream va acation isn’t i sho own here e, descrribe it to the oup. gro MPLE: FOR EXAM umber tw wo beca ause I’d d like to o go to the I’d choose the nu ach. I’d like l to lie e under the sun n and listten to th he wave es of bea the sea. Allso, I’d liike to sw wim and play witth my friiends. SK3. – Ask A eac ch student to bring b so ome rea al photos TAS abo out their past vacation v n to des scribe th hem to the clas ss. 3 3 Pictture adapted from Richarrds: 65 Nellyy Sari Mauriccio Torres 80 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación SPORTS LEVEL: Elementary and intermediate. TIME: 30 minutes AIM: To practice the simple present through descriptions of sports PREPARATION: Prepare worksheets with pictures of different sports to make the students choose their favorite ones. PROCEDURE: 1. Give one worksheet to each student. They have to fill this sheet by asking five different students their favorite sports. 2. When the students have finished, the ones who selected the same sport have to join in to groups. 3. Each group has to answer the question “how often do you practice this sport?” In order to motivate the students to talk, you have to prepare a chart on the Nelly Sari Mauricio Torres 81 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación board to facilitate the comprehension of the language interacting to each other. 4. Finally, when the students have answered the question, each group has to explain the process of its sport by making a brainstorm on a poster paper to explain it to the whole class. PERFORMANCE TASK1. - Answer the question What kind of sport do you like? I like basketball. I like volleyball. NAMES football Luis basketball volleyball tennis X Nelly Sari Mauricio Torres 82 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TASK2. - Answer the question. How often do you……….? Sports Play Every day Once a week Often Never Luis football Play basketball Play volleyball Play tennis Possible answers and questions: Teacher: Luis, what’s your favorite sport? Luis: My favorite sport is football Teacher: How often do you play football? Luis: I play football everyday. TASK3. - Make a brainstorm and explain the favorite sport. FOR EXAMPLE: Court Nelly Sari Mauricio Torres 83 Football Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Uniforms Team Football 12 players Counter SPORT CLOTHES “HOW MUCH IS IT?” LEVEL: Elementary and intermediate. TIME: 15 to 20 minutes. AIMS: - To use adjectives correctly. - To use comparative adjectives. - To develop on students existing knowledge of vocabulary related to sport fashion. - To involve students into a role play based on a real situation. Nelly Sari Mauricio Torres 84 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PREPARATION: Colorful flash cards, and some piece of papers with the prices of clothes. PROCEDURE: 1. Pair work. 2. Make the instructions clear. 3. Perform a role play as customers and a seller. 4. Give each student some clues to ask and give information. FOR EXAMPLE: STUDENT A STUDENT B - cap - $8 - mini disc player - $15, 55 - short pants - $ 25 - T- shirt - $ 22, 50 - running hat - $ 12 - sport watch - $ 36 - socks - $ 6, 80 - Capri pants - $ 28 Nelly Sari Mauricio Torres 85 Univ versidad de Cuenca Facultad de Filosofía, Lettras y Ciencia as de la Educ cación MANCE PERFORM SK1. - Introduc ce the to opic by y showin ng the s students s TAS som me pictu ures. En ncourag ge them m to give e opinio ons abo out the e picture es. FOR EXAM MPLE: What W can you se ee in the e picture es? What can you y see in picturre 1? 1 2 3 TAS SK2. – Imagine you are a goin ng to bu uy som me of these spo ort clo othes. Use the correct c struc cture and a com mparative adje ectives. Nellyy Sari Mauriccio Torres 86 Univ versidad de Cuenca Facultad de Filosofía, Lettras y Ciencia as de la Educ cación FOR EXAM MPLE: Nellyy Sari Mauriccio Torres 87 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación STUDENT A STUDENT B Good morning Mr. Good morning boy and girl. How much is this sport watch? It costs $ 36 And how much is this one? This one. It costs $ 40 The black one is more attractive than the yellow one. That’s right! Hum Ok. Give it to me. Of course. I like that T-shirt. How much is it? It costs $22 and 50 cents. Ok. Let me try it. Yeah! It’s too small. Let me try the black one Ok. The black one is bigger than the white one. I’ll take it. That’s right FASHION “SHE LOOKS…………….” LEVEL: Intermediate and advance. TIME: 30 minutes. AIMS: 1. To help students to lose their self-consciousness when thinking about role play. 2. To describe physical appearance and personality. 3. To use comparative adjectives. 4. To use the present participle and the simple present tense. Nelly Sari Mauricio Torres 88 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 5. To develop students existing knowledge of vocabulary related to clothes. PREPARATION: Real clothes. PROCEDURE: - Ask the students to sit in a circle, in groups of not more than twelve. - Ask the students to give some opinions about their partner’s appearance. PERFORMANCE TASK1. - Ask the students to comment on the changed appearance. You can help them by asking these questions: a) Does he/she look more / less serious? b) Does he/she look older / younger? c) Does he/she look more / attractive? Nelly Sari Mauricio Torres 89 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación - He/she looks less serious. - He/she looks younger. - He/she looks more attractive. TASK2. - Ask each student to look at the person who is trying on the props and accessories, and give a description about what she looks like and what she is wearing. Nelly Sari Mauricio Torres 90 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación FOR EXAMPLE: Monica looks younger because she is wearing a short skirt and purple sweater. She looks more attractive because she has long hair, and she is wearing black boots. Jorge looks older because he is wearing casual clothes and a big hat. He looks more serious because he wearing a white shirt……… LISTENING “DESCRIBING AND IDENTIFYING PEOPLE” LEVEL: Intermediate. TIME: 10 to 15 minutes. AIMS: - To develop listening skills. - To increase vocabulary related to people’s appearance and clothes. - To practice the present continues. PREPARATION: Some colorful pictures. Nelly Sari Mauricio Torres 91 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PROCEDURE: 1. Individual work. 2. Make the instructions clear. 3. Ask the students to listen carefully in order to fulfill the task. PERFORMANCE TASK1. – 4Which picture is it? Listen to the description and write the number below the picture. ______ 4 ______ Taken from Oceano Multimedia Book3: 54 Nelly Sari Mauricio Torres 92 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación ______ ______ TASK2. - Check the answers by asking the following question: - Which picture is number 1/2/3/4? POSSBLE ANSWERS: - Picture number 1 is the man who is standing on the beach and wearing a hat. Nelly Sari Mauricio Torres 93 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación - Picture number 2 is the woman who is wearing a green hat and a pink dress. - Picture number 3 is the woman who is wearing a pink blouse and a green skirt with long hair - Picture number 4 is the man with a blue suit with blond hair. FIND THE DIFFERENCES “WHAT COLOR IS IT?” “WHAT DOES HE/SHE LOOK LIKE?” LEVEL: Intermediate to advance. TIME: 20 minutes. AIMS: - To develop speaking skills. - To speak about people’s appearance. - To use the simple present tense. PREPARATION: Two pictures with different characteristics. Nelly Sari Mauricio Torres 94 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PROCEDURE: 1. Pair work. 2. Class activity. 3. Look only at the people with names. PERFORMANCE TASK1. – look at your picture and ask questions to your partner about his/her picture. FOR EXAMPLE: STUDENT A STUDENT B 1. What color is Dave’s T-shirt? It is white. 2. What color is Ann’s dress? It is red. 3. What color is Kate’s sweater? It is purple. 4. What does Kevin look like? He looks young and has a beard. 5. What does Ann look like? She looks pretty and has long hair. Nelly Sari Mauricio Torres 95 Univ versidad de Cuenca Facultad de Filosofía, Lettras y Ciencia as de la Educ cación TAS SK2. - Teacher T r asks th he whole class s how m many diffferences are th here in the t pictures? What W are e they? ? FOR EXAM MPLE: Nellyy Sari Mauriccio Torres 96 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación “In picture 1 Dave’s T-shirt is white. In picture 2 Dave’s Tshirt is black” “In picture 1 Ann’s hair is long. In picture 2 Ann’s hair is short” “ACTORS ON TELEVISION” LEVEL: Intermediate to advance. TIME: 15 to 20 minutes. AIMS: - To develop listening and speaking skills. - To practice the simple present tense. PREPARATION: Photographs and a paper with some descriptions. PROCEDURE: 1. Show the students some famous actors’ photographs 2. Ask them to listen carefully in order to identify who he / she is. 3. Ask them something more about the famous actor. Nelly Sari Mauricio Torres 97 Univ versidad de Cuenca Facultad de Filosofía, Lettras y Ciencia as de la Educ cación PERFORM MANCE TAS SK1. – Look, L listen an nd identtify who o I am speaking g abo out. FOR EXAM MPLE: TEA ACHER R: He is a famou us actor because e he is a an action nmovie hero o. In 199 91 he joiined forc ces with h Arnold Sch hwarzen negger and a Brucce Willis s for the planet H Hollywoo od restaurant chain. He H became famo ous arou und the world fo or his “Rocky” and “R Rambo” film ms……… …………………… ………… ……. STU UDENT T: Oh! Th hat is Syylvester Stallone e. TAS SK2. - Tell T som mething more about a th he actorr. STENING G LIS Nellyy Sari Mauriccio Torres 98 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación “WHO’S MY DATE?” LEVEL: Intermediate. TIME: 15 minutes. AIMS: - To develop listening skills. - To practice new vocabulary related to music, movies, and TV programs. - To practice WH questions. - To practice a structure of preference: “I LIKE” PREPARATION: An Audio Recorder to play the dialogue, and some papers to fill in the blanks with the information that the students hear. PROCEDURE: - Individual work. - Students listen to the tape recorder. - Students complete the table with the information they hear. Nelly Sari Mauricio Torres 99 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TASK1. - 5listen to the four people playing “Who’s my date?” Three men want to invite Linda on a date. What kind of things do they like? What kinds of things does Linda like? MUSIC MOVIES TV PROGRAMS Bill John Tony Linda TASK2. – Now ask the students some questions about the game in order to get the answers orally. - What kind of music does Bill like? 5 Taken from Richards:23 Nelly Sari Mauricio Torres 100 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación - What kind of music does John like? - What kind of music does Tony like? - What kind of music does Linda like? - What kind of movies does Bill like? - What kind of movies does John like? - What kind of movies does Tony like? - What kind of movies does Linda like? - What kind of TV programs does Bill like? - What kind of TV programs does John like? - What kind of TV programs does Tony like? - What kind of TV programs does Linda like? “Who is the best guy for Linda?” __________________________________________ TALKING ABOUT THE LAST EVENTS ON TV Nelly Sari Mauricio Torres 101 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación THAT HAPPENED IN OUR COUNTRY LEVEL: Elementary and above TIME: 30 minutes AIM: PREPARATION: Ask the students to bring pictures from the most important events that happened in the last years. PROCEDURE: 1. Make groups of eight students and give each group a poster paper to facilitate them to stick the pictures. 2. At this moment you can write words on the board according to the pictures to facilitate them to talk. 3. Motivate each group to talk about the pictures of its poster paper. POSSIBLE POSTERS: IMPORTANT EVENTS IN Nelly Sari Mauricio Torres 102 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación ECUADOR LISTENING EVENTS TO GUESS THE CORRECT MOVIE LEVEL: All levels TIME: 15 minutes AIM: To practice questions words in the present tense. PREPARATION: Prepare some photographs of personages of different comic movies in order to incentive the students talk. It is very important that you know some information about those movies to answer the student’s questions about them. Write Nelly Sari Mauricio Torres 103 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación familiar vocabulary on the board to facilitate the students’ conversation. PROCEDURE: 1. Explain the students it is very important that they pay attention to the descriptions that you are giving talking about to guess the correct personage of the movie. 2. Incentive the students to make questions showing the photographs to guess the personage of the movie. 3. Explain the students that when they have guessed the correct personage, it is necessary that they give extra information about that movie to confirm their answers. 4. Stick on the board the pictures and start giving information. PERFORMANCE TASK1. - Stick the pictures on the board. POSSIBLE PICTURES: Nelly Sari Mauricio Torres 104 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TASK2. - Give a short summary of the movie. FOR EXAMPLE: Teacher: I’m going to give some descriptions about my favorite movie. This movie starts in Christmas time. In this movie there are many people but only one is the most important. POSSIBLE QUESTIONS: Student: Where does the family stay? Teacher: At the beginning of the movie all of them stay at home Student: Does the main personage stay with the family? Teacher: No, this personage doesn’t stay with the family Student: Is the personage an actor or an actress? Teacher: This is an actor, etc Nelly Sari Mauricio Torres 105 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación “ASKING FOR PERMITION TO WATCH A MOVIE” LEVEL: Intermediate to advance. TIME: 15 to 20 minutes. AIMS: - To develop listening and speaking skills. - To practice the modal “CAN” and “MUST.” - To use the simple present tense. PREPARATION: Sheets of paper. PROCEDURE: 1. Ask the students to work in pairs. 2. Give each student a paper with different situation to perform. Nelly Sari Mauricio Torres 106 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PERFORMANCE TASK1. – Use the guide paper to act out the conversation with a partner. FOR EXAMPLE: Imagine you want to go and see a horror film with your best friend. Ask for permission to your father or mother. YOU Ask permission to see a horror FATHER / MOTHER Refuse permission film Ask for permission to see Give permission and ask another film which is on in town what time the film starts Tell him/her to come straight Say what time the film starts home afterwards and say he/she must be back by ten o’ clock Explain that the film doesn’t Give or refuse permission as finish until you wish 10: 15 Nelly Sari Mauricio Torres 107 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación A STORY “DESCRIBING A STORY” LEVEL: Intermediate. TIME: 25 minutes. AIMS: - To create on students the ability to describe by using the simple past tense. - To use verbs in the past tense. PREPARATION: A set of pictures. PROCEDURE: 1. Make the students work in pairs 2. Ask one student to go in front of the class. 3. Ask him to describe the story to the class. 4. After the story is finish, the teacher asks some questions to the rest of the class about the story. Nelly Sari Mauricio Torres 108 Univ versidad de Cuenca Facultad de Filosofía, Lettras y Ciencia as de la Educ cación PERFORM MANCE TAS SK1. - 6Look att picture es abou ut “CHA ARLIE” and des scribe them as s you we ere telling a sto ory. FOR EXAM MPLE: SUDENT A: A At 1:00 pm m, Charllie was watching TV. Then T he went to o his karrate classses. At 5 o’ clocck, he had h dinner with h his pare ents. The en at 6 o’ o clock, he wass cleanin ng his ho ouse. Affter that, t, he wen nt out to worrk. Fina ally, he e went back h home with w som mething in a bag g. It wass someth hing myssteriouss. 6 Ada apted from Richards: R 52 Nellyy Sari Mauriccio Torres 109 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TASK2. - Teacher asks some questions to students about the story in the simple past tense. FOR EXAMPLE: - What did Charlie do at 1:00 pm? - Where did he go at 3:00 pm? - What did he do after his karate classes? - What did he do at 6:00 pm? - Where did he go after he cleaned his house? - When did he come back home? - Charlie watched TV at 1:00 pm. - He went to his karate classes. - He had dinner with his parents. - He cleaned his room. - He went to work. - He came back home very late. Nelly Sari Mauricio Torres 110 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación “GIVING AN END TO A SHORT STORY” LEVEL: Intermediate. TIME: 20 minutes. AIMS: - To develop speaking skills. - To encourage imagination on students. - To use the simple past tense. PREPARATION: A set of pictures of an incomplete story. PROCEDURE: 1. Work individually. 2. Ask the student to describe the scene of each picture 3. Ask the student to use his/her imagination and to give an end to the incomplete story. TASK1. - Look at each picture and describe them one by one and then give an end to it. FOR EXAMPLE: Nelly Sari Mauricio Torres 111 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 7 PHILIP AND MARGARET Philip and Margaret were driving their car at night. They drove very carefully. Suddenly, they saw a space vehicle. It stopped in front of them. Some UFO’s came out from it. Philip and Margaret were very scared and ran to the forest. But the UFO’s greeted to them very cheerfully……………………………………………. ............................................................................................... ................................... JUMBLE PICTURES 7 Picture adapted from Richards: 78 Nelly Sari Mauricio Torres 112 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación LEVEL: All levels TIME: 30 20 minutes AIM: To stimulate talking and intensive listening PREPARATION: 8 Prepare one copy of a cut-up picture story for each group of students. The members of the group depend of the number of pictures of the story. PROCEDURE: 1. Write some key words of the story on the board. Ask your students to predict a story from the words. It is very important that the content of the stories be known by the students at the beginning to facilitate them talk about them. 2. Hand out a set the pictures from each group. Make sure that each student of the group has only one picture and he or she is aware of the fact that he/she must not show his/her picture to the members of his/her group. Each student describes his/her picture 8 Taken from Gerngross: 21 Nelly Sari Mauricio Torres 113 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación and then the group decides in what order to arrange them. When they have negotiated the order they put the pictures in a line, face down. 3. When the first group has finished, it is necessary that you go from group to group and they quietly tell you the story. When all the groups have finished, you tell the correct story and when you have finished, all the groups reorder the pictures if they have mistakes but only orally without looking them. Then one group repeats the story, and only in that time the pictures are turned over. When they have finished, the other groups also turn their pictures over to confirm the pictures’ order. A discussion may follow if a group has developed a different order. This gives the group a chance to rehearse retelling. PERFORMANCE TASK1. - Predict a story by using the following words. hat marker thieves hats idea market monkeys copy empty barrow rest tired He collects shakes the tree Nelly Sari Mauricio Torres 114 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación He throws his hat He asleep TASK2. - Describe the pictures and place them face down in the correct order. Nelly Sari Mauricio Torres 115 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TASK3. - Talk about the story quietly to the teacher without looking the pictures. TASK4. - Listen to the story. When a hat-maker has made enough hats to sell, he puts them on a barrow and starts out for the market in town. On his way there, he stops to rest under a tree, since it is very hot. In the tree there are several monkeys, who climb down to get the hats as soon as the hat-marker has fallen asleep. When the hat maker wakes up he sees the empty barrow, but when he looks around he knows who the thieves are. When he angrily shakes his fist at the monkeys, they do the same. That gives the hat-maker an idea. He throws his hat on the ground, and luckily the monkeys copy him again. He Nelly Sari Mauricio Torres 116 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación only has to collect his hats and then he can continue his way to the market. TASK5. - Turn the pictures over to confirm to correct order of the story. CHANGE THE STORY LEVEL: Lower intermediate and above TIME: 30 minutes AIM: To stimulate creative work with stories. PREPARATION: Cut out pictures of a story from magazines or newspapers. PROCEDURE: 1. 9Stick the pictures on the wall and give your students sufficient time to look at them closely. 9 Adapted from Gerngross: 78 Nelly Sari Mauricio Torres 117 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 2. Tell the story and ask your students to change it. They should change at least five of the pictures presented. 3. Then they should work in pairs, making notes to tell their modified story in class. SAMPLE STORY STORY LEVEL: Elementary and above Nelly Sari Mauricio Torres 118 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TIME: 20-30 minutes AIM: To check listening comprehension. PREPARATION: Make photocopies of a pictures story (or of the sample pictures below). You need one copy of the picture story for each pair of students. Cut out the individual pictures. PROCEDURE: 1. Pre-teach any necessary vocabulary. 2. Tell your students the story. Do not read the story out. Act it out using mime and gesture to help your students understand the gist of the story. Talk using a natural pace. Have the students stand in a circle and act the story out too, by imitating your gestures and mime. Tell the story twice in this way. 3. Tell the story a third time and ask your students to close their eyes. Get them to watch TV in their heads, that is, to see the story on an imaginary TV screen. You may want to play some soft, meditative music the rhythm of which goes well with the story. 4. Ask your students to work in pairs. Hand out the pictures to them and get them to put the pictures in front of them on their desks. Do not give them any time Nelly Sari Mauricio Torres 119 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación to order the pictures, but tell the story a fourth time. Their task is to hold any picture that they think corresponds with the state of the story told by you. While you are telling the story, check if your students are holding up the correct pictures. If a student has got the wrong picture, do not go on with the story, but repeat what you have just said. Go on only after the student has put up the correct picture. 5. Ask your students to reconstruct the story by putting the pictures into the correct order. SAMPLE PICTURE STORY Nelly Sari Mauricio Torres 120 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PLACES AND FOOD LEVEL: Elementary and above TIME: 20 minutes Nelly Sari Mauricio Torres 121 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación AIM: To practice the modal would through yes/no questions. PREPARATION: Make a worksheet with pictures of different places and different food. Fold it in two. Make sure that the first half of the sheet is related to places and the second half to food. Photocopy enough copies for the whole class. PROCEDURE: 1. Write the topic of the class on the board. 2. Hand out the worksheets to the whole class. 3. Make the students to fill first the task related to places with different students’ information by asking the question “Would you like to go on vacation to …?.” 4. When they have finished, make them to fill the second part of the sheet by asking to the same students the following question “Would you like to eat….?.” 5. Finally, tell the students to join both information and talk to the whole class. It is a fun activity because the two tasks can be contrasted with each other. Nelly Sari Mauricio Torres 122 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PERFORMANCE TASK1. - Answer the question. Would you like to go on vacation to…………..? NAMES Coastal Region Sierra Region (beach) Karen Orient Region (museum) (river) X TASK2. - Answer the following question. Would you like to eat………? NAMES selfish chicken fish Karen llapingachos guinea pig X Nelly Sari Mauricio Torres 123 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TASK3. - Tell the complete information from the task one and two. Karen would like to go on vacation to the beach in the Coastal Region to eat guinea pig. TASK4. - Discuss about the typical food from each region. POSSIBLE QUESTIONS: What is the typical food from the Coastal Region? Is the guinea pig a typical dish from the Coastal Region? TECHNOLOGY “WHERE DID YOU………….?” “HOW MUCH WAS IT?” LEVEL: Intermediate and advance. Nelly Sari Mauricio Torres 124 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TIME: 10 to 15 minutes. AIMS: - To involve students into a role play. - To practice the simple past tense. - To practice some WH questions. PREPARATION: Colorful flash cards or some real objects. PROCEDURE: 1. Pair work. 2. Make the instructions clear. 3. Perform a role play as customers and a seller. 4. Give each student some clues to ask and give information. PERFORMANCE Nelly Sari Mauricio Torres 125 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TASK1. - Introduce the topic by showing the students some pictures. Encourage them to give a general idea about the objects. TASK2. - Introduce the new vocabulary for the students. TASK3. – In pairs, ask and exchange information about the objects as if it were a real conversation. Nelly Sari Mauricio Torres 126 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación FOR EXAMPLE: JOHN: Hello Christian. How are you? CHRISTIAN: I am ok. And you? JOHN: Fine, may I come in? CHRISTIAN: Oh! Of course. Sorry! JOHN: Wow! You have a lot of amazing things. Where did you buy the electric guitar? CHRISTIAN: I bought it in Alpha and Omega, in Cuenca city. JOHN: And how much was it? CHRISTIAN: It cost $ 300. JOHN: Who gave you the new cell phone? CHRISTIAN: My sister gave me it as a present. JOHN: And how much was it? CHRITIAN: I don’t know. JHON: How did you get the DVD player? CHRISTIAN: I saved some money to buy it. Nelly Sari Mauricio Torres 127 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación LEISURE ACTIVITIES “WHAT IS YOUR FAVORITE HOBBY?” LEVEL: Intermediate. TIME: 30 to 40 minutes. AIMS: - To develop listening and speaking skills. - To Practice the simple present tense. - To speak about hobbies. PREPARATION: Some copies. PROCEDURE: 1. Give each student a copy to work. 2. Ask the students to fill it with the information they hear. 3. Ask the students to check the answers with each other. 4. Check the answers individually. Nelly Sari Mauricio Torres 128 Univ versidad de Cuenca Facultad de Filosofía, Lettras y Ciencia as de la Educ cación PERFORM MANCE TAS SK1. – Show S th he students so ome picttures ab bout hob bbies an nd disc cuss the ese questions: - What are a the people’s p hobbies s? 10 PO OSSIBLE ANSW WERS: - Her ho obby is dancing g. - His ho obby is watching w g TV. - His ho obby is playing p volleyba v all. - Her ho obby is reading a book.. 10 Picctures taken from Miller: 56 5 Nellyy Sari Mauriccio Torres 129 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación - His hobby is playing football. - Her hobby is listening to music. - His hobby is playing the guitar. - His hobby is swimming. TASK2. - Listen to three friends speaking about their hobbies and complete the table with the information you hear. PHILIPH: Hello, my name is Philip. I am 16 years old and my favorite hobby is playing video games. I love this hobby because it is very interesting. And I spend on my hobby one hour in the afternoons and half an hour at nights. BYRON: Hello, my name is Byron. I am 17 years old and my favorite hobby is listening to rock music. I love this hobby because it is very exiting. And I spend on my hobby one hour at nights. GEORGE: Hello, my name is George. I am 15 years old and my favorite hobby is watching horror movies. I love this Nelly Sari Mauricio Torres 130 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación hobby because it is very frightening. And I spend on my hobby three hour at nights. NAMES Age Hobby Reasons for liking the Spent time on the activity activity Philip Byron George TASK3. - Check the answers orally by asking some questions: - What is Philip’s favorite hobby? - What is Byron’s favorite hobby? - What is George’s favorite hobby? Nelly Sari Mauricio Torres 131 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación - How much time does he spend on the activity? TASK4. - 11Make groups of four people and complete a table with your partners’ information by asking the following questions: - What is your favorite hobby? - How much time do you spend on the activity? - Why do you like your hobby? NAMES 11 Age Hobby Reasons for liking Spent time on the the activity activity Adapted from Jones: 38 Nelly Sari Mauricio Torres 132 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TASK5. - Tell the whole class about your partners’ favorite hobbies using the information from the table GIVING ADVICE LEVEL: Elementary to intermediate. TIME: 10 to 15 minutes AIMS: - To develop listening and speaking skills. - To use the auxiliary modal “SHOULD.” - To give advice. - To speak about sickness. Nelly Sari Mauricio Torres 133 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PREPARATION: Pictures or flash cards. PROCEDURE: 1. Show the students a picture; ask him/her for some advice. PERFORMANCE TASK1. – Listen and look at the picture. Then give me some advice. FOR EXAMPLE: - I have a stomach ache. What should I do? You should go to the doctor. Nelly Sari Mauricio Torres 134 Univ versidad de Cuenca Facultad de Filosofía, Lettras y Ciencia as de la Educ cación 1 TAS SK2. – 12 Work in pairs s. Ask and a give e some advice to eac ch otherr by loo oking att the pic ctures. FOR EXAM MPLE: ST TUDENT A STU UDENT B 1. I have h a hea adache. What W should d I do? You sh hould take an aspirin.. 2. I have h a toothache. What W should d I do? You sho ould go to the dentistt. 3. I need n a vaccation. Wha at should I do? You sho ould go to the beach.. 4. I feel f tired. What W should I do? You sho ould go to b bed GIV VE ADV VICES TO O PICTU URES LEV VEL: Ele ementarry and above a TIM ME: 15--20 minu utes 12 Takken from Oceano Multim media, book 2: 2 54 Nellyy Sari Mauriccio Torres 135 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación AIM: To practice the modal “should” by giving advice according to pictures. PREPARATION: Select pictures from important events. They have to be very attractive to the student. Prepare enough pictures to the whole groups. PROCEDURE: 1. Write the topic of the class on the board. 2. Write the appropriate vocabulary on the board to facilitate the students to talk. 3. Motivate the students to understand the words through examples in context. 4. Make groups of three students. 5. Hand out the pictures, one for each group. 6. Motivate each group to give some advice to their friends from the other groups when they go to a similar occasions from its picture. PERFORMANCE TASK1. - Look at the picture and give advices. Nelly Sari Mauricio Torres 136 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación FOR EXAMPLE: You should wear the uniform, etc. Nelly Sari Mauricio Torres 137 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación EXTRA ACTIVITIES FIND THE DIFFERENCES LEVEL: Elementary and above TIME: 15 – 20 minutes. Nelly Sari Mauricio Torres 138 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación AIM: Students discover twelve differences between two pictures by asking and answering questions. PREPARATION: Select a drawing and photocopy it. Then use a pencil and scissors to make the copy different from the original. You can change twelve points. Then photocopy the original and the drawing with the differences so that you have enough of each for half the number of students in your class. PROCEDURE: 1. Get your students to work in pairs. Tell them that you are going to hand out a picture to each of them. Partner A and B will have different pictures. They should find out the twelve differences without showing the drawings to each other. 2. Hand out the drawings and ask your students to say the differences they have discovered. SAMPLE DRAWINGS Nelly Sari Mauricio Torres 139 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación DRAWING FAVORITE PICTURES LEVEL: Elementary and above TIME: 10-20 minutes AIM: To improve listening comprehension and reinforcing vocabulary by asking information questions using there is and there are. PREPARATION: Draw a picture (or select an appropriate photograph). PROCEDURE: Nelly Sari Mauricio Torres 140 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 1. 13Pre-teach vocabulary. For example, present all the necessary words that you think are new to your students on poster paper. Give your class a minute to concentrate on the words. Ask them to work in pairs and to note down as many of the words as they can remember. Then get them to dictate the words back to you. Explain the meaning of the words by putting the words into a context, through mime and gesture, definitions, real objects, etc. Check that the students have understood the meaning of each word by asking them to give you sentences with the words. 2. If necessary, pre-teach language of references. Do this by, for example, drawing a simple picture on the board and commenting while drawing, using the language below: In the centre of the picture there is ………… There is a ……..in the middle of ………….. On the right-/left-hand side of the ………there is …………. In the top right/bottom left corner ………… Close to the ……..there is a ……………. Behind…. /In front of …/between the ….. And the …. /Next to the ……../ 13 Adapted from Gerngross: 72 Nelly Sari Mauricio Torres 141 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 3. Ask one student to come to the front of the class. Give him/her the drawing or photograph. Tell the student to describe the picture to the class so that his/her classmates can draw the same picture without being shown the original. 4. Get your class to interrupt the student in front of the class and ask as many questions as necessary in order to draw a picture that comes as closely as possible to the original. If necessary, note down chunks of language on the board to assist your students with asking questions; for example: Is there a… in…/on…../next to the…..etc. Are there any…..etc. Is (the cat) (looking) to the right/left etc? 5. After the picture dictation get your students to compare their drawings in pairs. Give them a few minutes to ask clarification questions. Then present the picture for the students to compare. SAMPLE PICTURE Nelly Sari Mauricio Torres 142 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación DOODLES LEVEL: Elementary and above TIME: 20-30 minutes AIM: To practice the present progressive in a game-like way. PROCEDURE: 1. 14Ask your students if they know what a “doodle” is. If possible get someone to draw an example on the board. If they have no idea, draw the following doodle 14 Taken from Gerngross: 147 Nelly Sari Mauricio Torres 143 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación on the board. While you are drawing, try to elicit from your students what they think this is going to be. 2. If they do not have idea, tell them that it is a giraffe passing a window. 3. Present various doodles on the board. It might be helpful to note down some chunks of language on the board: What do you think this drawing show? I have no idea I think it’s a/the….ing… It could be a/the…ing. Example: Teacher: What do you think this drawing show? Student: I think it’s the moon rising behind two mountains. Solution: It’s a bald man reading his paper in the morning, as seen by his wife. 4. Students draw their own doodles on A4 paper and ask each other what they think is shown. This could also be done as a competition. For this purpose the students work in groups of four to six. They get a point each for thinking of a new doodle and also for being able to interpret a doodle drawn by another group. It is Nelly Sari Mauricio Torres 144 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación great fun to get students to come up with lots of different interpretations of one and the same doodle. SOME DOODLES Some possible interpretations for the doodles are the following: • A spider doing a handstand. • A cat sitting behind a box. • A candle walking through a tunnel. • A horse standing behind a house. • A mouse standing behind a house. • A snake going upstairs. Nelly Sari Mauricio Torres 145 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación • A snowman doing a handstand. • A mouse riding a bike. • A worm having a vegetarian meal • A person in big hat fishing. COMPLETING IDEAS LEVEL: Elementary TIME: 10 minutes AIM: To improve listening comprehension. PREPARATION: Write incomplete ideas on different pieces of papers using the “if” conditional and the phrases that complete these ideas, write in other different pieces of papers. Finally, mix them. PROCEDURE: 1. Give one piece of paper to each student of the class. 2. Motivate one student to read aloud his/her phrase. Meanwhile the rest of the students listen carefully and check their phrases to complete the rest of the idea. Nelly Sari Mauricio Torres 146 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 3. When the idea has been completed, ask other student to read his/her phrase and continue with the same process. SAMPLES OF INCOMPLETE IDEAS I would buy a big If I win the lottery house If Luis was sick He would go to the . doctor If I don’t understand English I would practice it a lot Nelly Sari Mauricio Torres 147 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación CONCLUSIONS AND RECOMMENDATIONS In spite of the short time, we had to develop this proposal; we made all the possible efforts to support the activities related to real life in order to help teachers reinforce listening and speaking skills in their High School students. According to our survey, students consider that by learning English through these kinds of activities, they will enjoy themselves and show more curiosity and attention to learning the English language. It is very important to take into account that if we as teachers develop a methodological teaching-learning process through fun and interesting activities related to the student’s needs and likes, they will not have serious problems about the complexity of the language. For this reason, this work includes activities about their own interests, such as; music, fashion, holidays, vacation, technology, etc, which will increase students’ motivation to express their ideas without fear because the contents are based on themes about their knowledge and own experience. Therefore, the theme activities mentioned above will help students to use the language inside and outside the classroom. Nelly Sari Mauricio Torres 148 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Finally, we, as teachers, will feel satisfied by helping our students to speak English in the least possible time, to get fluency and accuracy in it. Nelly Sari Mauricio Torres 149 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Nelly Sari Mauricio Torres 150 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación ANEXES TECHNICAL MIGUEL MALO GONSALEZ HIGH SCHOOL QUESTIONAIRE FOR TEACHERS Please answer this questionaire according to your experience as a teacher. 1. Do you consider that the activities of the book “Our World through English” are appropriate to teach English? YES_____ NO_____ 2. Do you teach listening and speaking in an effective way using the activities of the textbook? YES_____ NO_____ 3. Do your students perform dialogues in the classroom? Nelly Sari Mauricio Torres 151 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación YES_____ NO_____ 4. Do you use other materials besides the book to reinforce English teaching? YES_____ NO_____ 5. Do you consider that teaching English through independent sentences is good enough for learning? YES_____ NO_____ 6. Do you think that long readings from the book are appropriate to improve your students’ pronunciation? YES_____ NO_____ Nelly Sari Mauricio Torres 152 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación 7. Do you allow your students to choose the activities to learn the language according to their interests? YES_____ NO_____ 8. Do you evaluate your students through dialogues or role plays? YES_____ NO_____ 9. Are your students comfortable with the activities of the textbook? YES_____ 10. NO_____ Do you think you can improve listening and speaking skills in your students through activities based on real situations? YES_____ NO______ Nelly Sari Mauricio Torres 153 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TECHNICAL MIGUEL MALO GONSALEZ HIGH SCHOOL QUESTIONAIRE FOR STUDENTS Please answer these questions. 1. Do you consider that the activities of the book “Our World through English” are appropriate to learn English? YES _______ NO_______ 2. Do you develop listening and speaking skills in an effective way using the activities from the book? YES_______ NO_______ 3. Do you perform dialogues in the classroom? Nelly Sari Mauricio Torres 154 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación YES_______ NO_______ 4. Does your teacher use other material besides the book to reinforce English teaching? YES_______ NO_______ 5. Do you consider that learning English through isolated sentences is good enough for you? YES_______ NO_______ 6. Do you think that long readings from the book are appropriate to improve your pronunciation? YES_______ NO_______ 7. Does your teacher allow you to choose the activities to learn the language according to your interests? Nelly Sari Mauricio Torres 155 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación YES______ NO_______ 8. Does your teacher evaluate your learning through dialogues and role plays? YES______ NO_______ 9. Are you comfortable with the activities of the book? YES______ NO_______ 10. Do you think you can improve listening and speaking skills through activities based on real situations? YES_____ NO______ LESSON PLANS MUSIC Nelly Sari Mauricio Torres 156 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación AIM: By the end of the lesson the students will be able to talk about their favorite kind of music, their favorite singers, and songs, using the simple present tense. For example: I like rock music. My favorite group is the Scorpions. My favorite song is………….. STRUCTRE: Do you like………….? I like…………… Yes / No questions WH questions. VOCABULARY: music, singer, group, kinds of music, etc. PRE-TEACHING: Review of the simple present tense. Verb TO-BE WARM UP. Ask the students to give names of their favorite singers. Nelly Sari Mauricio Torres 157 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PRESENTATION: The students will listen to a well-known song and perform the activities that were prepared for them PRACTICE: Mechanical Give short answers. - Do you like Rock music? Yes, I do / No I don’t - Do you like Reggaeton music? Yes, I do / No I don’t Meaningful Tell me true sentences about yourself. - What kind of music do you like? - Who is you favorite singer? Nelly Sari Mauricio Torres 158 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación - Which is your favorite group? - Which is your favorite song? PRODUCTION: IN PAIRS Tell your partner everything about your favorite kind of music and complete the table Favorite singer or group Favorite song Country they are from Name of the album Nelly Sari Mauricio Torres 159 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación MOVIES AIM: By the end of the lesson the students will be able to talk about their favorite actors / actresses and movies by using the simple present tense and the simple past tense STRUCTRE: Is……………your favorite actor? Is……………your favorite actress? Did he / she…………? WH questions VOCABULARY: actor, actress, movie, film, famous, horror, thrillers, comedy, fun. PRE-TEACHING: Review of the simple present tense. Review of the simple past tense. WARM UP. Write on the board names of different actors and actresses, and ask the students to say in what movie Nelly Sari Mauricio Torres 160 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación they act. PRESENTATION: Show the students some pictures of well-known movies and famous actors and actresses in order to get their attention. PRACTICE: Mechanical Give short answers - Do you like Jackie Chan? Yes, I do - Do you like funny movies? Yes, I do - Do you like horror movies? No, I don’t - Do you like action movies? No, I don’t Meaningful Give complete answers Nelly Sari Mauricio Torres 161 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación - Who is your favorite actor / actress? - What ere your favorite movies? - Where is the actor from? - What kind of movies do you like? PRODUCTION: IN GROUPS One by one, ask your partner information questions about movies and complete the table. Favorite actor or actress Favorite movie Details of the movie Actor’s information HOLIDAYS Nelly Sari Mauricio Torres 162 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación AIM: By the end of the lesson the students will be able to talk about their favorite holiday by using the comparative of adjectives STRUCTRE: I prefer carnival because it’s…………….than Christmas VOCABULARY: water, globes, gifts, present, beach, food, sweets, candy. PRE-TEACHING: Review of the simple present tense Review of the comparative of the adjectives WARM UP. Ask the students to say what kind of food they eat at Christmas and Carnival or things they use in these two holidays. The students do not have to repeat the words. Nelly Sari Mauricio Torres 163 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PRESENTATION: Introduce the topic by showing to the students pictures of Carnival and Christmas. PRACTICE: Mechanical Repetition - Carnival is more fun than Christmas. - Christmas is more important than Carnival. Meaningful Make true statements about why you prefer a certain holiday - I prefer Carnival because it’s more popular than Christmas. - I prefer Christmas because it’s easier than Carnival. Nelly Sari Mauricio Torres 164 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PRODUCTION: IN PAIRS Ask and give information about your favorite holiday. Write down the comparative form of the adjectives about why your partner prefers that holiday Easier More important VACATION Nelly Sari Mauricio Torres 165 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación AIM: By the end of the lesson the students will be able to talk about their possible future plans for next vacation, and talk about their last vacation STRUCTRE: I’d like to go to………………. I + WOULD I went to………………….. VOCABULARY: beach, boat, river, mountain, restaurant, visit, swim, fish, mountain. PRE-TEACHING: Review of the first conditional WOULD Review of the simple past tense WARM UP. Stick on the board different kind of clothes and ask the students to select the ones they need to go on vacation. PRESENTATION: Introduce the topic by showing the students some pictures that are appropriate for vacation, Nelly Sari Mauricio Torres 166 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación and say some sentences related to them. For example: I’d like to go to the beach next vacation. I went to the beach last year. PRACTICE: Mechanical Look at to the picture and say a sentence - I’d like to go to Salinas. - I went to Salinas. Meaningful Show your own pictures and say true sentences about yourself. - I’d like to go to Atacames next month. - I went to Montañita last year. PRODUCTION: Nelly Sari Mauricio Torres 167 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación IN GROUPS Tell your partners where you would like to go for your next vacation and what you would do there. Try to tell everything to your partners about your last vacation and write down some information. Place Events - FASHION Nelly Sari Mauricio Torres 168 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación AIM: By the end the students will be able to talk about people’s appearance and clothes by using adjectives to describe them. STRUCTURE: He / She looks like………….. He / She is wearing a (an) …………………….. What does he / she look like? She looks younger because……………………. VOCABULARY: clothes, beautiful, handsome, young, old, colors PRE-TEACHING: Review of the simple present tense Review of the present continuous Review of the comparative of adjectives WARM UP. Ask the students to draw the picture they are Nelly Sari Mauricio Torres 169 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación going to hear. Then compare with their partners. PRESENTATION: Show the students a picture of a boy and a girl and tell them what they look like and what they are wearing. PRACTICE: Mechanical Show the same pictures to the students and ask them to answer some questions - What does he look like? - What is he wearing? - Does he look younger or older? Meaningful Students put on real clothes, and the others try to describe Nelly Sari Mauricio Torres 170 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación him/her - She looks younger because she is wearing a black jacket and a skirt. - He looks more serious because he is wearing casual clothes. PRODUCTION: IN GROUPS Students describe each others by wearing real clothes. Students speak about their partner’s appearance. Nelly Sari Mauricio Torres 171 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación TECHNOLOGY AIM: By the end of the lesson the students will be able to talk about modern articles that are being used by young people. They will practice the “Simple past tense” STRUCTRE: I bought it in……………… I got it………………… Where did you buy it? VOCABULARY: cell phone, I-pod, computer, CD player, DVD player, digital camera PRE-TEACHING: Review of the simple past tense Review of vocabulary WARM UP. Ask the students to tell about things they have bought in the last week. Nelly Sari Mauricio Torres 172 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PRESENTATION: Introduce the topic by showing the students some pictures about technology. Tell them where you bought them in order to familiarize them with the structures. PRACTICE: Mechanical Repetition - Where did you buy this camera? - Where did you buy that cell phone? - How much did it cost? Meaningful Students ask and give information to each other about some articles. In pairs: Nelly Sari Mauricio Torres 173 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación - Where did you buy the computer? - How much did it cost? PRODUCTION: ROLE PLAY IN PAIRS Give one students some pictures with modern articles Ask the students to perform a conversation as if it were real For example: JOHN: Wow! You have a lot of amazing things. Where did you buy the electric guitar? CHRISTIAN: I bought it in Alpha and Omega, in Cuenca city. JOHN: And how much was it? CHRISTIAN: It cost $ 300. FOOD Nelly Sari Mauricio Torres 174 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación AIM: By the end of the lesson the students will be able to talk about typical food from different regions of Ecuador by using the conditional tense and the simple present tense of the verb TO-BE. STRUCTRE: Would you like to eat………………….? What is the typical food from…………………? He / she would like to…………………? VOCABULARY: chicken, fish, guinea pig, regions PRE-TEACHING: Review of the conditional tense Review of the verb TO-BE WARM UP. PRESENTATION: Introduce the topic by showing the students some pictures about some regions of Ecuador, some places, and some pictures of food. Nelly Sari Mauricio Torres 175 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación PRACTICE: Mechanical Show a picture and ask some questions - Would you like to eat guinea pig? Yes, I’d like to eat it - Would you like to eat hornado? Yes, I’d love to - Would you like to eat fish? No, I wouldn’t Meaningful Ask questions to your partners in order to fill in the blank table. - Would you like to eat guinea pig? - Would you like to eat hornado? Yes, I would No, I wouldn’t Nelly Sari Mauricio Torres 176 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación NAMES CHICKEN FISH GUINEA PIG PRODUCTION: IN PAIRS: Perform a role play by using the following questions. - What is your favorite plate? - What is the typical food from the Coastal region? - What is the typical food from the Sierra region? LEISURE TIME Nelly Sari Mauricio Torres 177 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación AIM: By the end of the lesson the students will be able to talk about their favorite hobbies by using the simple present tense. STRUCTRE: What is your favorite……………..? How much time do you spend………………….? VOCABULARY: verbs, television, radio, volleyball, dancing, guitar, video games PRE-TEACHING: Review of the verb TO-BE Review of the simple present tense WARM UP. Ask different students to come to front to the class to imitate different activities. Meanwhile, the rest of the students have to guess. PRESENTATION: Introduce the topic by showing the Nelly Sari Mauricio Torres 178 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación students some pictures about leisure time. PRACTICE: Mechanical Show the students some pictures and ask them to say sentences like these: - His favorite hobby is watching TV. - Her favorite hobby is listening to music. - His favorite hobby is playing the guitar. - His favorite hobby is swimming. Meaningful Teacher asks questions and students answer. - What is your favorite hobby? - My favorite hobby is playing the guitar. - How much time do you spend on the activity? Nelly Sari Mauricio Torres 179 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación - I spend two hours a day. PRODUCTION: IN PAIRS: Complete the table information and then tell the whole class about your partner’s hobby. REASONS NAMES AGE HOBBY WHY HE TIME LIKES IT SPENT BIBLIOGRAPHY: Abbs, Bryan. Opening strategies. Nelly Sari Mauricio Torres 180 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Longman Group UK Ltd. England. 1983. Cunning Sworth, Alan. Choosing your Coursebook. Cambridge University. 1995. Gerngross, Günter et al. Pictures Action. Prentice Hall International (UK) Ltd. 1992. Griffiths, Griff et al. Lanaguage Learning. Penny Ur. Cambridge University. 2000. Hartley, Bernard et al. Streamline. Oxfrod University. New York. 1979. Hassall, Peter John. English by magic. Pergamon Institute of English. 1985. Heather, Mcay et al. Teaching Adult Second Language Learners Nelly Sari Mauricio Torres 181 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Series Editor Penny Ur. 1950. Lee, W.R. Language Teaching Games and Contests Oxford University Press. Jones. Leo. Let’s Talk Speaking and Listening Activities for Intermediate Students. Cambridge University Press. 1996 Lindstrinberg Set. The recipe Book Arts & Entertaiment. 1990. Murphey, Tim. Music and Song Resource books for Teachers: Oxford University Press. 1992. Read, Carol et al. Tandem: Thomas Nelson and Sons Ltd.1991. Nelly Sari Mauricio Torres 182 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Richards, Jack C. Interchange English for International Communication Cambridge University Press.1990 Puchta Herbert et al. English in Mind Cambridge University Press.2004. Read, Carol et al. Tandem: Thomas Nelson and Sons Ltd. 1991, Watcyn, Jones, Peter. Pair Work 1. Penguin English, 2002. Willis, Jane. Teaching English through English. Longman Group Ltd. 1981. Nelly Sari Mauricio Torres 183 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Woodward, Tessa. Planning Lessons and Courses. Penny Ur. U.S.A. 2001. Web Sites Resources http://www.iteslj.org/Techniques/KayiTeachingSpeaking.html http://www.shopsafe.co.uk/spoclothes.asp http://images.google.com.ec/images?hl=es&q=technology& btnG=Buscar+im%C3%A1genes&gbv=2 http://images.google.com.ec/images?hl=es&q=technology& btnG=Buscar+im%C3%A1genes&gbv=2 http://www.teachernet.gov.uk/supplyteachers/detail.cfm?&vi d=3&cid=12&sid=54&ssid=3020201&opt=0 Nelly Sari Mauricio Torres 184 Universidad de Cuenca Facultad de Filosofía, Letras y Ciencias de la Educación Nelly Sari Mauricio Torres 185
