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Everyday life English level: Anglès 3 CLASSPROJECT

v.1

EVERYDAY LIFE

English project designed by: Sònia Montamat [email protected], Montserrat Pérez [email protected], Rosa Porta [email protected], Esther Soler [email protected],

Humberto Soler [email protected]. May 2016

Image taken from Google Bank free use Images

Project/sequence GUIDELINE v.

v.1

Project/sequence GUIDELINE 1. Preface 2. The project/sequence

2.1. The context 2.2. Objectives, contents and assessment criteria 2.3. Activities 2.4. Evaluation 2.5. Class management and methodology

3. Final thought

1. Preface:

In our everyday life, we use different tenses in order to talk about our past or recent experiences, describe our daily routine or explain future plans. Take for instance any family on a Sunday lunch. Imagine: Grandson talking about the most exciting day in his life. Granddad telling to his Grandson what he used to do when he was a child. Dad explaining hisrecent decision of having a new job experience. Grandma and Mum talking about their daily routine. The Teenager giving details of his next summer holidays, etc The question is, how can we express each idea so that others can understand our speech well? So, our project’s target is to show students the importance of using the appropriate verb tense correctly and how to use common present, past and future expressions in every real life situation. That’s the reason why our project‘s title is: EVERYDAY LIFE and the reason why we have put separate contents and separate activities along the project. However, we share the rest of the contents in the template.

Enjoy it!

https://animoto.com/play/hGcxt0dOaAli976VGKnHQg

mailto:[email protected]





https://animoto.com/play/hGcxt0dOaAli976VGKnHQg

TOPIC: EVERYDAY LIFE English levels: from Anglès 1 to Anglès 3 / GES 1 and GES 2

2. The project/sequence

2.1. The context

1. The target group is Anglès 1 (Esther). The group is about 18 students from 25 to 60 years old. Most of them have a lot of difficulties to learn new structures and vocabulary and to memorise them so, we try to practice very simple structures by repeating them many times. In this sequence we are going to practice the adverbs of frequency related to our daily routines. This activity takes 5 sessions.

2. The target group is Anglès 2 (Sònia). They are students from 40 to almost 70 years old. Most of them

study English for communicative purposes. So, presenting common expressions such as “Used to” and “Would”, together with the correct use of the past tense verbs, will result a more natural speech whenever the student has to talk about his/her past life. The goal of the project, as a whole, is to go one step further in the process of learning grammar structures and the acquisition of new vocabulary. The objective is to improve their speaking and their writing skills. The material needed is a computer, a blackboard, and writing on a notebook. To carry out this project you will need 4 sessions.

3. The target group is Anglès 2 (Humberto). There are 26 students, from 25 to 60 years old

approximately. Most of them were already in English 1 last year in the same school. The students show themselves pretty motivated in class. At the beginning they may look shy but after they’re explained the activities and given the steps, they look excited and willing to start and participate. The aim in this sequence is that students get to know each other, participate, they get to know the teacher and vice versa. The objective is to make the students talk or at least try to. This project will focus on the Future Simple and “Going to” and shows the difference between both future tenses clearly. We’ll work with real situations for using them, considering the difference between predictions and plans. The needed material will be videos, flashcards, computer, podcasts, popplet,… It will take about 3 sessions approximately..

4. The target group is GES 2 (Rosa). They are a group of 15 students from 18 to 45 years old. This

sequence would take about 5 hours. 5. The target group is Anglès 3 (Montserrat). They are 25 students. Most of them joined Anglès 1 the

same year I started teaching English in CFA Prosperitat. So, they have become a really cohesive team, capable of embracing new members every term with ease. They are between 18 and 65 years old. However, the average age is around 45 years old. In general, they want to learn English for work, although some of them share family needs (their children live or work abroad and they go there once a year), or have a travel motivation. In this sequence, I’ll be focusing on:

The Present Perfect for actions that started in the past and continue into the present. The use of prepositions like since, for, already, still and yet with the present perfect verbal tense. The difference between the Past simple and the Present Perfect when we want to talk about past

facts.

It is expected to take 4 sessions, more or less.

Sònia Montamat [email protected], Montserrat Pérez [email protected], Rosa Porta [email protected], Esther Soler [email protected], Humberto Soler [email protected], Public domain images from: Google Bank free use Images; openclipart.org; Depositphotos.com.

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2.2. Objectives, competences, contents and assessment criteria

a. Objectives:

1. Face the process of adaptation to new demands of the XXI century: linguistic diversities in Europe, globalization and new technologies. 2. Train speakers to be able to communicate in everyday situations and acquire awareness in a multilingual and multicultural surroundings. 3. Improve the students’ language competences: speaking, listening, reading and writing. 4 Develop new strategies of learning. 5. Use ICT and be aware of technological advantages that help in communication and learning process. 6. Practise selfevaluation to allow students to estimate their individual progress in competences, objectives, contents and attitudes.

b. Competences:

1. Linguistic competence:

Read, understand and get the most important information from texts with different tenses. Develop the ability to express themselves orally using appropriate language.

2. Social and civic competence:

Identify the language as part of the common culture of a community. Be able to accept and to evaluate other’s opinions. Work in group cooperatively and be aware of its advantages.

3. Information processing and digital competence:

Understand information transmitted in oral texts. Use podcasts to practise oral texts.

4. Autonomy and personal initiative:

Develop initiatives and decisions in planning, organizing and managing work. Be aware of oneself’s learning styles.


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c. Contents of the curriculum

Anglès 1. Do you have a healthy lifestyle?

PRAGMATIC COMPETENCE DISCURSIVE COMPETENCE

LINGUISTIC COMPETENCE

Functions and sociolinguistic aspects

The discourse organization.

And Types of text

Vocabulary Language focus

Spelling and punctuation

Pronunciation

1. Talk about our daily routines. Ask and answer questions about habits and hobbies. 2. Learn about our classmates lifestyle. 3. Compare and talk about the different lifestyles.

1. Dialogue.

2. Short.

storytelling and

descriptive texts.

1. Adverbs of frequency. 2. Interrogative Whquestions. 3. Verbs related with habits or routines.

1. Word order in a sentence. 2. The third person in the resent tense. 3. Some preposition.

1. The third person in present tense.

1. The –es ending /is/

2. Do don’t Doesdoesn’t

Anglès 2. When I was a child I used to…





And Types of text



Pronunciation

1. Talk about past habits.

2. Formulate and answer

questions about past habits.

3. Recall lifestyle changes.

4. Talk about the good old

days.

1. Whenever we

have to answers a

question about

past habits we use

expressions such

as: “let me see”,

“if memory serves

me correctly or “if

I’m not mistaken”.

1. Time

expressions like

then, before,

long ago, now,

no longer, or

not anymore.

3. Verbs

related with

habits or

1. “Used to”

used only to

talk about past

states, habits,

or routines.

2. “Would”

used only to

talk past

habits or

1. Avoid the

final “d” in

“used to” in

negative and

interrogative.

2.

Contraction

of “didn’t”.

1. Used to

/ju:st tə/

2. Would

/wʊd/

3. Was /wəz/

4. Were

/wɜ:/


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2. In a narrative

text, we can begin

like “I remember

when [...]” or

“when I was [...]”.

3. In writing, when

expressions like:

“used to” and

“would”, are used,

the text becomes

more natural.

routines.

4. Verbs

related with

talking about

the past or

bring to the

memory like

remember,

remain, recall.

5. Adjectives

for description.

6. Time

prepositions

like at, in , on.

routines.

3. Neither

“used to” nor

“would” can

be used to

refer to single

actions in the

past.

4. See “used

to” in

+, and ‘?

sentences.

Anglès 2. Let’s travel, let’s go on holiday...





And Types of text



Pronunciation

1. To know a different culture and a language. 2. Tell your mates where

you are going in your next

trip and your plans there.

3. Find and talk about

different transports to get

to the country and to

move over there and do

sightseeing.

4. Give advice to visit

different and interesting

places. Typical food and

drinks.

1. Talk and

discuss about

our next trip.

2. Discuss which

is the best travel

itinerary.

3. Writing a

holiday email.

4. Talking about

holiday

arrangements.

1. Food

2. Drinks

3. Directions

4. Transports

5. Might

6 Prepositions

7. Times and

chedules.

8. Adverbs of

frequency.

1. Future simple “will” 2. “To be going to” 3. Present continuous future meaning).

1. Punctuation

1. Contract ions with will. 2. /l/


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GES 2. Talking about a past experience





And Types of text



Pronunciation

1. Talk about past habits.

1. Narration. 1. Daily routines.

1. How to make sentences in the past simple with the positive, negative and Question form.

1. Learn how to write the past simple from regular verbs and all the irregular verbs.

1. How to pronounce ed in regular verbs and good pronunciati

on of irregular verbs.

Anglès 3. All about My Job Experiences





And Types of text



Pronunciation

1 Ask your mates questions related with pleasant and unpleasant jobs. 2 Tell them your job experience. Is it easy to find work where you live?

1 Talk about our ideal job. Give reasons. 2 Discuss which factors are the most important in getting a good job.

1 Jobs: * Endings * Adjectives 2 You see/

let me see

1 Present Perfect +

for & since

2 Present Perfect +

Just, Already and

Yet. 3.Present Perfect, and Past Simple

1.Punctuations

1 /j/ 2 /dʒ/


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d. Assessment criteria

Comunicació oral Comprensió lectora Expressió escrita

1. Participa en situacions de comunicació habituals i en converses curtes, amb la col∙laboració d'una persona interlocutora, utilitzant estratègies d’interacció oral d’acord amb la situació comunicativa. 2. Interactua en intercanvis i transaccions breus i senzilles de la vida quotidiana, utilitzant estratègies d’interacció oral d’acord amb la situació comunicativa. 3. Compren l'essencial de converses senzilles, articulades amb claredat i certa lentitud en llengua estàndard, contextualitzades i sobre temes coneguts, per satisfer necessitats bàsiques. 4. Extreure els punts principals i alguna informació detallada de missatges orals emesos per mitjans audiovisuals, en bones condicions acústiques.

5. Llegeix, compren i obté informació de textos escrits, sobre temes habituals o propers, amb l'ajut del context i del suport visual i icònic. 6. Desenvolupa estratègies de comprensió de textos per obtenir informació i interpretarlos.

7. Planificar l’escrit d’acord amb la situació comunicativa i a partir de la generació d’idees i la seva organització. 8. Escriure textos curts i senzills sobre necessitats personals i situacions de la vida quotidiana seguint les convencions i formats adequats a cada tipus de text, i utilitzant frases senzilles connectades amb elements de cohesió bàsics. 9. Utilitzar tècniques i recursos per revisar i millorar el text escrit.


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2.3. Activities

Anglès 1. Do you have a healthy lifestyle?

1st. SESSION

Activity 1

Title: How often do you…..?

Teacher’s introduction (procedure)

Warmup activity. We are going to talk about how to get a healthy lifestyle. First we are going to watch and comment about these videos to introduce the topic. Healthy lifestyle, some advices

More healthy life advices

Now we are going to know a little more about ourselves and our classmates. We start doing a short quiz about some daily routines. Students’ task Go to this link and answer the questions. http://metro.co.uk/2015/10/01/quizhowhealthyareyou5412974/

Before doing the quiz, we comment about vocabulary, specially the frequency expressions. We pay also attention about the interrogatives: how often, how many, how much…..

After doing the quiz, first, the students compare the results with their partner. Later, we share the information in the group class. The students show their results, pointing out the coincidences with their partners.

We summarize using expressions like…. How many of us……?

Timing:45 m. Dynamics: Students work individually first, in pairs or three, later and finally the group class shares

the ideas.

2nd. SESSION

In groups of three or four, the students have to think and write two or three more questions and answers about daily routines related to healthy habits using the structures they have already seen. They have to use the adverbs of frequency.

While they are doing this activity, we point out in grammar aspects like word order in the sentences, the


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https://youtu.be/dmhFC1m_qI4

https://youtu.be/jKikTtcqqzs

http://metro.co.uk/2015/10/01/quiz-how-healthy-are-you-5412974/







spelling….

Homework: Watch these videos about the grammar points and practice the grammar.

Listening about daily routines (this one also helps students with the pronunciation) https://animoto.com/play/8Tueet5j1c3xm3a3Aw3pZA Some exercices to practice grammar Timing:45 m. Dynamics: Students work in pairs or three, later, every group share their new questions with the

other groups. Everyone answers the questions. 3rd. SESSION Activity 2

Title: Talking about…..

Teacher’s introduction (procedure) We are going to watch the video about a character of a famous comic. What do you know about it?...Let’s see…

https://animoto.com/play/CK8h5dl41TuliEqM73b6N

Students’task In this part of the activity, the students work individually or in pairs. After doing that, we are going to create a similar video about a real person or a non real character you know. In this activity you are going to work in pairs or in groups of three people. We are going to know about a video creating tool called Animoto but...if you know another one, feel free to use it. Homework: Look at that popplet and feel free to finish the sentences using the adverbs of frequency. Try

to add two more popplets.

Mum's routines

Timing:45m Dynamics: Students work individually first, in pairs or three, later and finally the group class shares

the ideas. 4th SESSION (it can take more than one session class)

The groups have started in the previous session deciding which character they are going to talk about. In this


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https://youtu.be/Kq0CQhCZ2jk

https://animoto.com/play/8Tueet5j1c3xm3a3Aw3pZA

http://www.agendaweb.org/exercises/grammar/adverbs/frequency-2

https://animoto.com/play/CK8h5dl41TuliEqM73b6Nw

http://popplet.com/app/#/3084075







session they plan the sequences and the images for the video, the sentence for every sequence (five sentences) In every sentence they have to use one of the five adverbs of frequency already studied in class)…. They have to write them down in order to check the grammar and vocabulary. When the text is ready they make the video using the video tool chosen.

Timing:45m Dynamics: Students work in pairs or in groups of three.

5th. SESSION Every group presents and shows the video to their classmates. This activity is going to be evaluated using the rubric below. Rubric

ANGLÈS 2. When I was a child I used to ...

1st. SESSION (two activities) Teacher’s introduction (procedure)

“Used to” and “Would”. Both past expressions “used to” /ju:st tә/ and “would” /wʊd/ are used to describe routines, habits, events or states that took place in the past, which are no longer true now. See the links for verbs used in each case and examples: http://popplet.com/app/#/3236401 and http://popplet.com/app/#/3152344

Review. Stative and dynamic verbs, timeprepositions andtime expressions such aslong ago or,no longer, related with habits, routines or states used when talking about past memories in contrast with present.

Formulation. How we structure in a sentence both “used to” and “would” expressions. See the link for complete explanation and for examples this one: http://popplet.com/app/#/3135868

Timing: 30 min. Dynamics: The theme introduction and review is with the whole class. They can take notes and ask for further aclarations, if any doubts. Students’ tasks

Title of the activity: People used to…

Warmup activity. Show the video: https://animoto.com/play/kQhQeNhOiXLfzHuGcNysig 1st. Get feedback on this for a few minutes. The teacher will need to work on the pronunciation. 2nd. Handout a worksheet. The teacher provides a three parts activity which is directly related


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https://docs.google.com/a/xtec.cat/document/d/1BdvFGfpR2xXdG3UuN6dMN8R8bGCyiYDX06u4EXHwG3w/edit?usp=sharing





https://www.youtube.com/watch?v=EvjdYDhyfv4


https://animoto.com/play/kQhQeNhOiXLfzHuGcNysig

https://animoto.com/play/kQhQeNhOiXLfzHuGcNysig

https://www.youtube.com/watch?v=EvjdYDhyfv4

http://www.teach-this.com/images/resources/people-used-to.pdf







with “used to” video: 3rd. Correction. Through the previous worksheet the students have to read aloud the completed

sentences; to answer to a concrete question, and give an Oral argumentation. Focus on the vocabulary, the use of basic expressions and the pronunciation.

4th. Homework explanation. the students have to write down the previous oral argumentation. This activity allows the student work at their own pace.

Timing: 45 min. Dynamics: Individually first and then, the class has to be divided into two groups, A one, and B the other. Title of the activity: Don't Beat Grandfather

1st. Thinking and reflexion. The student has to read a short story Don't Beat Grandfather 2nd. Get feedback on it and elicit how to express an opinion and gather the psychological content of

the story. Focus on comprehension and correct pronunciation.

Timing: 15 min. Dynamics: Individually for reading and the whole class for elicitation. 2nd. SESSION (one activity) Teacher’s introduction (procedure)

Introduction to oral expressions such as: “let me see”, “if memory serves me correctly” or “if I’m not mistaken” whenever we have to answer a question about our past time life.

Warmup activity. Show the video about a Man’s past life short story (about 2 min). Students’ tasks

Title of the activity: When I was young I used to…

1st. Get feedback on this from a few students. This kind of approach makes more personal the activity. The teacher will need to work on the pronunciation. Assessment criteria: the student will be given this rubric.

2rd. Creating subtitles. In this occasion, with the sound off, the students have to write down the subtitles. Walk around to follow up, and help the students with vocabulary, reordering sentences....

3rd. Oral expression. As if it were a play, ask to the members of each group to say aloud what they think/remember the text of the video is. Allow everyone in the reading. Put for last time the video with the sound on. See what happens and comment. Assessment criteria: degree of saying correction, pronunciation, intonation, gestures and general attitude. (25 x 4 = 100%)

Timing: 4550 min.


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https://docs.google.com/a/xtec.cat/document/d/1piMyuk3wDOQEs_5LFdbIzgDK-Po0VORphcmnN_yRhLw/edit?usp=sharing

https://www.youtube.com/watch?v=vOW47qRueCE

https://drive.google.com/file/d/0B7iEPlGbsbYfWXBiUVZBSmxWY3c/view?usp=sharing







Dynamics: The video watching individually, the group for elicitation and in pairs or three group for orality.

3rd. SESSION (two activities)

Warmup activity. Listen to the examples. Students’ task Title of the activity: My family would often go…

1st. On the blackboard, writing down. After listening, elicit the student some more verbs. Then, ask for to any student to draw a two column list all the different verbsthe peers dictate. Take the chance to improvise sentences. Focus on the correct spelling, word order, S + V agreement.

2rd. Handout a worksheet (would choice) 3th. Correction of the worksheet (would choice) in group. Reading aloud the sentences focussing

on overall pronunciation. Timing: 4550 min. Dynamics: In those activities all the students will participate in a very active way, especially in the first part of the activity.

1st. Fun activity. Show a couple of jokes and get feedback on it. Title of the activity: I used to be good at maths Timing: 15 min. Dynamics: In group the students participate making any comments that the image can generate. 4th. SESSION (final activity)

Warmup activity. Watch the video and pay attention to the use of both expressions “used to” and “would” in relating or writing a past story.

Students’ task

Title of the activity: Writing a bit of our life naturally

1st. Writing a composition. The student now has to apply the knowledge acquired through the previous sessions and be able to write brief sequence of their past lives. The length of the text should not exceed 10 lines. Title: When I was young...; use of the both past time expressions “used to” and “would”, as well as other issues learnt. Students have to follow the criteria described in this rubric.

2rd. Reading their own creations aloud. Timing: 4045 min. Writing and 4045 min. Reading. Dynamics: In this activity all the students need to participate in order to be evaluated on this content.


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https://drive.google.com/open?id=0B7iEPlGbsbYfRGUzLUNsWkNEeVk

https://docs.google.com/a/xtec.cat/document/d/1SyaDlza-fTFiqSqYEPvSEGQM_t089u0phPpSZqqodSY/edit?usp=sharin

https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQOTxeWOFKwKss7MP-N2XkV5-82QSyj0uSgWcmEG6iUUQZNV3G0

http://scur.cat/HZHGZ5

https://www.youtube.com/watch?v=7iup7eORzyw

https://docs.google.com/a/xtec.cat/document/d/1zEH84BhWvQGBO11yV4Zx5maADBkLiIUT7lwWAs6LzyA/edit?usp=sharing







ANGLÈS 2. Let’s travel, let’s go on holiday

1. Project introduction (evaluation included) (90 minutes) + homework Teacher’s introduction (procedure)

Short presentation of the content: Future simple: “will”. It’s use Grammar "will"

Grammar: Grammar "will" 2 Groups formation

Students’ task:

Watching in class this video conversation related to “Will”. conversation "will"

After watching it, we will comment the sentences are used here. The teacher will motivate the students at the beginning making questions. Its very important make the students participate in this point.

Filling individually the exercise: exercise "will"

Brainstorming about Sentences with “will”. Giving examples from the teacher first. Then it’s the turn of the students, they make future sentences with “will” and we share them

in the blackboard. Here the students work in groups of three. Dynamics: Students work individually first, in pairs, threes and finally the group class shares the ideas. Homework:

Watch the video below about: Songs with “will”. Let's play some music in our learning! songs with "will"

Students must mark all the future constructions in the video. Then they have to write sentences in their notebooks related to the songs but changing the verbs.

2. Let’s make plans for the future. (90 minutes) + homework Student’s task:

Making plans with “to be going to”. Read the grammar with your students, check the examples and make the exercises:Exercise "to be going to"

Podcast: What are your plans for the next weekend?: The students will watch and listen the podcast made by the teacher: Podcast by the teacher

Students will work in pairs. They will ask each other for their plans for the next weekend. Then, they will write sentences with the correct form “To be going to”. Dynamics: Students work individually the grammar and exercises first, then in pairs for oral activity asking


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https://www.youtube.com/watch?v=YfztVj5Qwqk

https://www.youtube.com/watch?v=35F6jP0iEqw

https://www.youtube.com/watch?v=kfkzQdxh35c

https://www.ego4u.com/en/cram-up/grammar/future-1-will/exercises

https://www.youtube.com/watch?v=RGh2vcDxIvo

http://www.englishgrammarsecrets.com/goingtofuture/menu.php

http://blabberize.com/view/id/1424827







and answering their partners about plans for the future. Finally the whole group class shares their plans for the future.. Homework: As a follow up activity, students are asked to make their own postcard explaining to other peers their plans for the next weekend. They have got as example the one made by the teacher. There are some webs to work with it:

http://vocaroo.com/?help http://blabberize.com/

Rubric for the podcast: Rubric. 3. Our Carcassonne school trip, and what are we going to do there! (90 minutes) + homework. Students’ tasks: We will see present continuous with future meaning: Present continuous (future meaning) Present continuous (future meaning) 2

Exercises: Exercise 1 Exercise 2

Video with animoto about the trip: https://animoto.com/play/6R0z1HSbnqCce3rigPykvQ Dynamics: Students watch the video about the Carcassonne school trip we want to make at the end of the season. After watching, we will talk and discuss about it. We will analyze one of each sentence appears at the video. We will add more plans to do there “To be going to”. And Weather predictions with “will”. Working in pairs, students will ask/answer each other about what they are going to do, to visit, where to sleep, to eat… Homework: They have to make a video, choose a trip, a weekend out, summer holidays, plans for the next week... Using future sentences.They have got as example the video made by the teacher. They will need technological devices (computer, beamer, micro, smart phone…) other visual material. Here some webs to work with it:

http://animoto.com/education https://www.wevideo.com/signup

4. “Will” vs “To be going to” (90 minutes ) + homework Student’s task:

Watching the video about differences “Will” vs “To be going to”: "will" vs "to be going to"

Checking the grammar: Grammar

Practicing with these exercises: Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5


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http://vocaroo.com/?help

http://blabberize.com/

http://www.rcampus.com/rubricshowc.cfm?code=JX6W3X3&sp=yes

https://www.youtube.com/watch?v=ad_svgHcZpA

https://www.youtube.com/watch?v=g9oEhzyaRdM

http://www.language-worksheets.com/present-continuous-future-elementary.html

https://www.ego4u.com/en/cram-up/grammar/present-progressive/use/exercises?use02

https://animoto.com/play/6R0z1HSbnqCce3rigPykvQ

http://animoto.com/education

https://www.wevideo.com/sign-up

https://www.youtube.com/watch?v=6A9tcUOOZKc

http://www.perfect-english-grammar.com/will-or-be-going-to.html

http://www.englisch-hilfen.de/en/exercises/tenses/will_going_to_future.htm

http://www.better-english.com/grammar/willgo.htm

https://elt.oup.com/student/solutions/preint/grammar/grammar_06_012e?cc=global&selLanguage=en

http://www.grammarbank.com/will-vs-going-to-exercises.html

http://www.agendaweb.org/verbs/future-simple-exercises.html







In this session they will write a holiday email. They must write an email to a relative, friend, workmate or whoever they wish to explain their own plans for the next summer, next trip to Carcassonne or next weekend.

Dynamics: Students work individually and groups of three, distributing the group work. Homework: They will work in groups of three. They have to plan a trip and a destination. Then, they have to research different transports to get there, different transports to move around there, typical different food and typical different drinks. It will be a research and vocabulary work.

GES 2 .Talking about a past experience

1st. SESSION Title of the activity: A reading about school in the past

Procedure: Warm up activity: I would ask students the following questions

Is school compulsory nowadays? Do children from different social classes go to school? Was school compulsory in the past? What did poor children have to do?

Student’s tasks: Read the text all together and answer the true or false activity related to the text.

Reading We would make sure that verbs are correctly written in the past tense. We would see how to make the past simple of the verb to be

The verb to be in the past We would do some activities to practice.

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Dynamics: The whole group would work together at the beginning of the session and then they would work individually. Timing: 60 minutes

2nd. SESSION Procedure:

Warm up activity ( 15 minutes): We would revise the reading from the previous session and we would distinguish two types of verbs: regular and irregular. Student’s tasks:

We would learn how to make sentences in the past using regular verbs.


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http://www.primaryhomeworkhelp.co.uk/victorians/children/schools.htm

http://www.myenglishpages.com/site_php_files/grammar-lesson-simple-past-be.php

http://www.agendaweb.org/verbs/tobe-past-simple/index.html

https://www.ego4u.com/en/cram-up/grammar/simple-past/exercises?03

http://s.mound.free.fr/skyblues67/simppast/wascloze.htm

http://www.carmenlu.com/first/grammar/pastbe1_3.htm

http://www.carmenlu.com/first/grammar/pastbe1_4a.htm







Past tense of irregular verbs We would do some activities to practice:

Activity 1 Activity 2 Activity 3 Activity 4

We would watch a video on how to pronounce ed Video on how to pronounce ed

Students would do the following activities related to weddings vocabulary Wedding vocabulary 1 Wedding vocabulary 2 Homework:

Students would watch the video and they’ll write a composition making up the story of the woman or man who lived that special day. Animoto video

Timing: 60 minutes Dynamics: Students would work individually.

3rd. SESSION Procedure:

Warm up activity: students would watch the following video and the whole class will comment on the ideas that they have understood in the videot: Life in Victorian Britain

Student’s tasks: We would see how to make sentences using irregular verbs Students would do some activities to practice:

Activity 1 Activity 2 Activity 3 Timing: 60 minutes Dynamics: The whole class would work together and then students would work individually

4th. SESSION Procedure:

Students would listen to the podcast and follow the instructions Podcast Timing: 60 minutes Dynamics: Students would work in pairs.

5th SESSION Procedure:


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https://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/past-simple-regular-verbs

http://www.agendaweb.org/verbs/past-simple-regular/index.html

http://www.focus.olsztyn.pl/en-esl-past-simple-exercises.html#.VwojJ_mLTIU

http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_negation_sentences.htm

http://www.kico4u.de/english/uebungen/6klasse/didinfrag.htm

https://www.youtube.com/watch?v=j32SurxnE4s

http://www.ecenglish.com/learnenglish/reading-marriage-and-vocabulary-match-exercise

https://edition.englishclub.com/survival/wedding/

https://animoto.com/play/PpNkVMjIFYLU29BW3ka2ag

https://www.youtube.com/watch?v=GOqqCjvQTFo

http://www.perfect-english-grammar.com/irregular-verbs-exercise-1.html

http://www.adelescorner.org/grammar/past_tense/past_tense_negative.html

https://en.islcollective.com/resources/printables/worksheets_doc_docx/daily_routine_in_present_simple_and_past_simple/past-simple-daily/54894

http://vocaroo.com/i/s0MZdppxXkL5







Students in pairs would present us their Power Points or Glogsters. Students would be assessed by using this rubric: Rubric Timing: 60 minutes Dynamics: Students would work in pairs.

ANGLÈS 3. I’ve just been looking for a new Job Experience, too

1. Project introduction (evaluation included) (90 minutes) + homework Teacher’s introduction (procedure)

Short presentation of the content: The present perfect. It’s use https://animoto.com/play/NPts3s3dq3to6yqQhHPwpQ?autostart=1

Short exercise http://www.fotobabble.com/m/SnJtN2pxWnR2emM9#.Vwp0ycGHYQQ.gmail POWERPOINT

Groups formation Students’ task

Watching a video related with JOBS in class. Filling in the Worksheet: LIKE AND DISLIKE individually Brainstorming about the IDEAL JOB

Giving reason Using job adjectives.

Dynamics: Teacher does the introduction. Then Students work individually first, in pairs or threes later and finally the group class shares the ideas. Homework:

Watch the video below about: The Present Perfect, A tens for telling experiences Take notes and examples from the video while watching it.

2. Let’s use the Present Perfect. (90 minutes) Student’s task:

Survey Worksheet: My CV Dynamics: Students answer the survey individually first, then ask and write their partner’s answers in the


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http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2628550&

https://animoto.com/play/NPts3s3dq3to6yqQhHPwpQ?autostart=1

https://animoto.com/play/dI1N0NQD6GXrmNiTVuybAw

http://www.fotobabble.com/m/SnJtN2pxWnR2emM9#.Vwp0ycGHYQQ.gmail

https://drive.google.com/file/d/0B5HkwBmndIZfY2pBRHRtNGtRcnFQNTFfenF6Q2hoUG4wTjJV/view?usp=sharing

https://www.youtube.com/watch?v=ORGLQudvMWE&feature=player_embedded

https://drive.google.com/a/xtec.cat/file/d/0B5HkwBmndIZfZ0pjXzc1eHgtWlE/view?usp=sharing

https://drive.google.com/a/xtec.cat/file/d/0B5HkwBmndIZfZ0pjXzc1eHgtWlE/view?usp=sharing

https://www.youtube.com/watch?v=B78ku-GzrBY

https://drive.google.com/a/xtec.cat/file/d/0B5HkwBmndIZfN1ZIcnh1dVNBZXc/view?usp=sharing







Worksheet My CV and finally the whole group class shares job experiences. . 3. All about my job experience. (90 minutes)

Student`s task:

As a follow up activity, students are asked to record their personal CV presentation.. So we will give them the worksheet : Oral task instructions: All about my job experience

Students are expected to use the Present Perfect with since and for prepositions and just, already, andyet adverbs. They have to follow their previous Present Perfect notes while producing their speeches. Dynamics: Students read individually and discuss in groups of two or three the suggested questions in the given worksheet Oral task instructions: All about my job experience. Then they start planning strategy for collecting information, organising the group tasks and planning their recording speech. The worksheet include resources for making and answering questions’ interview, producing a Podcast and a video 4. The final product and its evaluation (2/3 sessions. So, about 270 minutes) Student’s task:

Presenting their Individual Podcast and collective Video productions to be evaluated. Evaluating the products of their classmates in an students’ assessment GRID Discussing about the best way to prepare a Job Interview avoiding common mistakes.

Teacher’s task:

Providing the student assessment grid Being responsible for languages problems Evaluating students according to a teacher’s assessment RUBRIC

Dynamics: The different groups present their projects in turns. At the same time their peers evaluate them In the student's’ assessment GRID and the teacher provide feedback about language problems and take notes on the teacher’s assessment RUBRIC

2.4. Evaluation

The teacher will assign a text composition or an oral presentation (a sequence in our past life, a recent experience, a daily routine, a future plan, etc). This final task will collect the whole process of content learning on the four skills. A rubric will be given as an instrument of assessment.


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https://drive.google.com/a/xtec.cat/file/d/0B5HkwBmndIZfN1ZIcnh1dVNBZXc/view

https://drive.google.com/a/xtec.cat/file/d/0B5HkwBmndIZfbVE2ZnRHa050d28/view?usp=sharing

https://drive.google.com/a/xtec.cat/file/d/0B5HkwBmndIZfbVE2ZnRHa050d28/view



https://drive.google.com/a/xtec.cat/file/d/0B5HkwBmndIZfWGRsV0RaclctNW8/view?usp=sharing

https://drive.google.com/a/xtec.cat/file/d/0B5HkwBmndIZfaVdxak9PWVBWcWc/view?usp=sharing







All along the project, the teacher has been taking notes as summative evaluation. The student has been followed up on the oral participation, the realization of worksheets, the given homework and also the active attitude of collaboration towards the other classmates. This assignment will have a rubric with the clear points that the students have to look at. There will also be a list of grading codes that both the teacher and the students have to agree with.

2.5. Class management and methodology

The methodology used in the class sequence tries to improve the students’ communicative ability, as well as their capacity of working in a collaborative way within a group or within the class as a whole, whenever it is required. Through this sequence, the focus is on the student's’ capacity of thinking and on how they manage to solve problems by themselves, i.e. in an autonomous way.

3. Final thought

Everyday life is part of our real life. Thus, when we talk about any daily situation most of us listen with interest and so do our students. The present project tries to take advantage of this fact, and gives different exercises according to the different student’s levels. For example,in this project we start the activities by using the simple present and we go through it by adding more verb tenses. But, the teacher is conscious that in some cases, the student could need some reinforcement in any of the tackled skills here. As a more positive aspect, this project is an opportunity for students to work, learn, collaborate and interact with both the rest of classmates and with the teacher in the target language, i.e. English.


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everyday life - apliense.xtec.catapliense.xtec.cat/arc/sites/default/files/everydaylife.pdf ·...

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