The best activity

http://www.mediafire.com/?k2w657bgr417b9w

ESP

http://www.mediafire.com/?m34a8zmezcfxk8c

Lesson Plan Template

http://www.mediafire.com/?zdhytldtwuc3occ

listening activities

Listening III

Opec holds first summit after Arab Spring

Ability: Listening Comprehension

Time 5 hrs.

Objectives

1. -Recognize the media and type of the text.

2. -Apply strategies and techniques for to understand the message,
3. -Identify the role of communication in spoken texts.

4. -Uses thematic and linguistic knowledge.

FUNTIONS: Express understanding about the information

MORPHOSYNTACTICS AND

STRUCTURAL: present, present simple, present continuous, past.

FORMULA: Information

 NOUNS: holding, importer, recovery.                              

VERBS: increase, developed, add.

ADJECTIVES: expensive, low, higher, convincing.

ADVERBS: notably, increasingly, down.

L

Pre listening

Recognize the images and then answer the following questions

What countries export oil?

What mean OPEC?

Why the oil price is variable?

While listening

Work in pair:

-You have to pay attention and take notes to the following listening( 55 seconds) You can listen only 3 times.

-you have to discuss with your partner about the topic.

http://http-ws.bbc.co.uk.edgesuite.net/mp3/learningenglish/2011/06/witn_opec_report_110608_witn_opec_report_audio1_au_bb.mp3

Post listening

Fill in the gaps

8th June 2011

Opec holds first summit after Arab Spring

Words in the News © British Broadcasting Corporation 2011

bbclearningenglish.com

Opec, the oil exporting countries group, is holding a meeting of energy ministers in Vienna,

where they are discussing whether to increase output. Opec's biggest producer, Saudi Arabia,

does want an increase, but others, notably Iran and Venezuela, are opposed.

Oil is expensive again. The price is more than three times the lows it him__________ the financial crisis, driven higher by__________ in ____________ by the_________

__________ in the Middle East and North Africa. It is increasingly an economic problem for oil importers, especially in the developed countries, where _________ is not very convincing. The oil price is adding to_________ _______ and it’s hitting consumers who have less to spend on other goods and services.

Saudi Arabia, along with Kuwait and the United Arab Emirates are willing to respond by___________supplies which should bring prices down. But others aren't so ______, including Iran and Venezuela who don't have a great deal of ________ _______ and have poor __________ __________with the rich world.

Saudi Arabia, however, does have room to increase production and might well choose to do so whatever Opec decides.

Andrew Walker, BBC News.

Vocabulary and definitions

1.-keen very interested and committed

2.-political unrest turmoil or agitation which threatens the stability of a

    government

3.-boosting making larger in number

4.-in the wake of after, or following

5.-robust growth big, fast enlargement in size

6.-emerging economies fast growing economies of certain Asian and Latin

    American countries which are starting to compete with

    successful, rich countries

7.-inflationary pressures forces which push prices up, usually due to an           increase in

    the volume of money and credit available in the market

8.-spare capacity here, the resources to produce more oil

9.-diplomatic relations work between countries to maintain peaceful ties

10.-recovery here, the improvement of developed countries’ economies,

   back to how they were before the recent financial crisis

listening activities

Listening II

Chile’s Natural History Museum: Now In A Metro Station Near You

Ability: Listening Comprehension

Time 5 hrs.

Objectives

1.-Apply strategies and techniques for to understand the message,
recognize the news media, identify the role of communication in spoken texts.

2.-Uses thematic and linguistic knowledge, employers
syntactic and intonational and strategies to interpret literal.

3.- Uses thematic and linguistic knowledge, employers
syntactic and intonational and strategies to interpret literal
inferentially or oral discourse.

FUNTIONS: Express interest about the information

MORPHOSYNTACTICS AND

STRUCTURAL: present perfect, present simple. Past simple,

FORMULA:Descriptions

 NOUNS:awaraness, employee, inability, disease

VERBS:evolved, estimated, wiped, replied.

ADJECTIVES:lower,major,

ADVERBS: usually, quite, typically

Pre-reading

Listen to the story about  a boy with his mother.( the teacher will read in front of the class to the student)

“Mom, that’s such a big fish!” a young boy cried out to his mother as he looked up at a life-size replica of a Dunkleosteus, an armored fish that typically grew to 16 feet in length, weighed over a ton, and went extinct 360 million years ago.

Not something you usually see in a subway station.

“I know, dear, it’s very big,” the boy’s mother replied as she ran over to stop his younger brother from banging on the glass of a display case with million-years-old fossils inside.

“I want to play!” the younger brother pleaded.

“Honey, you can’t play with those, they’re not toys,” the mother replied. “It’s a museum. For learning. Besides, we need to catch a train home.”

The little boy looked disappointed. Then he turned around, saw a life-size model of a Velociraptor, screamed, and began to cry.

While- listening

The teacher will read with the student  the following text.

Chile’s Natural History Museum: Now In A Metro Station Near You

WRITTEN BY ZACH SIMON

THURSDAY, 26 MAY 2011 21:42

Chile’s Natural History Museum customarily puts its exhibits in a 136-year-old building beside Santiago’s Quinta Normal Metro station. But the 8.8-magnitude earthquake of February 2010 severely damaged the museum, which is closed for repairs and renovations till, it’s said, June 2012. So for now, the museum has farmed out many exhibits to other venues, including Metro stations and other museums. For example, if you want to see how earth evolved, you need to go to the Air and Space Museum. But if you are content with an exhibit on the five major mass extinctions of the past 540 million years—complete with fossils, paintings, replicas of extinct creatures (think dinosaurs), and educational videos—you can find it in Quinta Normal’s subway station, lower level, next to the tunnel to (and from) the Museum of Memory and Human Rights. “We’ve been open here since last December,” said Victor, a museum employee who hands out programs at the “subway museum.” “We get a lot of people here, a lot of whom actually come specifically to view the exhibit. People in the subway are usually in a rush to get where they’re going, so they don’t go out of their way to visit the exhibit. Those who visit mean to. Weekends especially are quite crowded,” he told The Santiago Times. The exhibit doesn’t only treat the ancient past; it also promotes awareness of the ecological state of our planet, past, present and future. One sign reads: “It is estimated that on average a species goes extinct about 10 million years after its first appearance because of disease, disaster, or inability to adapt to changed surroundings. The leading cause of extinction today is the destruction of habitat. It is predicted that by 2100 there will be only half of the species that exist today.” “I had no idea,” Angela, a mother on her way home with her 5-year-old son, told The Santiago Times. “Can you imagine so many creatures dying out?” In a separate part of the exhibit, a dog started barking at one of the larger replicas. A family spanning three generations—a grandmother, a mother, and a young daughter—was strolling through the exhibit with their Dachshund on a leash. “We’re on our way to the park,” the mother told The Santiago Times. “Just thought we’d drop by and take a look.” A look at what happened when dinosaurs ruled the land and when they and practically everything else was wiped out by an asteroid. By Zach Simon ( editor@santiagotimes.cl ) Copyright 2011 – The Santiago Times

Post-listening

Work in group (3/4 p )You have to create a tv program where you can show in front to class like a interview. (15 minutes)

You need to:

Organize with different rols.

Create a name to the Program.

Create a scenary.

listening activities

Module

4 Unit 1

“WHATEVER” OASIS

Words: 250

Elementary vocabulary:

Whatever, wrong, grip, shoot, breeze, blues.

Cognates: 8

 Ability:       listening

Time:  4 hours

  Objectives  

1. –Demonstrate understanding of the message related to real life situations through concrete examples.

Apply strategies and techniques for:
A) understand the message.
B) Recognize the news media.
C) Identify the role of communication in oral texts of various kinds, issued a normal speed or multimedia speakers.

Function: micro feature recognition and modeling.

Morphsyntactic and structural: related phrases, adverbs.

Elementary Vocabulary: whatever, wrong, grip, shoot, breeze, blues.

Pre-listening

1.      Bring to class a sample of spot advertising of “Cocacola” company.

2.    The students have to hear the song and then they will introduce some questions about the song such as; Do you know this song? Where do you has been heard before? Do you know who sing this song?

3.    The students have to discuses about the advertising meaning. ç

 http://www.youtube.com/watch?v=Iak7EqO-hZ8

Listening

The student have to listen the same

song by Oasis. (at least 3 times)

http://www.youtube.com/watch?v=3hcapUYHjZk

1.-The students have to mark the right choices.

The song is about:

a) Cocacola

b) Makes me want to dance.

c) freedom

2. - The students have to write at least 10 words while listening to the song.

 

Post listening

Comprehension work:

1. -The students have to work in group:

(2 /3) p.

2. – The student will receive the print lyric, where they’ll complete  some sentences, then with the complete lyric, they must to explain the real meaning in 30 words

I’M FREE TO BE WHATEVER I
WHATEVER I ________
AND ILL _____ THE BLUES IF I WANT
IM FREE_____ TO SAY WHATEVER I
WHATEVER I LIKE
IF ITS WRONG OR RIGHT ITS ALRIGHT

ALWAYS IT ______ TO ME
YOU ONLY SEE WHAT PEOPLE WANT YOU TO SEE
HOW LONGS IT GONNA BE?
________ YOU GET ON THE BUS AND CAUSE NO FUSS
GET A GRIP ON YOURSELF IT DONT COST MUCH

YOURE FREE TO BE WHATEVER YOU
WHATEVER YOU SAY, IF IT COMES MY WAY ITS ALRIGHT
YOURE FREE TO BE WHATEVER YOU
WHATEVER YOU PLEASE YOU CAN SHOOT THE BREEZE IF YOU WANT

IT ALWAYS SEEMS TO ME
YOU ONLY SEE WHAT PEOPLE WANT YOU TO SEE
HOW LONGS IT GONNA BE?
BEFORE YOU GET ON THE BUS AND CAUSE NO FUSS
GET A GRIP ON YOURSELF IT DONT COST MUCH
Letras4U.com » letras traducidas al español

(IM) FREE TO BE WHATEVER I
WHATEVER I CHOOSE
AND ILL SING THE BLUES IF I WANT

HERE IN MY MIND
YOU KNOW YOU MIGHT FIND
SOMETHING THAT YOU
YOU THOUGHT YOU ONCE KNEW, BUT NOW ITS ALL GONE
AND YOU KNOW ITS NO FUN
YEH YOU KNOW ITS ALL GONE
AND YOU KNOW ITS NO FUN

IM FREE TO BE WHATEVER I
WHATEVER I CHOOSE
AND ILL SING THE BLUES IF I WANT
IM FREE TO BE WHATEVER I
WHATEVER I CHOOSE
AND ILL SING THE BLUES IF I WANT

WHATEVER YOU DO
WHATEVER YOU SAY, YEH I KNOW ITS ALRIGHT
WHATEVER YOU DO
WHATEVER YOU SAY, YEH I KNOW ITS ALRIGHT
(ALL THE YOUNG BLUES CARRY THE NEWS)

Linguistic strengthening.

1. - The students have to classify in three lists.

·         Six noun

·         Six verb

·         Six adverbs

 Evaluation

The students have to explain by oral way their point of view. (3 min)

reading activities

Module

3 unit 1

“Liverpool”

Level:

3 Secondary

Time:

4 hours

Ability: Reading Comprehension

 OBJECTIVES

Students will be able to:

1. Use the previous knowledge to predict the

information.

2 . Summarize the content of an instructive,

descriptive and narrative text of a major

extention.

3 . Classify the information given into an

instructive, descriptive and narrative text

4. Identify the general and specific information

from more complex texts

5. Understand the text in a target language.

LINGUISTICS CONTENTS:

FUNTIONS: Information

MORPHOSYNTACTICS AND

STRUCTURAL: present perfect, present simple. Past simple,

FORMULA:Descriptions

 NOUNS: council,clubs,manufacturing,popultion, borough

VERBS: governed, run, originated

ADJECTIVES:largest, famous.

ADVERBS:internationally, directly.

Text

Liverpool is a city and metropolitan borough in Merseyside in north west England, on the north side of the Mersey estuary.

The city is governed by Liverpool City Council, one of five councils within Merseyside. The population of the borough in 2002 was 441,477, and that of the Merseyside conurbation was 1,362,026. Liverpool is the second largest export port of the United Kingdom.

Whilst it has lost most of its manufacturing base, Liverpool is still internationally famous as a port, and the city from where The Beatles originated. In sport terms, it boasts two internationally known football clubs, Liverpool F.C. and Everton F.C.. In the year 2008, Liverpool will become the European Capital of Culture.

Liverpool runs directly into Bootle in Sefton, and Huyton in Knowsley. It faces Wallasey and Birkenhead across the River Mersey.

Inhabitants of Liverpool are officially known as "Liverpudlians", but more commonly known as "Scousers". They are noted for their distinctive accent, called Scouse.

Pre-reading activities

1.- Using  illustration and a map, to talk with the student about  the

Liverpoll city.

While reading

2.-Put the word into the gaps in the text.

1.-Complete with the correct word.

Internationality/distintive/Borough/ goberned/largest/most/runs/clubs/ distintive/ Inhabitant/counsul.

Liverpool is a city and metropolitan ____(1)

 in Merseyside  in north west England, on the

 north side_____(2) by Liverpool City Council,

one of five _____(3) within Merseyside. The population of the borough in 2002 was 441,477, and that of the Merseyside conurbation was 1,362,026. Liverpool is the second ____(4) export port of the United Kingdom.

Whilst it has lost _____(5)of its manufacturing base, Liverpool is still ______(6) famous as a port, and the city from where The Beatles originated. In sport terms, it boasts two internationally known football _____(7), Liverpool F.C. and Everton F.C.. In the year 2008, Liverpool will become the European Capital of Culture.

Liverpool _____(8) directly into Bootle in Sefton, and Huyton in Knowsley. It faces Wallasey and Birkenhead across the River Mersey.

______(9) of Liverpool are officially known as "Liverpudlians", but more commonly known as "Scousers". They are noted for their ______(10)accent, called Scouse.

 3.-Make a summary with the most important aspect ( 80 words).

 4.-  Work in group (2/3) and make a comparison between Liverpol and other city , and talk with you partner.(Take note)

 Post-reading

Answer this questions:

1-Where are located Liverpool?

2-How many peolpe are in Liverpool?

3-Is Liverpool an important port exportation?

4-What is the gentile of the city?

5-How is called the accent of Liverpool?