Practical 5

Practical 5

• 1.
  PRACTICE II, DIDACTICSOF ELT. Prof. ADJUNTO REGULAR Estela N. Braun. Teacher Assistants: Prof. Vanesa Cabral and Prof. Johana Herran. Name of the book: “English Unlimited” Level of the book: A2 (elementary coursebook) Macro skill: Listening Students: César Rasilla, Lucrecia Corral, Camila Viñati
• 2.
  CEFR: Practice withreal textbooks 1) Determine the level of English according to the CEFR Global Scale. ENGLISH UNLIMITED Level A2: At this level, basic users can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g., very basic personal and family information, shopping, local geography, employment). They can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Also, they can describe in simple terms aspects of his/her background, immediate environment, and matters in areas of immediate need. 2) Choose one of the macro skills. Read the descriptors carefully and select five activities from the book and explain what students can do at this level. Listening: Students can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g., very basic personal and family information, shopping, local area, employment). They can catch the main point in short, clear, simple messages and announcement.  Communicative activities A2 level: OVERALL LISTENING COMPREHENSION  Students can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated. They can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated. LISTENING TO RADIO AUDIO & RECORDINGS  Learners can understand and extract the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. WATCHING TV AND FILM  Pupils can identify the main point of TV news items, reporting events, accidents etc. and can follow changes of topic of factual TV news items, and form an idea of the main content.
• 3.
  OVERALL READING COMPREHENSION Learners can understand short, simple texts on familiar matters of a concrete type which consist of high frequency every day or job-related language. OVERALL SPOKEN INTERACTION  Students can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. They can manage simple, routine exchanges without undue effort; can handle very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord. CONVERSATION  Learners can establish social contact: greetings and farewells; introductions; giving thanks. They can generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time to time. They can express how he/she feels in simple terms, and express thanks; can use simple everyday polite forms of greeting and address. Students can make and respond to invitations and apologies. They can say what he/she likes and dislikes. GRAMMATICAL ACCURACY  Pupils use simple structures correctly, but still systematically makes basic mistakes - for example tend to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what they are trying to say.
• 4.
  Introductory unit: “Aboutyou” We chose an activity in which students have to complete an enrolment form with personal information (mail, address, surname and postcode) about a girl called Agata. At this level, learners have the necessary tools to develop this kind of activity using basic personal information.
• 5.
  Unit 3: “Yourtime” In activity 3 from page 27, learners show their understanding of familiar topics ticking activities that Moira and Sam do in their free time after listening to them. At this level, students can understand these phrases with simple vocabulary of routines.
• 6.
  Unit 8: “What´sshe like?” In this target activity students have to listen to a girl talking about someone she admires, and decide which of the photos fit with the person she is talking about. This type of activities expects learners at this level to be able to catch the main point of the description in short, clear and simple messages.
• 7.
  Unit 11: “Journeys” Inthis activity, learners have to listen to several expressions said twice in two different ways and after that, they have to decide which one sounds more polite than the other taking into account the intonation used. The idea of this exercise is to make students realize about the kind of intonation that people use to express politeness.
• 8.
  Unit 14: “Choices” Inthis activity students have to listen to a radio interview with a man called Barry Cox talking about his personal life, more specifically his career. There are five topics that students have to develop with the information that Barry provides. At this level, learners have no much difficulty in understanding basic vocabulary related to hopes and plans.
• 9.
  CEFR Self-Assessment. Students atthis level (A2) show understanding of phrases and the highest frequency vocabulary related to areas of personal relevance (e.g. in the unit “About you” the main topic is personal information but employment is also mentioned. Moreover, in unit 3 “Your time” the book presents activities related to family information. In the last units an increase of level of complexity is clearly reflected because there, student can understand the main point in short, clear and simple messages and use it to develop different activities.)