Ficha técnica

Recursos

Requisitos

Grammar

• Participial Adjectives
• Present Real Conditional
• Future Conditional
• Unreal Present Conditional
• Phrasal verbs; friendship, clothing and computers
• Present perfect
• Present Perfect Progressive
• Present and past abilities: can, be able to, manage to

Vocabulary

• Emotions
• Life events, giving good and bad news
• Vocabulary on success
• Qualifications

Functions

• Life events, giving good and bad news
• Giving and clarifying opinions
• Refer to what you said earlier

Proceso

Unit 6 Emotions

Having in mind the objective of task-based activity, which is to participate in a job interview, students practice the participial adjectives to talk about their reactions when facing different situations in their life events in general.

Students listen to a radio program in which two people discuss how emotions can be used (Speakout Unit 6, Listening 6.1) in different situations with the aim of practicing participial adjectives.

To practice writing two opinions paragraphs on what success is from the sources that have been discussed in class.

To participate in a job interview

Discuss special abilities in people with mental and or physical obstacles that have succeeded in different fields.  

To practice writing a summary of an article about success or successful people.

To discuss what is needed to succeed in life and what have successful people done to become high achievers understanding different points of view.

Discuss hypothetical situations in the students’ life using unreal present conditional sentences, and practice its use in real-life situations like a job interview.

Actividades Docente

The teacher

• Asks the students to provide adjectives that describe emotions and writes them down on the board separating the participial ones.
• Has students check this list and asks what they are to get students understanding of them.
• Explains the difference between English present and past participial adjectives (ending in ed or the irregular participial ones) by asking how they feel when facing situations like anxiety, fear, stress....
• Gives extra practice with a Power Point Presentation
• Provides on-line exercises in addition to the ones the book has.
• Plays the listening about emotions (Book Speakout Intermediate Unit 6, section 6.1) several times asking comprehension questions to check students understanding and make them aware of the use of participial adjectives.

The teacher

• Connects the steps that have been accomplished in Module 1 for students to be able to discuss what success is, what they have been doing to fulfill their dreams and their qualifications and abilities to become successful in the near future.
• Shows a Power Point presentation on how to write an opinion paragraph, discusses its structure (introduction, body and conclusion) and asks the students to prepare it individually using all the tools that have been used in all the process that leads to this written assignment.
• Grades the paragraphs pointing out weaknesses and strengths

The teacher

• Explains to the students they are going to participate in a job interview as an interviewer or interviewee for a position in a company they are interested in, and for which they have been learning and practicing during the last weeks and were asked to prepare questions and answers for possible questions.
• Reminds them that it is necessary to keep in mind that the interview is an opportunity for the employer and prospective employee to learn more about each other, so interaction is necessary for the assessment process of the candidate.
• Students have to be ready to ask questions and offer opinions during the dialogue.
• To start the activity teacher explains thoroughly what each student is expected to do in the activity and is ready to help to make it flow.  The first thing each student has to do is to introduce himself/herself as a candidate or as a member of the assessing committee in 90 seconds including as much as possible:
• Information on their education, abilities, career goals, motivation, personality and expectations and why each of them is a good professional in their field.
• Skills and attitudes someone who wants to succeed in their profession must develop.
• What they have been doing or will start doing to succeed in the future in their profession.
• After presentations, the teacher asks the group to get ready to answer questions interacting with each other asking for information / offering opinions to have a fluent dialogue.

Teacher’s questions

The teacher has to have his/her questions in case students do not comply with the requirement.

1. How have you managed emotions caused by stress?
2. Have you ever left an assignment given to you involuntarily, without finishing it? If so, what were the circumstances?
3. What made you happy or satisfied at your last job/challenge? What was disappointing?
4. How does your experience of the last two years make you a suitable fit for this position?
5. If you were me, why would I hire you?
6. What are your biggest accomplishments? Abilities?
7. Can you work under pressure?
8. Are you able to take direction/criticism well? Why do you say so?
9. Tell me about a time when your supervisor/teacher gave you feedback that surprised you.
10. What is the most exciting award you have received? Explain.
11. What is the most difficult work-related or study-related situation you have faced?
12. Have you had an opportunity to work on a team?
13. What was your role? Was the team successful? Why or why not?
14. How would your former boss / teacher describe you, if we called him?

The teacher

• Has the students mention and describe successful people with disabilities and how they have been able to overcome their problem.
• Explains they are going to be reading about two disabled people that have succeeded in different fields  -Speakout Section 7.2 The Human Camera and The human Computer- after discussing some new words that the readings use to describe abilities.
• Divides the classroom in two groups and assigns one reading per group for students to read and retell the story to the other group making notes of new words to be discussed after both groups finish the activity.
• Listens to the students' stories and explains new words and the new patterns to talk about present and past abilities: can, be able to and manage to.  Emphasis is given to how these patterns are used in the different tenses and in the negative and positive forms.
• Asks the students to give their own examples talking abilities they have now, had when they were children and will have when they finish their careers.
• Makes sure the patterns are well understood with extra activities and/or exercises provided in the book.
• Asks the students to bring an article about success in which the author presents his/her point of view or presents the story of successful people for them to practice in class how to prepare a written summary of an article.

The teacher

• Encourages the students to explain what a summary of an article is and tries to get from students what its characteristics are.
• Asks the students to read an example of a summary on Speakout - Unit 7, Section. 7.2 and identify its characteristics.
• Shows a Power Point Presentation on how to write a good summary of an article discussing the steps to do it and its main features.
• Asks the students to get in pairs to prepare a summary -one paragraph- of the articles they should have brought about success or successful people using new vocabulary on success and patterns to talk about abilities.
• Students compare their articles and choose one to work together on it.
• Grades the summary pointing out weaknesses and strengths of the writing.

The teacher

• Brainstorm ideas on what students think is necessary for success and have them provide examples.

• Ask the students to get in groups, choose a successful person they know and state why they think he/she is successful using new vocabulary that was discussed in the brainstorm activity.
• Plays a listening in which an expert explains what is essential for success and checks comprehension. (Speakout - Unit 7, Section. 7.1)

The teacher

• Explains what a conditional sentence is and the difference between them making emphasis on the if or condition clause and the result clause and how they are constructed (grammar pattern).
• Gives instructions for students to write their own examples considering what they do under certain circumstances like stress, anger, anxiety, happiness and surprise.
• Sets imaginary situations that are likely to happen in a job interview and asks possible questions the student might get in that kind of interview using this conditional (i.e. If you were me, why would I hire you?).
• Shows a Power Point Presentation to summarize the session.
• Asks the students to prepare possible questions they might get in a job interview considering hypothetical situations.

Actividades Estudiante

The student

• Participates by providing adjectives that describe emotions.
• Completes exercises on-line and those from the book and gives his/her own examples with participial adjectives talking about emotions.
• Pays attention to the listening and takes notes of the listening to be ready to answer questions.

The student

• Prepares his paragraphs using new vocabulary and verb patterns learned in the Module.
• Checks teacher's feedback and makes necessary changes.

The student

• Performs as an interviewee or as an interviewer in the job interview as follows.

                 Role of the Interviewee

                          A well-known company is looking for a professional in the students’ field and this is their opportunity to talk about themselves outlining their unique abilities and to                                    explain why each of them is the best candidate for the position.

                  Role of the interviewer

                           The company where the interviewer works has assigned each of them to find the best candidate for a position and they have been asked to prepare the best                                            questions to find out who this person is.

The student

• Presents a successful person with disabilities giving arguments to support his/her point of view.
• Reads thoroughly the story about one the high achievers' story in spite of the obstacles he has to face and gets ready to retell it.
• Gives his/her own examples with the new patterns to talk about abilities - can, be able to and manage to-.

The student

• Gets in pairs to read and choose one of the two articles with his/her classmate to prepare a good summary of it following the steps previously discussed using new vocabulary on success and patterns to talk about abilities. 
• Helps each other to find the best way to express the author's opinion using his/her own words.
• Checks teacher's feedback and make necessary corrections.

The student

• Expresses his opinion on what success is and supports it.
• Writes about a successful person including new vocabulary and stating his/her reason for having chosen that person as a successful person.
• Finds out what experts believe is necessary to be successful in life (listening Section 7.1)

The student:

• Completes the exercises provided in the Language Bank Section 6 of the Book, corrects mistakes and makes sure he understands how to use this Conditional.
• Prepares his/her own examples using different hypothetical situations like the ones on the Speaking Section on Unit 6, Section 6.2, Exercise 8A.
• Considers how to answer questions he might get in a job interview related to hypothetical situations. 
• Gets ready to prepare his/her own questions about hypothetical situations.

Evaluación

Students will be graded considering this rubric.

Rubric

Role of the teacher

To start the activity teacher explains thoroughly what each student is expected to do in the activity and is ready to help to make it flow.  The first thing each student has to do is to introduce himself/herself as a candidate or as a member of the assessing committee in 90 seconds including as much as possible:  

• Information on their education, abilities, career goals, motivation, personality and expectations and why each of them is a good professional in their field.
• Skills and attitudes someone who wants to succeed in their profession must develop.
• What they have been doing or will start doing to succeed in the future in their profession.

After presentations, the teacher asks the group to get ready to answer questions interacting with each other asking for information / offering opinions to have a fluent dialogue.

Teacher’s questions

Teachers has to have his/her questions in case students do not comply with the requirement.

1. How have you managed emotions caused by stress?
2. Have you ever left an assignment given to you involuntarily, without finishing it? If so, what were the circumstances?
3. What made you happy or satisfied at your last job/challenge? What was disappointing?
4. How does your experience of the last two years make you a suitable fit for this position?
5. If you were me, why would I hire you?
6. What are your biggest accomplishments? Abilities?
7. Can you work under pressure?
8. Are you able to take direction/criticism well? Why do you say so?
9. Tell me about a time when your supervisor/teacher gave you feedback that surprised you.
10. What is the most exciting award you have received? Explain.
11. What is the most difficult work-related or study-related situation you have faced?
12. Have you had an opportunity to work on a team?
13. What was your role? Was the team successful? Why or why not?
14. How would your former boss / teacher describe you, if we called him?

Notas

Project to be developed by Level VI students at Icesi University, Cali, Colombia, 2018-2.