ROUTE MAP	INSTRUCTIONS
1 Pre-class	The material consists of 2 texts referring to Madonna’s life. Each student should have one sheet; they work in pairs, but they are not allowed to see each other’s sheet as the information that sheet A has is missing in sheet B. They should first complete questions using Past Simple (on their own or in groups with classmates having the same sheet) to fill the missing gaps, before asking their partners. After that, the class is rearranged so that they can start asking and answering questions to each other, writing down the missing information in the gaps of their sheets. There should be one sheet per student and each student with worksheet A should be working with a student with worksheet B.
In class: Lead In/prepare for the activity	The T asks the class what they know about Madonna (her life, kind of music, hits, nationality, tour to Argentina, etc) and writes their ideas on the board. Pre teach the vocabulary items: to die, a hit, a model, to get divorced, a party.
Set up the activity	The T arranges the class into two big groups. She hands out worksheets A to each student in one of the groups and worksheets B to the students of the other group. Students must understand that they can’t look at the other group’s worksheets. The T allows students time to read their worksheets and ask any other questions about the vocabulary. The T explains the task simply and clearly; i.e. write the questions in the Past Simple they will need to ask to complete their version of the text. The class is rearranged again but this time each student with worksheet A works in pair with one student with worksheet B. Students are not allowed to look at each other’s worksheets. The T explains the second task simply and clearly, i.e. students take it in turns to ask the questions they have prepared and they should write the answers in the spaces on their worksheets.
Run the activity: Students do the activity	As students star doing the activity, the T walks around to check they have understood the task. After checking, the T continues with monitoring and helping students when necessary. She may sit down and listen to students and help only when she is asked to do so. The T can collect some examples of good or problematic sentences concerning Past simple.
Close the activity and invite feedback from students	The T keeps an eye on students who have finished, as the activity may take different lengths of time to different pairs. When most of the students have finished, the T announces the time left for the activity (2 minutes). After she stops the activity, she asks students whether the activity was easy or difficult; helps them with any doubts they have as regards vocabulary, expressions, questions or verbs in the past.
Post activity	The T writes on the board the sentences she collected while monitoring. She asks students to decide if the sentences contain mistakes and which are they. Students discuss the sentences while the T adds any other comments she considers relevant. As a follow-up activity, students can see how much their partners remember about the person by turning over the worksheets and asking their questions again.

 

 

ROUTE MAP	INSTRUCTIONS
1 Pre-class: Familiarise yourself with the material and activity. Prepare any material sor texts you need	The material consists of a series of pictures from different films. Each picture has a brief paragraph which tells something about the film and its protagonists. The task is to describe the type of film each picture represents. In pairs, the Ss will match the pictures with the specific kina of film by doing a role play. Eg: A: which film is a cartoon? B: Toy Store.
In class: Lead In/prepare for the activity	The T draws a picture of a TV on the BB. She then asks Ss what is it? What TV programmes do they match? What they can see on TV. When Ss get to talk about films, the T writes the word film son the BB and brainstorm ideas related to the Tepic, such as: what kind of films did you watch? What is your favourite film? Did you enjoy it? Did you laugh? What kinas of movies make you laugh? Etc.
Set up the activity	The T makes Ss divide into pairs and work on exercise 1. She explains the task clearly and asks Ss to make questions if necessary.
Run the activity: Students do the activity	While students are doing the activity the teacher monitors the class in order to see that they are ping the dialogue correctly and in English. If some students feel puzzled by the answers or pronunciation, she helps them but does not get too envolved so that they don’t feel they are being evaluated.
Close the activity and invite feedback from students	The teacher waits until all the students have finished the task and asks for feedback of students: the teacher Hill interact with the whole class and exchange some ideas in order to correct the activity orally and clear any doubts they’ve had. Also, she will be oponed to listen to new ideas related to the topic.
Post activity	As the activity was about films, the teacher will ask students to write a short paragraph about what was the best scene of a film they have watched recently. Students will be asked to do the task individually and may ask the teacher for some useful vocabulary

 

 

ASSESSMENT

 

 

1) Pie Chart

 

 

 

After making the pie chart, we realized that we didn’t deal with Pronunciation at all and that we didn’t pay much attention to the Listening skill. We also noticed that we had worked a lot with Grammar as Ss had to practice for the two tests they had during the period we delivered our classes.

As regards Skills and Systems, we can say that we could keep a balance between them.

2) Areas to assess formally: past simple, past continuous, present perfect, comparative and superlative adjectives.

Progress test:

 

 

READING

 

1)      READ THE TEXT QUICKLY. CHOOSE THE BEST TITLE:

 

A)    “How to be a good cook”.

B)     “KerryAnn opens a new restaurant”

C)    “A success story for Jamie”.

 

 

___________________________
 

 

Food lovers everywhere love the hottest young celebrity chef, Jamie Oliver. One big reason is his simple, easy and, above all, tasty recipes, which he has put together in some excellent recipe books. Good food was always very important in Jamie’s family. His parents had a pub in the south-east of England and, from the age of eight, he started cooking and helping the chefs.

 

Recently, he started a new project. He opened a restaurant called “15” in east London. He gave himself nine months to take a team of unemployed 16-24-year-olds, with almost no previous experience of cooking, and turn them into top-class chefs. Jamie says his biggest lesson is that each individual needs a different approach. Some people learn quickly and others need a bit more time.

 

The project also became a TV series called “Jamie’s kitchen” which millions of people watched. One of the real success stories is KerryAnn Dunlop. Originally she failed her college exams but after Jamie took her on, everything changed. Now she runs her own section of the kitchen. “Everyone is still having a really good time. We get tired sometimes but we have fun in the kitchen, and seeing everyone enjoying the meals we’ve prepared makes us all feel good”. And about Jamie, she says, “He’s fantastic. He’s like a big brother or best friend to me now”. And what is she going to do next? “I think I’d like to work abroad. I’m going to apply for a job in a top New York Restaurant”.

 

 

2)      READ THE TEXT AGAIN AND ANSWER TRUE OR FALSE TO THE FOLLOWING STATEMENTS.

 

a)      Jamie Oliver wrote books about his family.

b)      Jamie’s food is famous because it’s cheap.

c)      Jamie Oliver learnt to cook in his parent’s pub.

d)      He started cooking at a young age.

e)      Jamie believes that everyone learns in the same way.

f)        He employed well-known chefs for his new restaurant.

g)      Jamie’s TV series was very popular.

h)      KerryAnn Dunlop was part of Jamie’s TV program called “Jamie’s kitchen”

i)        KerryAnn enjoys cooking to others.

j)        KerryAnn is Jamie’s sister.

 

 

3)      COMPLETE THESE SENTENCES WITH COMPARATIVES. USE THE ADJECTIVES IN THE BOX.

 

 

GOOD      EXCITING       OLD          HAPPY     FAR

  

1)      That film sounds really boring. “Murder city” sounds _______________

 

2)      My job is quite good but it could be a lot_______________________

 

3)      You seem ______________________today- you looked quite sad yesterday.

 

4)      The house was _________________from the station than I thought.

 

5)      She’s only twenty-three years old. I thought she was____________

 

 

4)      COMPLETE THESE SENTENCES WITH SUPERLATIVES. USE THE ADJECTIVES IN THE BOX.

 

TALL    EXPENSIVE    FAST     LONG    HOT

    

1)      It’s _______________________ film I’ve ever seen. It lasted for hours!

 

2)      This jacket cost $ 600. It was ____________________ one in the shop!

3)      January is usually ______________________ month in Argentina.

4)       Sam is _________________________ boy in the class. He is nearly two metres tall.

5)      This is________________________ car I’ve ever had. It goes from o-100 kilometres per hour in seven seconds.

 

5)      PUT THE WORDS IN BRACKETS INTO THE PAST SIMPLE OR PAST CONTINUOUS TENSE.

         EXAMPLE: “I WAS WATCHING TV WHEN THE TELEPHONE RANG.”

1)      I (have) ________________________ a bath when the phone rang.

2)      Andy (take)_____________________ another cake while Carol was not looking.

3)      Ben (walk) _____________________ his dog when he met Peter.

4)      He (get) _______________________ a new camera for his birthday.

5)      I (eat) _________________________ and Lucy was watching TV.

6)     REWRITE THE SENTENCES IN THE NEGATIVE FORM OF THE PAST SIMPLE TENSE.

 

1)     They collected postcards.______________________________

2)     You jumped high.____________________________________

3)     Albert played tennis yesterday.__________________________

4)     The teacher tested our English.__________________________

5)     Fiona visited her grandma._____________________________

 

7)     PUT THE VERBS INTO THE CORRECT FORM OF THE PRESENT PERFECT SIMPLE.

 

1)     I (not/work) haven’t worked today.

2)     We (buy) __________________ a new lamp.

3)     We (not/plan)_______________ our holiday yet.

4)     He (write) _________________ five letters.

5)     She (not/see) ______________ him for a long time.

6)     School (not/start) ___________ yet.

 

8)     PRESENT PERFECT OR PAST SIMPLE? CHOOSE THE

     CORRECT ALTERNATIVE.

A: ____________________ (you ever win) a competition?

B: Yes, I ______________. I _____________  (win) a singing competition when I was six.

 

A: _______________ (you watch) TV last night?

B: Yes, I __________. I ____________  (see) a documentary about child prodigies.

 

A: ___________________ (you ever meet) a famous person?

B: No, I ______________. But I ____________ (see) Kylie in concert last year!

 

A: _______________ (you ever play) a musical instrument in public?

B: Yes, I _________________. I ______________  (be) in a band when I was a teenager.

 

9)      WRITING PART: (80 WORDS)

§          Write a paragraph about how Tom Novik ended up in prison.

§          Where was he?  When?   What was he doing?

§          Suddenly her wife (say)- (want divorce)

§          How did he feel?

§          Next: What did he do?

§          Then, who arrived?

In the end…How does he feel now?     

 

 

 

 

 

3) Marking scheme:

1) 1 point

2) 2 points each (20 points)

3) 1 point each (5 points)

4) 2 points each (10 points)

5)2 points each (10points)

6) 2 points each (10 points)

7) 2 points each (10 points)

8) 1 point each (12 points)

9) 20 points

If there's a spelling or a word order mistake, we will take away 0.50 points.

Reading: 21 points

Use: 59 points

Composition: 20 points

Total: 100

 

4) The areas that we wouldn't include in the progress test are speaking and listening because we believe that these skills should be evaluated throughout the year. As the course is one in which low marks are usual and common among them, they find it very difficult to express themselves in English as well as to listen, understand and write. We would assess these two areas together with the reading and writing skill, by monitoring them and with activities in which they feel motivated to express freely and talk about their own experiences. This assessment would be done in class informally. The Speaking skill could also be assessed formally separately from the progress test by oral lessons. For example, in a reading that tells the story of three different people, we would ask Ss to study these stories in order to recall orally what happened to each person.

 

 

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