Colegio Técnico Profesional de Pococi. Weekly Plan.
English department. Month: February.
Level: 8 grades.
Teacher: Tatiana Solórzano Rizo.
General objective: personal travel plans.

Objectives
Language Content and Functions
Procedures
Attitudes, Values and Culture
Evaluation Strategies


LISTENING
§ Guessing the general meaning of a short passage.
SPEAKING
§ Talking in simple language about familiar and concrete situations of own world.
READING
§ Extracting relevant specific information from such texts as simple brochures, guidelines, letters and other forms of continuous writing.

WRITING
§ Composing or adapting a simple dialogue.


Travel plans.
Where are you planning to go _______ (tomorrow, next vacation etc.)?
When do you plan to leave?
Who’s going with you?
I’d . I will . I Prefer .
How often do you travel/ visit/ go to ______?
How long does it take to go to ?
Are you ? etc.

Functions:
Making travel plans.
Asking for and giving information about plans.
§ Exchange of information with partners using the computer as a tool.

§ Choose different kinds of pictures according to a passage you hear or read in the computer.

§ Look for information in the computer about different places in the world, choose one and transmit in oral way.

§ Adaptation and substitution of words or phrases in familiar contexts using the dictionary of the computer.

§ Description of pictures, places, people or objects.

§ Respect of others’ physical features personality treats, and opinions
§ Order when interacting with others
§ Efficiency in own participation
§ Respect for public services
§ Responsibility when working alone or in groups

CULTURE
§ Traveling habits: comparing both cultures.
Most frequent ways of traveling.
§ Production of short dialogues or passages.

§ Interpretation of guides or maps to complete a task.

§ Re-arrangement of words into logical sentences in a given context

§ Showing good attitudes towards values and culture taught.

Transference and organization of information by using grids or charts.

Carlos Mayorga www.universidadlatina.bolgspot.com
Andrew Mclean www.andewmcleanfuller.blogspot.com
Deykelin Venegas www.deykelincita.blogspot.com
Jonssing Soto www.jonssing.blogspot.com
Cindy Rodriguez www.cindyroes.blogspot.com
Meybel Mora www.meybel.blogspot.com
Karol Martinaz www.karitol1304.blogspot.com
Oriana Garcia www.ogarcia22877.blogspot.com
Heiner Pereira www.heinerpc.blogspot.com
Carlos Victor www.carlossequeira.blogspot.com
Joselin Mata www.jocyblue.blogspot.com
Bernardita Chamorro www.sexualaddition-angel.blogspot.com
Vismark Obando www.visrico.blogspot.com
Zoraida Cedeño www.zoraidamateriales.blogspot.com

www.ulatina.ac.cr
www.mep.go.cr
www.difusion.com.mx/ulatina/
www.onestopenglish.com

Authentic Vrs Non Authentic materials

As you all know, the main difference between authentic vs. non authentic materials is that in the latter, the materials almost always revolve around a particular structure that is presented to the student. For example, if the tense being presented is, say, "The Past Tense", every single speaker in the dialogs or even the texts given to the students are in that tense. It seems as if there were no other tense in the whole world. In reality, when talking about the past, for example, native speakers may use a wider variety of tenses, sometimes even the present tense.

This is not uncommon in real life, but when it comes to non authentic materials, you will never find these types of situations that resemble real-life conversations. In spite of this, graded materials are very useful if you want to raise the students awareness of certain structures or patterns that may be important for them to learn. Every single context they see will contain many instances of the same structure which will enable them to make inferences on how they are used.Authentic materials, on the other hand, are real in the sense that they are not created for students as the target audience but for native speakers. The obvious advantage, of course, is that by using authentic materials you present students with actual everyday language, just as it appears in real life. The main disadvantage of these materials of course, is that sometimes they are not teacher-friendly, and you may need to spend several hours reading or watching videos until you finally find what you need in order to use in your class. In addition, on many occasions in a whole context or situation you may find just one instance of what you need to present your students with. This could be overcome if you provide students with several situations in which the pattern appears, but again, you need to have the time to research and gather the appropriate materials.



SO I SAID:There is a point in what the article says about non authentic and authentic materials reading texts from magazines and newspapers or watching movies or the news that are not tailored to ESL students is particularly useful and helpful. However, if students are given authentic materials straight away it will be very hard for them to get an idea of grammar, that's where graded materials are vitally relevant. So I suggest using authentic materials in classes for more advanced students, who are more aware of English grammar and won't get messed up.