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B1 a1 abdias_gavilla
 

B1 a1 abdias_gavilla

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    B1 a1 abdias_gavilla B1 a1 abdias_gavilla Document Transcript

    • ABDIAS GAVILLA HERNANDEZTask 1.Match the six content areas to the following themes TOPIC CONTENT AREA Use of social forms Language, LearningProcesses Learning in a group Language and Culture Function of the Common European Framework Planning and Evaluation of Reference Which are the different learner types Language, LearningProcesses Thefourskills Language, LearningProcesses Speakingactivities LanguageTeaching How do we draw up a lesson plan? Planning and Evaluation How do I present a grammar structure? Planning and Evaluation Micro-peer teaching Self -Assessment and Development Different types of exercises in language LanguageTeaching classrooms Using pictures in a language classroom LanguageTeaching Feedback rules Self -Assessment and Development Pronunciation training LanguageAwareness Learning strategies and learner autonomy Language, LearningProcesses Difficultclassroomsituations Language and Culture Progresstests Language, LearningProcesses The use of media e-learning / blended learning Planning and Evaluation Intercultural learning Language and Culture
    • ABDIAS GAVILLA HERNANDEZ E-MAIL: abgaher@hotmail,com.mx Planning and Evaluation –Topic: How do I present a grammar structure? Musical Notes: Making Suggestions or advices. Language Teaching -Topic: The use of pictures or flashcards in the classroom To lead Speaking activities. (modals)Language Teaching, Planning–Topic: Different types of exercises in language classrooms
    • 2. Lesson plan. Choose two of the topics of the table of exercise 1. How would you teachthese contents? Write a lesson planLEASON PLAN INTERCULTURAL LEARNINGT = teacher / S = students Phases of Media/ Time Social Learning Activities material Aim of activity (mins Form s )Icebreaker/ - T. Elicit students some ideas related to things they -group BoardM Introduce theme. 20Introduction observe are positive or negative in society. Example, arkers -To elicit socialto theme the use of traffic lights, seat belt, get lines in the banks, practices in society.¨Musical above all rules in any case etc…Notes -plenary
    • Extension of S. will read a text given by the teacher. Then 40theme T. Activate schema saying: Student -study grammar Remember the woman from the story? plenary book (modals of advice Tell me, should she rest? (pointing to the picture) Board and warming) T. ask S question: Markers correct any What is the question? pronunciation T. Write the questions to the board & have students errors. repeat it. Right. Please repeat: Should she rest? T. show on a flashcard the form of Should or should to make students give some more ideas about what they read. Students will make some drills activities. Get practice about the structure After a period of time given. pronunciation. When the grammatical information is on the board, analyze the structure, concept and patterns by eliciting the following information from students: We use SHOULD to indicate...? SHOULD means: It’s a good idea. Can we use SHOULD in Affirmative? And in negative? And in questions? Is it the same or different for singular and plural? So, SHOULD is a modal auxiliary; it doesn’t change form for different persons. Note: - Remind the students about should (to give positive advice). Elicit sentences with should using the examples on the board. Point out the fact that should (and shouldn’t) are not used to express obligation, but are used to make suggestions. Give students 45-60 seconds to assimilate the information (the moment of silence.)
    • 25Personalisat “Triskaidekaphobia” -partner - -practicing modalsion Student of advice. Problem solving: (Should) - plenary book -sharing experiencies The teacher introduce the problem by making a chain Help visual pictures to help students understand much better. students. Activate Schema (A): What is a phobia? Do you know what Triskaidekaphobia is? (Write the word on the board.) It describes that you are afraid of the number 13. Think about this question in silence: why do you think number 13 is considered bad luck? Instructions: work in pairs. Write a list of things that bring bad luck because they have number 13 in them. Why shouldn’t you do these things? T: For example, here in Mexico they say you shouldn’t get married or travel on Tuesday the 13th.Defining T Ask the students to do the exercise individually and - -students recognize 15words then compare their answers in pairs, discussing any individua - vocabulary studied differences. On page 52. l Student about -plenary book differentproblems The students through a brainstorming activity will give in society. some ideas about other problems in society. They will prepare a similar presentation by using their own material and ideas.Focus on T. will explain what are the modals advice and warning, -plenary -S. can see 30Grammar should, ought to and had better with some examples board, structure clearly. Ask the students to look at the Watch Out! Box to gramma -Each S. makes differentiate some facts when using modals. r sheet notes according to his learning strategies.Transfer -Ask the students to do this exercise individually and - -S. practice the then to compare their answers in pairs. On page 51. Individua -board structure in a - Check the answers with the class. Note that there is lly & - controlled form. 20 more than one possible answer in some cases, but that pairs gramma -pre-teach #3 is clearly a warning, so there is only one answer. r vocabulary for next workshe exercise. et
    • Consolidati -Before you ask the students to discuss the problems, -plenary - -Practice the adviceon give them a couple of minutes to think about what workshe and warning. advice they would give and to make a few notes. et “Give -Divide the class into groups of four or five, and ask advice 15 them to discuss the problems. for -Listen to some ideas from the class. Ask the class to these decide which group has given the best advice for each problem problem. s”Conclusion T. Give the students a sheet with exercises that they - workshe -to reinforceand need to solve individually and then T and S will individua et “ vocabulary, 30Evaluation check the activity together. l concept and T. will make a global feedback to check the information structure on students. -plenaryHomework -T. asks S. to complete WORKBOOK(p.29-30) - - -To extend practice.task individua workbo l ok
    • TIMETABLE FOR 1 WEEKDAY COURSEMain input:8 hours of face training sessions.Lesson observation: 4 teaching sessions observable live.Week 1 9:00-11 11:15-13:30 3:00-5:00 6:00-7:00Monday How do I Speakingactivities Practicing Different present a LT modals types of grammar of advice exercises structure PE and in warning language PE SA classrooms LTContentareasare:Languageawareness LALanguageandculture LCLanguagelearningprocess LLPLanguageteaching LTPlanningand evaluation PESelf-assessment SA