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JORGE AUGUSTO ORDOÑEZ VALENCIATask 1. Match the six content areas to the following themes                         TOPIC   ...
JORGE AUGUSTO ORDOÑEZ VALENCIA                             E-MAIL: jaov5@hotmail,com.mx        Planning and Evaluation –To...
2. Lesson plan. Choose two of the topics of the table of exercise 1. How would you teachthese contents? Write a lesson pla...
25Personalisat “Triskaidekaphobia”                                         -partner -Student -practicing modalsion        ...
Consolidati -Before you ask the students to discuss the problems,    -plenary -        -Practice the adviceon          giv...
TIMETABLE FOR 1 WEEKDAY COURSEMain input: 8 hours of face training sessions.Lesson observation: 4 teaching sessions observ...
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B1_A1 Jorge_Ordoñez

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Transcript of "B1_A1 Jorge_Ordoñez"

  1. 1. JORGE AUGUSTO ORDOÑEZ VALENCIATask 1. Match the six content areas to the following themes TOPIC CONTENT AREA Use of social forms Language, Learning Processes 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, Learning Processes The four skills Language, Learning Processes Speaking activities Language Teaching 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 Language Teaching classrooms Using pictures in a language classroom Language Teaching Feedback rules Self -Assessment and Development Pronunciation training Language Awareness Learning strategies and learner autonomy Language, Learning Processes Difficult classroom situations Language and Culture Progress tests Language, Learning Processes The use of media e-learning / blended learning Planning and Evaluation Intercultural learning Language and Culture
  2. 2. JORGE AUGUSTO ORDOÑEZ VALENCIA E-MAIL: jaov5@hotmail,com.mx Planning and Evaluation –Topic: How do I present a grammar structure? Musical Notes: Modals of advice. Language Teaching -Topic: Speaking activities. (modals)Language Teaching, Planning –Topic: Different types of exercises in language classrooms
  3. 3. 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 from students some of the things they can do -group Board Introduce theme. 20Introduction if they want to learn to play a musical instrument (e.g., Markers -To elicit musicalto theme take lessons, buy a guitar, learn to read music, practice activities.¨Musical every day), and write them on the board.Notes -plenaryExtension of T. Activate schema saying: 40theme Remember the woman from the story? Student -study grammar Tell me, should she rest? (pointing to the picture) plenary book (modals of advice T. ask S question: Board and warming) What is the question? Markers correct any T. Write the questions to the board & have students pronunciation repeat it. errors. Right. Please repeat: Should she rest? 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. What is the form of the verb after SHOULD? Always? - 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.)
  4. 4. 25Personalisat “Triskaidekaphobia” -partner -Student -practicing modalsion book of advice. Problem solving: (Should) - plenary -sharing experiencies 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 -Student vocabulary studied differences. On page 52. l book about different -plenary musical genres. Listen to some ideas from the class. Find out which musical genres are the most popular.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
  5. 5. 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 structure -plenaryHomework -T. asks S. to complete WORKBOOK(p.29-30) - - -To extend practice.task individua workbo l ok
  6. 6. 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- 3:00-5:00 6:00-7:00 13:30Monday How do I Speaking Practicing Different present a activities modals types of grammar LT of advice exercises structure PE and in warning language PE SA classrooms LTContent areas are:Language awareness LALanguage and culture LCLanguage learning process LLPLanguage teaching LTPlanning and evaluation PESelf-assessment SA

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