Teacher dossier level 3
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  • 1. January, 2013. 1/52
  • 2. TASK 4.1 PREPARING A TEACHING DOSSIER Aim: To design a TEACHING DOSSIER for a class.Dossier for UT Students as Technician University Superiors in Mecatronics Career. Task 1: LANGUAGE AWARENESS – Topic: Musical notes Task 2: LANGUAGE AND CULTURE - Topic: Culture Vulture Task 3: LANGUAGE LEARNING PROCESSES – Topic: The 1990s Task 4: LANGUAGE TEACHING - Topic: It could happen to anyone! Task 5: PLANNING AND EVALUATION - Topic: Tickets, Money, and Passport! Task 6: Group Project - SELF-ASSESSMENT AND DEVELOPMENT (Future plans- Am I able to talk about my vacations plans and preferences?) 2/52
  • 3. TOPIC: Musical Notes To describe music and musical genres. Vocabulary: words to describe music and musical genres.The students have to choose one topic about Musical festivals, a band, a type of music orPlaylist; they will explain about it in three minutes, for example if they choose a band, theywill explain musicians, musical styles, history, recent CDs, recent tours and albums that theyrecommended. They can use a Power Point presentation to support their ideas. 3/52
  • 4. January 2013Table of Contents: Description of the area Description of class and course Topic Aims of the lesson Personal aims Procedure Conclusions Self evaluation Lesson plan Attachments 4/52
  • 5. Description of the areaThis area includes Link between linguistic competence and communicative competence,Target language description and appropriate terminology, language description beingunderstood as a system of abstract elements, constructions, and rules Awareness oflanguage systems differences Application of this awareness to teaching and learningexperience (i.e. analysis of learning materials). Description of class and course This course is an A2 course. Students will be able to understand and produce present perfect and simple past sentences with music vocabulary and musical genres. There are nineteen students between the ages of 19 and 25, 11 male and 8 female. 9 male students come from different classrooms and careers and the rest of them come from the same classroom and career. The group meets on Monday afternoon between 5:40 and 7:20 p.m. The course book is Openmind 2 (Cambridge). The reasons for joining the course is because is part of the syllabus for University Superior Technician and when they finish the career they have to be able to communicate basic ideas with friends, at work or for travelling purposes. Topic: Musical Notes. Aims of the lesson To revise and practice simple past and present perfect tense. To expand vocabulary relating to music and musical genres. To talk about musical genres. To revise music and musical genres vocabulary Personal aims To provide an interesting, lively lesson those students will enjoy. To explain how to use simple past and present perfect at the same time. To motivate and encourage to learn English as a second language. ProcedureTo start the class I asked the students to tell me the names of any famous musicians orsinger that admire and the type of music that they play. Then I asked them if there are any 5/52
  • 6. performers who sing in English and what were their favorite musical instruments (e.g. Guitar,drums, piano, saxophone, violin, etc.)I had students to listen and match some excerpts of music with the countries on page 47 inthe student book; they had to write the number of each excerpt next to the correct country,after that I explained the vocabulary words with a power point presentation in each slide thatI presented appear the words with a picture that reflect the meaning of it, the studentsrepeated at least three time each word to avoid mis pronuntiation of this vocabulary.Then, the students used the vocabulary studied previously to create sentences. To conductthis activity I played first an excerpt of music from different musical genres for example blues,country, R & B, Funk, gospel, heavy metal, dance and rap, etc. I stimulated them to expresstheir personal opinion about each type of music using the correct vocabulary and timeexpressions. After that, I asked the students to do the exercise A on page 52 part 8individually and then compare their answer in pairs, they discussed differences in theiranswers, then I checked the answer with the class, finally the student made a list of all themusical genres that they can think and they wrote an example of a band, singer or album foreach genre. Then ask their partner for any information that they need to complete their list.After that I listened some ideas from the class and we found which musical genre was themost popular.To finish this class the students read a text about music, they used the strategy predictionusing titles, headings, pictures and what they already knew about the topic to understand thetext, when they finished, they discussed in groups some questions about fusion music andthey made recommendation. VII. ConclusionsI think this lesson contained a variety of vocabulary about music and musical genres anddifferent kind of exercise to practice present perfect and simple past. The conversation modelused recycled vocabulary and it was a good idea for integrating old vocabulary in students’conversations or activities. The activities were very interesting because the student tried tointegrate the vocabulary that they studied and gave them the opportunity to express theirpersonal opinion about music and their favourite musical genre, this motivated them toexpand the discussions, as well as promoting group adhesion. VIII. Self EvaluationI tried to make this lesson interesting and fun, providing material which would appeal to alllearner types and promoting learner autonomy wherever I could. I attempted to encouragethe students to use the vocabulary studied and the grammatical structure they learned beforeas a communicative tool to help them complete the task in hand, and they did it very 6/52
  • 7. successfully. I also stimulated the students to express their feeling about their favoritemusical genre, singer, band, or group. Lesson Plan. T = teacher / S = studentsPhases of Activities Social Media/materials Aim of activity TimeLearning Form (mins)Icebreaker/ Elicit from --group Board -Introduce 5Introduction to theme.theme students -to elicit Markers“Musical Notes” different names vocabulary of musicians or already known. -plenary singer that they admire and the type of music they play.Extension of - Students listen and match -Teacher Board -Extendtheme some excerpts of music with -Students Markers vocabulary the countries on page 47 in Student Book - Learn Musical the student book. Computer genres 10 - T explain the vocabulary Speakers words with a power point presentation and Student repeat at least three time each word to avoid mis pronuntiation of this vocabulary. a) T play an excerpt of Computer -Recognition of 10Personalization music from different -Plenary Speaker vocabulary musical genres for example blues, country, R&B, Funk, Gospel, Heavy Metal, Dance and Rap, etc. then students express their personal opinion about each type of music using the correct vocabulary and time expression.Transfer Students use -Pairs Power point S: Use the -Plenary presentation information in a the information Pictures different context 15 that they Clues - provides a learned to talk progressive way to build about a special vocabulary topic related skills for education and with the music for practicing and musical vocabulary genres. studied recently.Consolidation -Have ss read a text about - -Student book S:Reflect on music, they used the Individual their lifestyles strategy prediction using -pairs and practice titles, headings, pictures and -plenary about music the 15 what they already knew learned about the topic to vocabulary 7/52
  • 8. understand the text.Conclusion and Students discuss in group Plenary T. Measure theEvaluation some questions about fusion progress of 20 music and they made students about recommendation about it. the numbers of words learned and the concept they studied.Homework task Ask ss to work on Individual Internet connection Reinforce activities at Macmillan knowledge. platform section vocabulary 8/52
  • 9. Attachments 9/52
  • 10. 10/52
  • 11. 11/52
  • 12. Task 2:Describing and comparing art.Discussing and comparing cultural activities.Comparatives with as...as/not as...as- Superlatives.Talking about moviesDiscussing cultural differences.Learning vocabulary of adjectives for describing the arts and cultural activities. JANUARY, 2013. 12/52
  • 13. Table of Contents: Description of the area Description of class and course Topic Aims of the lesson Personal aims Procedure Conclusions Self evaluation Lesson plan Attachments 13/52
  • 14. Description of the areaThis area will awareness of socio-cultural and intercultural aspects of language use andlanguage learning, dealing sensitively with difficult classroom situations relating tointercultural differences, understanding different backgrounds (therefore different studymethods) of students and cross-cultural communication.Description of class and courseThere are 15 students between the ages of 18 and 25, 13 male and 5 female. 3 of theladies like to talk and express their feelings in English. The other 2 ladies joined theclass but they admitted that they do not like English language too much and the malestudents joined the English course saying that they don’t dislike English but it’s not theirfavourite subject.The group meets on Tuesday and Thursday between 9:30 and 11:10 a.m. The coursebook is OpenMind 2 and their English level is 3. The reasons for joining the course wereto accredited their English class but also communicate with friends abroad, for beingable to have a normal conversation about their abilities, places, their lives in the pastand their plan in the near future.Topic – CULTURE VULTUREAims of the lesson:To learn how to compare art, discussing cultural activities, talking about movies anddiscussing cultural differences.To learn comparatives with as...as/not as...as and superlatives.To learn adjectives for describing arts and cultural activities.To identify speaker´s opinions.To learn how to link sentences.To talk about cultural activities.To develop cultural awareness.Personal aimsTo provide an interesting, lively lesson that students will enjoy.To explain the grammar structure in simple steps that the students understand and caneasily employ.To encourage my students to become critically aware of different cultural standards.To promote empathy with other cultures.Procedure 14/52
  • 15. Before the lesson begins, write the topic “Culture Vulture” on the board and ask students if theyhave an idea what this phrase really means giving them some clues, and finally let them knowits real meaning, once doing this, paste some images on the board with famous people, moviesand cities from different countries, then tell students they are going to test their cultureknowledge.After ask them to look one of the pictures and telling you the name(s) of this person, movie, playor city, making sure your students have understood your instructions. In order to make them thisactivity easer, write some expressions for giving opinions on the board, e.g. I think (she) isfrom... I am pretty sure (he) was...I am not absolutely sure, but I think..., please do not forget toalways encourage your students to use them when discussing the pictures, one way to achievethis is encourage them to share any other information they know about the people andcharacters in the pictures, and eliciting some more ideas from the class.Once doing this activity, think of 6 or 8 words which are form of art (in order to teach themadjectives for describing the arts) e.g. theatre, photography, music, painting, opera, ballet,sculpture, movies, etc., write the words on the board in scramble order (anagrams) and haveyour students work in pairs to unscramble the words and write the correct spellings, the first pairto correctly guess and spell all the words wins.In order to teach your students the comparatives with as... as/not as... as highlight that thesecomparative forms are fixed forms and we cannot use them with that. Then ask them to do thepractice exercise (p. 19 part C.) individually and then compare the answers in pairs, and checkthe answer with the class. The next step will be to make your students to speak using thesecomparative forms, make them look at the pictures (p.19 part. D) and compare them in oralform. An extra practice of the comparatives would be make the students to work in groups of 4or 5, setting a time limit of 5 minutes and then tell them to make as many sentences as possiblein that time comparing the different members of their groups e.g. Tony isn´t as tall as Anna,Simon´s watch is not as expensive as Paula´s. Eliciting some ideas from the class and correctany errors in the use of as...as.. /not as... as. The group with the most correct sentences will bethe winner.Referring the identification of speaker´s opinions you could give the students time to read theinformation in the skill box (p.20 part A) and ask them to name some aspects that could helpthem identify the opinion of the person who is speaking and invite them to tell you any word ofphrases they know that introduce an opinion.To teach Superlatives it will be necessary to focus on the superlative forms and then invite thestudents to tell you the superlative forms of these one-syllable adjectives: short, long, young,new and cold (shortest, longest, etc). Then focus on one-syllable adjectives ending in 15/52
  • 16. consonant–vowel-consonant and emphasized that the final consonant is doubled. Ask thestudents to spell the superlative forms of big, sad and wet (biggest, saddest, wettest). Then askthem to practice these rules by doing an exercise (p. 22 part C) individually and then tocompare their answers in pairs, checking the correct answers with the class.Another way to put all this knowledge in practice is through a “guessing game”, asking thestudents to think of five culture-related categories using superlatives, have them write theiranswer for each one. In pairs, have the students read aloud their answers, their partner has toguess the category for each answer, the winner will be the student who guesses the mostanswers within a set time limit.On the other hand, we cannot leave the writing practice behind, mainly at the time of likingsentences, we most highlight our students the use of words so and because to link ideas,eliciting them why it is a good idea to use these words when writing (because they allow them toform longer sentences, which can make them writing more interesting.)Finally, but not less important is to ask the students what they understand by the term culturalawareness. If necessary explain that it means knowing that people from other cultures do thingsdifferently from them and understanding and respecting these differences. Explain that the wordawareness means knowledge or understanding of a particular subject or situation, emphasizingthat in order to be culturally aware, it is important to understand not just the differences betweencultures but the reasons for those differences. Conclusions This lesson encourages our students to compare art, and discuss about different cultural activities, make students aware of the patience, tolerance and respect on their own culture. Self Evaluation I tried to make this lesson different from the rest. Joining in these activities, and hearing the students´ comments, made me reflect on my own cultural attitudes and made me aware of the importance of developing the competences necessary for intercultural interaction and dialogue.Lesson Plan T = teacher / S = studentsPhases of Media/ Aim of TimeLearning Activities Social Form materials activity (Minutes) 16/52
  • 17. Engage -engage Students: - Before lesson begins, T. tells - group - board students inIntroduction students (ss) they are going topic. to theme: to test their culture - set of six - introduce 10 knowledge. “Culture - T. Ask ss to lok at the fourth different theme. Vulture” picture (Name the artist. pictures. -S. reflect on (Reflecting - T. Will write some - Pair culture in ownon what this expressions for giving work country. expression opinions on the board... I really think she is from.., I´m pretty means) sure he was..., I´m not absolutely sure, but I think... - Team -S.use clothing - T will ask ss to work in pairs work -Grammar vocabulary, and take the quiz, then ss will work in groups of 4 and will structure (p. comparatives compare their answers to the 78-79) and 10 quiz. -grammar superlatives to Pre-teach sheet describe it. grammar: - T. Will ask ss to look at the -S. reflect on(comparing picture. Inviting them to say - plenary life/people in art) where they think these people other countries are... and - Asking ss questions about -worksheet acknowledge their opinions of photography: 1(p.21) similarities and Do you prefer paintings or differences. pictures?, Do you like abstract pictures? Why or Present Why not? 10Grammatical - plenary -T. explains Structure - T. Will highlight the grammar comparative forms as...as structure and not as... as are fixed -S. revise Grammar forms and they cannot used structure and Practice: them with that. - Individu ask questions ifComparative al required. with - T. Will ask ss to do a practice - worksheet 2 -S. practice 25 as..as/not exercise individually and then - plenary (p.22) and use compare their answers in as... as demostrative pairs and checking the answer with the whole class. and comparatives -S. talk about Grammar - Individu differences with - Have the ss to workComparative individually to look at the al other country s and pictures and make notes to -S. reflect onsuperlatives compare them. Encourage and evaluate 20Conclusion: them to use as many their behaviour (Reflect on adjectives as possible. - groups and response cultural - Have the ss to work in groups to cultural differences of three to compare the situations and and pictures. Once they have encounters.similarities) compared the pictures, listen some ideas from the class. -S. practice - groups comparatives, - T. Will ask the ss to work in groups of four. Set a time limit superlatives of five minutes and tell them -S.talk about to make as many sentences demostrative as possible in that time adjectives 15 comparing the different - plenary -encourage members of their group. awareness and - Elicit some ideas from the evaluation of class, and correct any errors own culture in the use of as...as/not and other as...as, and the group with cultures. the most correct sentences is the winner. -S. develop empathy with other cultures. -develop17/52 critical cultural awareness,
  • 18. X. Attachments 18/52
  • 19. Task 3:Talking about the effect of technology.Talking about past events (review of the simple past and past progressive).Evaluating different sources of information.Talking online activities (internet activities)Taking about you birth year.Describing people´s reactions 19/52
  • 20. Table of Contents: Description of the area Description of class and course Topic Aims of the lesson Personal aims Procedure Conclusions Self evaluation Lesson plan Attachments 20/52
  • 21. January, 2013.Description of the areaThis area covers the needs that a learner requires when learning a language. It isfocused on correcting mistakes, and provides a social background where the learner isable to learn by being autonomous, and using his/her own learning style. Thus, studentsare going to be able to create their own learning strategies in order to improve thelearning process.Description of class and courseThis, material is designed for learners in a level 2 course. Most of the learners arestudents between the ages of 17 and 24, with some age exceptions.This class is going to let students understand main ideas in a conversation, and talkabout previous experiences. The main purpose is to make use of the simple past,including regular and irregular verbs. At the end, learners have to be proficient toexpress past ideas and memorable experiences. The book needed for this class is openmind 1 from Macmillan editorial; covering the unit 10, page 97.Topic - Simple past tenseAims of the lessonI can form affirmative statements in the simple past.I can form questions and negative statements in the simple past.I can understand and use −ing and −ed adjectives.I can talk about memorable experiences.I can say verbs with −ed endings correctly.I can understand and conduct short surveys.Personal aimsTo let learners to be aware of past contexts where they could interact.To let students establish communication patterns where they could make use of thesimple past tense.To motivate and encourage the students to experiment with the language.To promote learner autonomy.Procedure 21/52
  • 22. The UTSV is focused on communicative approach development; which is achieved through aconstant interaction between students. This topic is focused in the unit 10, “Speaking of thepast” (p. 97). In this section learners have to make use of past information and express it bymaking use of the regular and irregular verbs. They also have to understand the main idea in apast context, and also share information related to the topic they are discussing. For this reasonthe first aim that students must cover is getting in contact with verbs in past. The book is goingto provide clear examples of how to express ideas in past, and activities that are going to helpthe learners as practice.The first exercise is an icebreaker. All the students must be organized in a horseshoe form. Themain idea is practicing simple past verbs, regulars and irregulars. The activity consists in sayinga simple past verb (regular or irregular), starting with a letter said by the teacher, then the nextstudent have to say another verb that begins with the last letter of the previous word said by thestudent. Example, the teacher says the letter “S”, and then the first student says “studied”, thesecond student says “died”, and so on until all the students say a verb in past. It isrecommended that learners say the verbs as fast as they can.The next activity is in the book (p.98). Here the learners are going to understand the grammarsection of the simple past tense. They have to read a small text where they have to infer thegrammar structure of the simple past tense. After understanding the structure they have tomake all the activities of the same page. After they finish, it is necessary a full review of theexercises in the page in order to correct mistakes and clarify questions and doubts.Once all the doubts are covered, the learners have to get together in groups of eight. They aregoing to work with the attachment activity which consists in creating a story (unit 10A activity).Each member of the team is going to take one piece of paper, then they have to put all thepieces together in order to create a story with simple past verbs. The story is about a terribleexperience in a date; students have to find the correct order to give the correct sense of thestory. When they finished, the teacher has to lead them to have a group discussion about thetopic.Students have to learn new vocabulary; they are going to get the attached list of verbs andmake brief reading, so they could understand what the meaning of those words is. Then, theyhave to get in pairs and improvise a small role play by using at least five of the verbs in the list.The rest of the class has to put attention on the conversation, and identify which were those fiveverbs that the learners used in their conversation.Finally, there is going to be a quick review about the class and a conclusion about the topic. 22/52
  • 23. ConclusionsI consider this topic one of the most important because it is necessary to understand andremember all the verbs in simple past (regular and irregulars). I consider that theseactivities are helpful to let students realize about the knowledge that they possesalready, then they acquire more knowledge (vocabulary). Finally they have to use thatnew knowledge. In the end, they are going to learn progressively, and they are going tonotice it.Self EvaluationThe main objective of all the lessons is having a communicative approach, for thisreason it is important that learners interact between them. Activities have to be different,interesting, and valuable for the students. Grammar is boring for most of the students;so, the grammar activities have to be joyful and related to the daily life, otherwise theyare going to forget it and dispose the information. Interaction with the learners has to betaken into account. No matter the topic, it is important to provide confidence to them, sothey could feel eager to interact and make questions when necessary. 23/52
  • 24. T = teacher S = students Tim Phases of Social Aim of the e Media/ (mi Learning Activities Form activity materials ns) - S. Have to seat in a horse shoe form in -- - To introduce order to make the activity. group -None the topic. - T. has to explain the instructions of the -to elicit Icebreaker/ activity. vocabulary Simple past - T. has to say one letter of the alphabet already known. 5 and the first S. of the U structure has to say one verb in past with the letter said by the teacher, -The next student has to say another verb with the last word of the previous verb. (they have to be different verbs) -S. turn to p. 98 of course book. - -course - To identify the T. explains that S. have to read a small individu book structure and paragraph where they have to infer the al - use of the simple simple past tense structure. attachment past tense. -S. compare the information they -extend simple understood, and infer the structure -group past tense Extension of requested. T. solves doubts and questions vocabulary. 40 theme and clarifies the information. -reading for -S. have to complete the rest of the - familiar words to activities of the page individu help understand - T. answers S. questions and doubts. al text. - S. have to work in teams, they have to -Group use the attachment and put the story in -Teams order. Then T. provides the correct order o the story, so S. could compare. -S. have to talk about a similar -group - None -Talk about past experiences in the past. experiences. 15Personalization -T. has to provide a conclusion of the - Provide class (Feedback) feedback of the lesson 24/52
  • 25. I. Attachments 25/52
  • 26. Task 4:Class project to do an oral presentation using power point presentation to talk abouttheir good and bad experiences from their life for example good experiences: I won thelottery, I got married, my daughter was born, etc. Bad experiences I had a car accident;I lost my wallet, I failed my exam, etc. 26/52
  • 27. Table of Contents: Description of the area Description of class and course Topic Theme and motivation Aims of the project Planning Procedure Conclusions Evaluation of the project and self-evaluation Lesson plans and attachments 27/52
  • 28. Description of the area This area includes Selection of appropriate methods to suit learning and teaching objectives, evaluation, selection and adaptation of teaching and learning materials to suit the aims of the lesson, evaluation of language learning tasks, use of media, definition of teachers and learners role in a learner-centred approach, use of target language versus lingua franca for instructions and explanations and classroom management 2. Description of class and course This course is an A2 course. Where students will be able to understand and produce present perfect with ever and never to talk about opinions and discussing good and bad experiences. This course will help to our students to express their ideas about their experiences with the correct structure from a list of facts and using brainstorm. There are nineteen students between the ages of 19 and 25, 11 male and 8 female. 9 male students come from different classrooms and careers and the rest of them come from the same classroom and career. The group meets on Monday afternoon between 5:40 and 7:20 p.m. The course book is Openmind 2 (Cambridge). The reasons for joining the course is because is part of the syllabus for University Superior Technician and when they finish the career they have to be able to communicate basic ideas with friends, at work or for travelling purposes.3. Topic: It could Happen to Anyone! 4. Theme and motivation The real motivation for this course was the students talk about their good and bad experiences using the vocabulary and the correct structure. We believe that it is a success project because our students get more interesting about their careers and also they can share personal information about some experiences that they happened and it creates an excellent atmosphere in the class. We believe that the students will be motivated when they know that others students happened the same situation and how they do an effort to follow with their normal life. 28/52
  • 29. 5. Aims of the lessonUnderstand and produce present perfect sentences with ever/ never.Talk about opinions.Discuss good and bad experiences.Talk about life events and changes.Talk about feelings.Create brainstorm ideas in a group.Developing autonomous learning and self-awareness6. Personal aimsTo provide an interesting, lively lesson that student will enjoy.To motivate students to talk about their experiences.To explain the structure in simple steps that the students understand and can easilyemploy.To motivate and encourage the students to experiment with the language.To promote learner autonomy. 29/52
  • 30. 7. Procedure Teacher asked to the students to keep their book closed. Then teacher created on theboard a table that separate in good and bad experiences, after that teacher invited thestudents to tell me some good experiences or bad experiences that they happened intheir lives for example: I went to other country, I lost my wallet, I found a cell phone, Ibroke my arm, I had a car accident, etc.Then teacher asked the students open their books and read the four statements.Teacher checked that the students understand the vocabulary, especially definitely (forsure) and winning (being first in a competition or race, or being successful in a match).Teacher asked the students to work individually on their book page 37 exercise “A” andmatch the statements to the picture, and then teacher checked the answer with theclass. Then teacher asked the students to work individually to read the four statementsin ex. “A” again and check the ones they agree with, teacher told them that they cancheck as many as they want to (or none at all). When the students finished this activitythey shared their opinions about it.After that teacher chose a good and bad experience that teacher wrote before on theboard and teacher wrote some sentences about it. Then teacher asked the students towork individually on their book on page 38, exercise “A”, and then teacher and studentschecked the answers together.Before, teacher started to work in grammar section; teacher asked the students if theyever buy lottery tickets. How many do they buy? What prizes can they win? Do theyknow anyone who won a big prize? And Why do people buy lottery tickets?, thenteacher played the track 19 to the students listen the conversation, then teacher askedthe students to read the questions, then teacher played the record again, and teacherand students checked the answers together and teacher explained that the expressionguess what? Teacher and students use when teacher and students want to tell a friendsome interesting or exciting news to attract their attention and create a sense ofsuspense. Then teacher asked the students to look at the conversation again and readthe phrases in bold. And teacher explained that this structure is named present perfect,then students work individually to read the rules and circle the correct answer in thethird rule and we checked the answers together. Teacher told the students that presentperfect can also be used to talk about an activity or action that was repeated several ormany times in the past and teacher explained that the exact time when it was done it isnot specified because it is not important. For example teacher has won several times.Then teacher explained on the form of the present perfect is necessary to use theauxiliary have + past participle. Students read the grammar table and note how theaffirmative, negative, question, and short answers are formed with the present perfectthat appears on page 39 in their student book. After that the students worked in thesame page in exercise C to complete the questions with the correct structure.To finish this class the students read a text about Fortune Cookies, and analyzed theinformation to check the structure about present perfect. They used the information that 30/52
  • 31. they studied then students worked in pairs and asked the questions about FortuneCookies, finally we checked the answer in class.8. ConclusionsTeacher think this lesson encouraged students to know and what is their purpose in life,what attitudes they should have it if they want to be a successful people in their careers,It also helps to students to learn a little bit their experiences using new vocabulary andverbs regulars and irregulars in present perfect. I believe that this lesson improvestudents to take care about their actions and attitudes to help them in the future, wefinish our class telling students, if they want a better life, they should learn about theirexperiences it doesn’t care if these are good or bad.9. Self EvaluationI try to do this lesson authentic, using power point presentation in a languageclassroom, give students vocabulary that they could use to express their experiences,encouraging and motivating the students to learn and use the language and I alsoincorporate learning task and activities which encourage and facilitate learner autonomyand take into account learners’ learning styles and cultural expectations.10. Lesson planPhases of Activities Social Media/materials Aim of activity TimeLearning Form (mins)Icebreaker/ Teacher asked --group Board -Introduce 5Introduction to theme.theme to the students -to elicit Markers“good and bad to keep their vocabularyexperiences” book closed. already known. -plenary Then teacher created on the board a table that separate in good and bad experiences, after that teacher invited the students to tell me some good experiences or bad experiences that they happened in their lives 31/52
  • 32. Extension of - Teacher asked the -Teacher Board -Extendtheme students open their books -Students Markers vocabulary and read the four Student Book (competition or statements. Teacher Computer race, or being 10 checked that the students Speakers successful in a understand the vocabulary, match). especially definitely (for sure) and winning (being first in a competition or race, or being successful in a match). Teacher asked the students Computer -Recognition of 10Personalization to work individually on their -Plenary Speaker vocabulary book page 37 exercise “A” and match the statements to the picture, and then teacher checked the answer with the class. Then teacher asked the students to work individually to read the four statements in ex. “A” again and check the ones they agree with, teacher told them that they can check as many as they want to (or none at all). When the students finished this activity they shared their opinions about it.Transfer After that teacher chose a -Pairs Power point S: Use the good and bad experience -Plenary presentation information in a that teacher wrote before on Pictures different context 15 the board and teacher wrote Clues - provides a some sentences about it. progressive Then teacher asked the way to build students to work individually vocabulary on their book on page 38, skills for exercise “A”, and then education and teacher and students for practicing checked the answers vocabulary together. studied recently.Consolidation -. Teacher started to work in - -Student book S:Reflect on grammar section; teacher Individual grammar asked the students if they -pairs structure and ever buy lottery tickets. How -plenary practice about 15 many do they buy? What prizes and prizes can they win? Do they learned know anyone who won a big vocabulary prize? And Why do people buy lottery tickets?, then teacher played the track 19 to the students listen the conversation, then teacher asked the students to read the questions, then teacher played the record again, and teacher and students checked the answers together and teacher explained that the expression guess what? Teacher and students use 32/52
  • 33. when teacher and students want to tell a friend some interesting or exciting news to attract their attention and create a sense of suspense. Then teacher asked the students to look at the conversation again and read the phrases in bold. And teacher explained that this structure is named present perfect, then students work individually to read the rules and circle the correct answer in the third rule and we checked the answers together. Teacher told the students that present perfect can also be used to talk about an activity or action that was repeated several or many times in the past and teacher explained that the exact time when it was done it is not specified because it is not important. For example teacher has won several times.Conclusion and . Then teacher explained on Plenary T. Measure theEvaluation the form of the present progress of 20 perfect is necessary to use students about the numbers of the auxiliary have + past words learned participle. Students read the and the concept grammar table and note how they studied. the affirmative, negative, question, and short answers are formed with the present perfect that appears on page 39 in their student book. After that the students worked in the same page in exercise C to complete the questions with the correct structure. To finish this class the students read a text about Fortune Cookies, and analyzed the information to check the structure about present perfect. They used the information that they studied then students worked in pairs and asked the questions about Fortune Cookies, finally we checked the answer in class.Homework task Ask ss to work on Individual Internet connection Reinforce activities at Macmillan knowledge. platform section vocabulary 33/52
  • 34. 10. Attachments 34/52
  • 35. 35/52
  • 36. 36/52
  • 37. Task 5: Use of the present progressive as a future Time expressions, adverbs of frequency 37/52
  • 38. Table of Contents: Description of the area Description of class and course Topic Aims of the lesson Personal aims Procedure Conclusions Self evaluation Lesson plan Attachments 38/52
  • 39. September2012Description of the areaThis area covers a wide range of needs that learners need, specially the advancedstudents. For this area it is necessary to provide social forms where learners could facedifficult situations. It is necessary that learners establish a micro peer teaching, wherethey are going to learn by interacting with classmates. Media e-learning is important inorder to complement their knowledge. Other techniques as materials use andpronunciation training are required to cover the cognitive development that learnersneed. The teacher has to play as a counselor and lead the students into an environmentof awareness of the language,Description of class and courseThis, material is designed for learners in a level 2 course. Most of the learners arestudents between the ages of 17 and 24, with some age exceptions.The class is focused on let the learners use the present progressive for future plans. Forthis reason it is necessary to make a review of the present progressive tense, and thenestablish the link with the future. Thus, students are going to be able to express futureplans by making use of time expressions.The book needed for this class is open mind 1 from Macmillan editorial; covering the unit12, page 118.Topic - Tickets, Money and Passport.Aims of the lesson- Describing definite plans and arrangements- Talking about intentions and resolutions- Describing personal learning plans.- Making suggestions. 39/52
  • 40. Personal aimsTo provide future tense contexts where students could interact and make plans.To let students know about the usage of present progressive for future, and clarify theirdoubtsTo let students establish communication patterns where they could make some futurearrangements.To motivate and encourage the students to experiment with the language.To promote learner autonomy.ProcedureThe utsv is focused on communicative approach development; which is achievedthrough a constant interaction between students. This topic is focused in the unit 12, “Inthe near future” (p. 118). In this section learners have to make use of the presentprogressive to express future actions. They also have to make plans by using timeexpressions. It is necessary to review the present progressive and provide morevocabulary in order to let them interact in a context. The first thing to do is remember thestructure and characteristic of the present continuous, by adding “ing” to the verbs.The first exercise is an icebreaker. All the students must be organized in a horseshoeform. The main idea is practicing the present continuous tense. The activity consists increating a story. The teacher has to provide the first idea by saying a sentence inpresent progressive. Example, “I am going on vacations next holiday”, then the firststudent has to continue this idea with another sentence in present progressive; example,“and I´m visiting Paris”. The next student has to continue with this idea with anothersentence in present progressive, and so on. The idea is having fun by making mention ofnot very common situations.Then, it is necessary a small introduction about how the present progressive is related tothe future tense. The next activity is in the book (p.118). In order to clarify the topic, it isnecessary that students listen a conversation in this page, and make a full inferringabout the usage of the present progressive for future plans. The conversation alsoshows a few time expressions that students could use. After this activity, it is necessarya quick review about the topic so far, it is necessary to have a small feedback and clarifythe grammar. After that, they have to continue working with the rest of the activities ofthe page. Once they finished, the teacher provides clarification and mistakes correctionson the activities, more feedback time is required to answer to learners´ doubts.After the questions, each student has to work on the attachment activity (Unit 12Aactivity). They are going to see some pictures, and then they have to put them in the 40/52
  • 41. table below as a schedule. After they finish, they have to “invite” to a classmate that hasavailable time in his/her schedule time table. They have to use specific questions inorder to know what she/he is doing a specific day. The activity finishes when the learnerhas a full schedule table.For the last activity, learners have to write a letter to a partner. They have to write theirfuture plans for the weekend. Then they have to deliver the letter to a partner. Learnershave to response the letter and include the mistakes in the letter. The learner has topoint the mistake and correct it, and then they have to give the letter back to the sender.To finish the session, the teacher has to provide a complete feedback for the entireclass, and provide homework in the eurocsys platform (questionnaire 3). The teacherhas to check the homework, and provide feedback of it next session.ConclusionsThis topic is helpful to make use of a grammatical structure into a different usage. Forthis reason it is important that learners get aware about how much to they know aboutthe main topic, and then use it for different purposes. It is also a good opportunity to letstudents evaluate themselves as a group. The topic enforces vocabulary already knownby the students, and they acquire new vocabulary. The aim is to provide more complexactivities that are going to make students analyze situations. In the end, learners aregoing to feel eager to face more difficult contexts, they are going to use self correction,and become autonomous gradually.Self EvaluationThe class is designed to cover some grammar points related to the future. The activitiesprovides an important section where students are able to make peer correction. As thisarea specifies, it is important to have evaluation (as soon as possible). However, instantevaluation turns complex when having groups with many students. For that reason,evaluation could be considered as an extra class activity for the teacher; providingresults next session. Digital environment is helpful to cover this task. In the case ofeurocsys platform, it is easy to obtain the results based on learners´ performance.According to the information showed in the platform, the teacher is able to enforce theweaknesses of the class, by clarifying the topic where learners could have problems.The aims cited before are easy to obtain; however, it takes time to cover them all,especially in the same class. Thus, it is necessary to invest extra time for grading andevaluating. 41/52
  • 42. Lesson PlanT = teacher / S = studentsPhases ofActivities Social Media/mat Aim of activity TimLearning Form erials e (min s)Icebreaker/ - S. Have to seat in a horse shoe form--group -None - To introduce5Present in order to make the activity; the group the topic.progressive has to invent a story. -to elicit - T. has to explain the instructions of vocabulary the activity. already known. - T. has to start with a sentence in present progressive - S. has to continue this idea with another sentence in present progressive and so on until everyone expresses an idea.Extension of-S. turn to p. 118 of course book. - -course - To identify the40theme T. explains that S. have to listen aindividu book structure and small conversation where they have toal -attachmentusage of the infer the grammatical structure and present usage of the main topic. continuous as - T. solves doubts and questions and future. clarifies the information. -group -to extend -S. have to complete the rest of the- vocabulary. activities of the page individu -listening to - T. answers S. questions and doubts. al infer - Ss. have to work individually, they-Group information. have to use the attachment and- complete a schedule table where theyindividu have to plan 7 activities. Then theyal- have to talk to rest of the class and fullTeams the table. 42/52
  • 43. Personalisat -S. have to write a letter about their-group - None -write about15ion plans for the weekend, they have to future plans. send it to a partner. - Provide - The students have to correct the feedback of the mistakes of the letter they received, lesson and give it back to the sender. - provide -T. has to provide a conclusion of the homework class (Feedback), and homework in the eurocsys platform. 43/52
  • 44. 10. Attachments 44/52
  • 45. Task 6:This lesson we will use feedback rules, difficult classroom situations, progress tests,also students will use a learning diary. As teacher, our purpose is development ourstudent observation skills, dealing with feedback, awareness of one’s own strengthsand weaknesses, and awareness of possibilities for further professional development.Students will develop their used to resources and sources of help.Students will be able to reflect and draw conclusion from observations and self-observation in order to gain a better understanding of the teaching situation andvalidate their near future. They will put forward ideas about their plans in the nearfuture. 45/52
  • 46. Table of Contents: Description of the area Description of class and course Topic Aims of the lesson Personal aims Procedure Conclusions Self evaluation Lesson plan Attachments 46/52
  • 47. Description of the areaThis area includes Development of observation skills, dealing with feedback,awareness of ones own strengths and weaknesses, awareness of possibilitiesfor further professional development and the resources and sources of help.Description of class and courseThis course is a B1 course. Where students will be able to understand and usethe present progressive to talk about their plans in the future. They will note thedifferent between verbs ending in -y and -ing correctly and also will be able tounderstand and use going to talk about future intentions. Students will use startand stop with gerunds (-ing words) to talk about intentions. This lessonimproves students to talk about some of their personal futures plans usingsequencing words (first, then, next, etc) to connect ideas.Topic: Future plans- Am I able to talk about my vacations plans andpreferences?Theme and motivationThe real motivation for this course was the students start thinking about theirpersonal future plans and make conscience about their long and short goals inlife. We believe that it is a success lesson because our students get moreinteresting about their future and also they put times and form to their purposeor goals in life. It will help our students to describing definite plans andarrangements, talking about their students and resolutions, describing personallearning plans and making suggestion.We believe that the students will be motivated when they define their personalplans and learn from them and as teachers we can help them to use differentresources and sources to get clear their goals. How much effort did thosetalent people did and attitudes they had when they did such amazing discovers. 47/52
  • 48. Aims of the lessonStudents describe definite plans and arrangementsTalk about intentions and resolutionsTalk about ways of improving your EnglishDescribe personal learning plansMake suggestionsUnderstand and use going to to talk about future intentionsUse verbs with ground to talk about their intentions in the near future.Create brainstorm ideas in a group.Developing autonomous learning and self-awarenessPersonal aimsTo reflect and draw conclusions from observations and self-observation in orderto gain a better understanding of the teaching situation and validate, bringchanges to and improve my own teaching.To receive and make use of feedback on my teaching performanceTo give constructive feedback to colleaguesTo incorporate the systematic sharing of ideas with colleagues to promote bestpracticeTo access the relevant support systems that will enable me to develop furtherand find solutions to my teaching problems.To put forward ideas on how to ensure continuous professional development.To promote learner autonomy. 48/52
  • 49. Procedure You can find this topic in the chapter III Learn from In the Near future (Unit 12) was worked (attached at p. 117). A good part of this lesson directly follows the lesson layout of the Teacher’s Guide. This book is an invaluable selection of guidelines and tips, which not only facilitate lesson planning, but has helped me to improve my classes every day, reflect and draw conclusions from observations and self-observation in order to gain a better understanding of the teaching situation and validate, bring changes to and improve my won teaching, put forward ideas on how to ensure continues professional development, receive and make use of feedback on my teaching performance. During UT’s term, the English academy has been able to discuss and incorporate the systematic sharing of ideas to promote best practice. For the first exercise, the icebreaker, ask the students what their plans for the near future, example for this evening, or next weekend. Ask them to work in pairs and make a list of the things they plan to do. Don’t expect them to produce any future forms here (present progressive or going to) If they write things like (dinner with friends on friday night, this is sufficient at this point). Have the students look at the statements again and think about members of their family of their friends. Have them work in pairs and talk about their family and friends in this way: My sister always plans everything very carefully, but my friends do not make plans. Present slides to the students and remind them of the form of the present progressive: the verb be + the -ing form of the verb and remember to them it will be used for future arrangements. We opened the book (p. 118) and individually the students choose a present progressive sentence from the conversation in this page and write it on the board. Elicit the same sentence using different pronouns. Focus on the contractions of the verb to be. Ask the students to read the conversation again and underline all the examples of the present progressive. Elicit the answers from the class, emphasize that we use the present progressive for the future to talk about plans that are definite. The next step has the students look at the picture (p. 119). Ask some questions to set the scene (probably at one of their homes, in their late teens/early twenties, they look relax, etc). Tell the students that they will hear a conversation between the two people in the picture and that some words as well as the singular, as these are the ones which are heard in the recording. Check the meaning and pronunciation of these words, chorally and individually. Encourage the students to write the key words. Tell the students to listen for the extra syllable in the words in the left hand and have the students repeat the words, firs chorally and then individually. Encourage them to practice saying just hose words first, focusing on the difference in pronunciation when the verb ends in consonant y + -ing. After that, we can open the book (p.120) read the instructions and the three target phrases to the class. Tell the students that these are three very common, useful expression that use the verb go. Read the instruction to the class. Refer 49/52
  • 50. the students to the grammar table, and point out the future form with going to.Elicit that it is always proceeded by the simple present form of be and followedby the base form of the verb, tell the students should practice in the worksheet12A, tell them the difference between the present progressive and going towhen talking about future plans. Tell students that we use the presentprogressive when the plans are definite. Emphasize that we use the going toform to express plans in the form of intentions (things that we strongly want todo).Finally ask the students to keep their books closed. Elicit from them whatdifferent skills they have practiced while suing this book. Elicit speaking,reading, listening, and writing. Ask them which of these skills is the easiest andwhich is the most difficult, and shy. Then ask them what general areas oflanguage they have practiced. Elicit grammar, vocabulary and pronunciation.Ask them which of these they think is the most important, and why. Finally,have them say which skills and areas of language they like the most/least andwhy. (p. 124 & worksheet 12B)ConclusionsI think this lesson encouraged students to know and what is their purpose in life,what plans they have in life, make future intentions about them and identifythem in short and long terms. The students can understand and use the presentprogressive to talk about the future, can understand and use going to to talkabout future intentions, use some phrases with go, use start and stop withgerunds (-ing words) to talk about intentions. They can say verbs ending in -y +-ing correctly. Students can use sequencing words as first, then, next, ect toconnect ideas and the most important they can evaluate their strengths andweaknesses and make plans for improvement.Self EvaluationUsing slides in a language classroom, give students difficult classroomsituations, encouraging and motivating the students to learn and use thelanguage and I also incorporate learning task and activities which encourageand facilitate learner autonomy and take into account learners’ learning stylesand cultural expectations. I also incorporate the systematic sharing of ideas withcolleagues to promote best practice and access the relevant support systemsthat will enable me to develop further and find solutions to my teachingproblems. One of the most important facts, I put forward ideas on how to ensurecontinuous professional development. 50/52
  • 51. I. Lesson plan Phases of Activities Social Media/ Aim of activity Time Learning Form materials (mins )Engage -engage students inStudents: -Before lesson begins, T. topic.Introduction ask the students what -group -board - introduce theme. 10to theme: their plans for the near - book - -S. look at theThe near future, example for this coloured statements again andfuture evening pens think about members of(Reflecting - S. they write things like their family of their 10important (dinner with friends on -plenary friendsplans in your friday night, this islife) sufficient at this point) -S. To present and practice using start/stop - image + gerund - Individually students l -Indivitual -S. To present andPre-teach To present and practice practice going to forgrammar: using present future intentions 10present progressive for futureprogressive plans -grammaras future - Talking about weekend chart (121) -T. To provide an plans opportunity for students to assess their own progress and help them 25 -Plenary according to their results -T. Using slides and -worksheet -S. go + start/stop +going to / -y + present the new 12A gerund to talk about-ing and vocabulary and going to - Pairs intentions.vocabulary - T. asks S. To identify -S. To provide an syllables and practice opportunity for students word stress to assess their ownLanguage S. To present and progress culture andWrap-up practice phrases other cultures. 20 with go S. To present and - -S. develop empathy with practice going to for worksheet other cultures. future intentions 12B -develop critical cultural awareness, evaluating -In pairs use present own and other cultures. 15 progressive for future -groupsConclusion: plans and going to,(Encourage talking -plenarytheknowledge -S. Discussing intentionsabout history and resolutionsof someimportantevents) -S. Writing about intentions and resolutions 51/52
  • 52. II. Attachment worksheet 12A 52/52