B1 t1 anavela

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B1 t1 anavela

  1. 1. PLANNING AND EVALUATION / level 5 Ana Laura Vela Velueta Ana Laura Vela Velueta nickyveva@hotmail.com Plannig and Evaluation / Level 5 Topic: Decisions, decisions TOPIC CONTENT AREA Use of social forms Language Learning Processes Learning in a group Language Learning Processes Function of the Common European Framework Planning and evaluation of Reference Which are the different learner types Language Learning Processes The four skills Self-assessment and development 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 Language Teaching & Self-assessment and Development Different types of exercises in language Language learning processes classrooms Using pictures in a language classroom Planning and evaluation Feedback rules Self-assessment and development Pronunciation training Planning and evaluation Learning strategies and learner autonomy Language learning processes Difficult classroom situations Language Teaching Progress tests Language learning processes The use of media e-learning / blended learning Language Teaching Intercultural learning Language and Culture
  2. 2. PLANNING AND EVALUATION / level 5 Ana Laura Vela VeluetaLEASON PLAN LANGUAGE AND CULTURET = teacher / S = students Phases of Media Time Social Learning Actvities /mater Aim of activity (min Form ials s)Icebreaker/ - T. Have the students look at some cartons, read the --group introduce theme. 15Introduction captions, and decide which one they think is the Cartoo -to elicit situationsto theme funniest. ns they had to make¨Decisions, - Focus on some of the language in the captions. Ask difficult decisionsin.decisions” students to compare their choices in pairs. - Elicit some ideas from the class. Make sure the -plenary - Cross-cultural students tell you why they think a particular cartoon is communication the funniest.Extension of 20theme T. With slides the professor teach meaning, form and Stude -extend “responding pronunciation of vocabulary individual nt to dilemmas” , partner, book vocabulary. S. Go to the page 58 of their book (atteched) and work plenary -reading aloud individually and match the expressions in the box to the (drilling grammar and statements they describe. vocab.) correct any pronunciation errors. T. Tell your students to write an imaginary or hypothetical situations in the present, using the second conditional.. 15Personalisat T.Read the instruccions to the class. Have the students -partner - -giving reasons forion read the questions carefuly first.Nominate a student to Stude decisions. read the categories aloud to the class. - plenary nt -talk about imaginary -Give them a couple of minutes to work individually and book situations in the make notes on each of the questions. present. - Ask them to work into groups of four or five to do the - Practice in the task. They have to use second conditional. rhythm of second - Monitor while the students are working, and give help conditional. as required. - Motivate to students to improve - When the students finish discussing the questions, elicit some ideas from the classDefining T.Have the students listen to the recording and underline - - practice 15words the stressed words in the sentence. individual - pronunciation. - Elicit a few examples from the class. Correct any errors -plenary Stude -students elicit in the pronunciation of the words that are stressed. nt imaginary or a)If you had a job, you could stay in college. book hypothetical b) if you didn’t have a job, you couldn´t stay in situations in the college. present. T. play the recording. Ask the studentes to tell you what they can , and ask the students to mark the intonation using arrows up and down. - Play the recording again, pausing after each sentence so that the students can repeat it. Make sure they say each sentence with a raising intonation at the end of the if clause and a falling intonation at the end of the main clause. -ask the students to work in pairs and practice saying the sentences to each other. -Listen some examples from the class.
  3. 3. PLANNING AND EVALUATION / level 5 Ana Laura Vela VeluetaFocus on -Focus on the use of I wish + the simple past to -plenary -Students can see 20Grammar talk about things we would like to be different in board structure clearly. the present. ,gram -Each student -Focus on the use of I wish + could. mar makes decisions. T. explains them that hope is different from wish sheet because it is followed by the simple present. T.Use the board to explain the grammar about hope and wish.Transfer -Ask the students to work individually and then to - -S. practices the compare their answers in pairs, discussing any Individu - structure in a differences. ally & board controlled form. 15 - Check the answers, nominate students to write pairs - -pre-teach their sentences on the board. Have the class gram vocabulary for next check the sentences and make corrections as mar exercise. necessary. works -Talk about wishes - Ask to your students to read through the model heet and hopes. sentences. Point out that they can use I wish…,I hope…, and the second conditional in this exercise. - Give them two or three minutes to make some notes before you ask them to work in pairs.Consolidati T. Elicit the meaning of decisive (able to make a -plenary - -drilling questions,on decision quickly and confidently). Elicit the works match answers opposite (indecisive) . heet -vocabulary. “You’ -reflect on and talk 15 T. Ask to your students if they think they are ve about wishes and decisive or indecisive. make hopes. T. Elicit the meaning of I´m out of there! The (I decisi leave th. place quickly. ons” T. Check that the students understand hope for the best (to hope that a bad situation will have the best result that is possible)Conclusion Put the students into groups of three or - Stude -Talk by groupsand four to write how they think they could individu nt’s about their 20Evaluation change to respond to some situations al book experiences about better. At the end the students have to give making decisions. constructive advices. -plenary -T. Give the a) Write three things you wish different about students feedback yourself. on their language b) Think abut what is stopping you from competence. achieving each wish.Homework -T. asks S. to complete WORKBOOK(p.34-37) - - -Dealing sensitivelytask individu workb with difficult al ook classroom situation and similar personalities.
  4. 4. PLANNING AND EVALUATION / level 5 Ana Laura Vela Velueta TIMETALBE FOR 2 WEEK COURSEMain input: 60 hours of face to face training sessionsLesson observations: 4 teaching session observable live or filmed. WEEK 1 7:50 - 8:20 8:30 - 10:00 10:15 - 11:45 12:00 - 13:30Monday Ice breaker. Use the Demo: Using slides Classroom What is the teacher ice breaker in class. explaining management: for? LT vocabulary. Student interaction Take into account Teaching Vocabulary LA LLP LC PE Presentation of and incorporate into LT Also give them the imaginary or my teaching the Meaning, form and goals of that class hypothetical educational pronunciation LA situations in the experiences my present, using the students have had second conditional. previously. LA LT LLP LC LT SATuesday Classroom CEFR: Can students Skills work: What kind of speaker management: talk about the Speaking are your students? Students will discuss different activities Activities and Reflection on the about situations that that they want to different tasks speaking skill they want to change change in the LT LLP LC LLP LC LT SA in the present. present? Teaching grammar LT LC PE LT points Lesson Planning: LT LC read an advice column and give different advices.. PEWednesday Lesson Planning: Teaching grammar Skills work: What kind of listener Selection material (hope and wish) Reading, activities are you? and worksheets PE LA and tasks How do you expect PE LC LLP LT LLP your students to listen on the listen skills LLP LC LT SAThursday Teaching vocabulary Micro peer teaching Skill work: reading What kind of reader 2 LT SA Activities and tasks are you? Talking about their LT LLP How do you expect emotions and your students to real attitude LA PE reflecion on the reaging skills LLP LC LT SAFriday Dealing with errors: Micro peer teaching Skills work: writing What kind of the analysing and SA Activities and tasks reader are you? anticipating LA LT LLP LC LLP LC LT SA error correction LC LLP
  5. 5. PLANNING AND EVALUATION / level 5 Ana Laura Vela Velueta WEEK 1 7:50 - 8:20 8:30 - 10:00 10:15 - 11:45 12:00 - 13:30Monday Students should Demo: Using slides Classroom What is the teacher identify their explaining management: for? emotions and vocabulary. Student interaction Take into account feelings LT LA LLP LC PE Presentation of the and incorporate into Teaching Vocabulary Also give them the grammar table my teaching the LT goals of that class LA LT educational Meaning, form and experiences that the pronunciation LA students have had previously. LLP LC LT SATuesday Classroom CEFR: Can students Skills work: What kind of speaker management: use wish + simple Speaking are your students? Students will discuss past, wish + could Activities and Reflection on the about their wishes and hope + simple different tasks speaking skill and hopes. present? LT LLP LC LLP LC LT SA PE LT Teaching grammar Lesson Planning: points read and identify the LT LC wishes and hopes using the second conditional. PEWednesday Lesson Planning: Teaching grammar Skills work: What kind of listener Selection material (wish and hope) Reading, activities are you? and worksheets PE LA and tasks, students How do you expect PE LC LLP can use the your students to questions that they listen on the listen are given to help skills them predict what LLP LC LT SA they are going to hear. LT LLPThursday Teaching vocabulary Micro peer teaching Skill work: reading What kind of reader 2 LT SA Activities and tasks are you? Talking and organize LT LLP How do you expect a paragraph your students to real expressing the form reflecion on the that they make their reaging skills decisions and take LLP LC LT SA risks. LA PEFriday Dealing with errors: Micro peer teaching Skills work: writing What kind of the analysing and SA Activities and tasks reader are you? anticipating LA LT LLP LC LLP LC LT SA error correction LC LLP

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