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Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
Dossier  rosa mijangos   copia
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Dossier rosa mijangos copia

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  • 1. Certificación de tutores de docentes de idiomasDOSSIER FOR STUDENTS AS TECHNICIAN UNIVERSITY SUPERIORS IN MAINTENANCE CAREER. BY ROSA MARGARITA MIJANGOS SANTIAGO
  • 2. Certificación de tutores de docentes de idiomasDossier for UT Students as Technician University Superiors in Maintenance CareerCONTENTSTask 1: LANGUAGE AWARENESS – Topic: Breaking the rules!Task 2: LANGUAGE AND CULTURE - Learning Past Progressive Sensitising students to different cultural standards Using was supposed to/ were supposed to/was/were hoping to Learning vocabulary of ideas, events or meetings, education or career choices, hobbies or interests, non visited places.Task 3: LANGUAGE LEARNING PROCESSES - Topic: TV magazine articleTask 4: LANGUAGE TEACHING - Topic: Stress Patterns with Non separable phrasal verbs: - Topic: Gerund phrases as subject and objectTask 5: Group Project - SELF-ASSESSMENT AND DEVELOPMENTLanguage awareness 2/48
  • 3. Certificación de tutores de docentes de idiomas UTSV Task 1: LANGUAGE AWARENESS To revise and practice the Past and should/ shouldn’t have Should have + past participle, Shouldn´t + past participle Theme: BREAKING THE RULES! JANUARY 2013UT
  • 4. Certificación de tutores de docentes de idiomas Task 1: LANGUAGE AWARENESSTable of Contents: 1. Description of the area 2. Description of class and course 3. Topic 4. Aims of the lesson 5. Personal aims 6. Procedure 7. Conclusions 8. Self evaluation 9. Lesson plan 10. Attachments 4/48
  • 5. Certificación de tutores de docentes de idiomas Task 1: LANGUAGE AWARENESS 1. Description of the area This area includes to Analysis of phonology, grammatical and lexical structures and use of related basic terminology, to link between linguistic competence and communicative competence, to target language description and appropriate terminology, language description being understood as a system of abstract elements, constructions, and rules, to awareness of language systems differences to application of this awareness to teaching and learning experience (i.e. analysis of learning materials) 2. Description of class and course This course is level 6. There are twenty students between the ages of 19 and 23. Most of female students do not like English language too much and the male students English are not their favorite subject. The group meets on Monday afternoon between 4:00 and 5:40 p.m. The course book is OpenMind 3. They joined the course for passing their English class as a subject and for being able to understand English songs.3. Topic – was/were going to4. Aims of the lesson - To revise and practice question forms of the verb WAS/WERE GOING TO - To criticize behavior in the past progressive. - To talk about events or meetings. - To talk about not started hobbies or interests. - To give advice5. Personal aims - To provide an interesting lessons that students enjoy. - To explain the past progressive structures that the students use easily. - To encourage the students to enjoy a second language. - To provide grammar structures for giving advice. 5/48
  • 6. Certificación de tutores de docentes de idiomas Task 1: LANGUAGE AWARENESS6. ProcedureThe topic of the new chapter (Unit 11/p.107) was BREAKING THE RULES and in thislesson we looked describing student’s own talents and asking about other people’s,describing people’s positive qualities, talking about abilities and talking about who cando what in a group. A good part of this lesson directly follows the lesson layout of theTeacher’s Guide. This book is an invaluable selection of guidelines and tips, which notonly facilitate lesson planning, but have taught me many useful strategies to improvemy teaching and help my students. During our UT’s term, we have been able to discussand use many of these strategies and examples first hand, and the lessons learnedfrom trainers´ and colleagues´ experience have made us appreciate and be aware ofwhy I’m including certain exercises in the lesson and what benefits they can offer.For the Icebreaker part Teacher had to ask T ask the Ss to work in pairs and discusswhat rules they have to follow in the school building or in the classroom. It was veryimportant to elicit students to answer and try to think in English Ideas. Then Teacherlistened several ideas from the class.Teacher ask Students to say whatever they knowabout social rules. After that part, Teacher elicited suggestions like : You shouldn’t runin the corridor. You shouldn’t eat in the classroom.For the final part of Icebreaker moment Teacher gave a moment to read theinstruccions carefully and Teacher made sure they understand confession(telling thetruth about something they did that was wrong)After that activity Teacher asked Students to open the book (p.) and individuallyStudents looked at the exercise in the book.Next step Teacher asked Stu work in pairs and they compare the examples that theyhave found in the Icebreaker part.After that processes Teacher asked Students to work in pairs and compared theexamples they found of rule-breaking, discussing any differences. Then Teacher askedStudents to decide which is the most serious example of rule serious and why, after thatTeacher elicited several responses from the class along with each example of rulebreaking, teacher elicited more information about why it is wrong, e.g. why the girl whowas crossing the street was breaking a rule (because the sign says “DON’TWALK”).Students Pointed out that the car was driving the wrong way along one-waystreet. Students asked what the woman with the dog was doing(walking on the grasswhere there is a “Do not Walk on the grass” sign). Students nominated an S to readinstructions and the grammar explanation to the class. After that teacher focused on theform of the structure. Students pointed out that is the past form of be going to.After all the above mentioned teacher checked the answers with the class. Teacherpointed out that jaywalking was a dangerous or illegal way of crossing a street at a 6/48
  • 7. Certificación de tutores de docentes de idiomas Task 1: LANGUAGE AWARENESSplace where cars did not normally stop. The Students had to do exercise individuallyand then they compared their answers in pairs, discussing any differences. After thatactivity students answered each question in plenary.For definition words teacher asked Students worked with their partners from Ex.B. andteacher asked Students to work in pairs and say what the man should and shouldn’thave done using new verbs. Teacher asked Students to look at the Words in thelanguage box. If you were supposed to do something. The meaning was very similar tothe idea to of a past intention.In the part of focus grammar teacher asked students to see the student´s book page forthe audio script. Teacher asked Students to read the question and options carefully.Teacher Showed Students the grammar structure for S+Should have+past participle+C.And teacher asked students to complete the grammar table individually, by referring tthe text in Ex. A teacher nominated a Student to read the instruction and the grammarexplanation to the class.For Transfer part teacher drew Students´s attention to the Watch out! Box.Teacher pointed out that the second example was inappropriate because, although itwas grammatically correct, it refered to the present or inmmediate future, and thequestion was in the simple past. The response to the question must therefore also referto the past. Teacher had Students complete the grammar table individually by referringto the text in Ex. A and then they compared their answers in pairs, discussing anydifferences.For consolidation part teacher asked students do this exercise individually and thenthey compared their answers in pairs. Students checked the answer with the class.They read the instructions to the class.Ask Ss to read the model sentence.Ask Ss to work in pairs and tell their partner about the actions and their consequences.He asked Students to look at the examples in the Watch out! Box, teacher remindedthem that they should not forget to use going to, even if the main verb was go. Teachergave Students a few minutes to think about some things they were going to do in thepast but he didn´t and why they didn´t do them.For conclusion and evaluation part for the class teacher put the students into groups ofthree or four to discuss the questions. When the groups finished, teacher elicited someideas from the class. Teacher listened to some ideas from the class and correct anyerrors in the use of should have/ shouldn´t have. Then teacher asked Students to workin pairs and told their partners about the things they didn’t do, using the phrases in thebox. Students corrected any errors in the use of was/were going to. 7/48
  • 8. Certificación de tutores de docentes de idiomas Task 1: LANGUAGE AWARENESSFor final part a homework teacher asked Students to complete asked Students tocomplete WORKBOOK p- 64, section 2. And for the other topic teacher asked Studentsto do exercises from WORKBOOK page 66,section 5.7.- ConclusionsThis lesson contained many exercises for revising the modal SHOULD/SHOULDN’T forgiving advises. the examples using pictures or images for auxiliary verb and shortanswers appealed to the students and it hopes to help them to understand thestructure. As a teacher it gives the chance to personalize the subject and talk aboutsomething as rules and advises. This lesson motivates the Students to apply their ideasfor expressing advises and at the same time help them to improve vocabulary for beingcreator of their own learning processes.8. Self EvaluationIn this part of this work, it is important to say that it was a very interesting way tointroduce the topics for encourages the students to use grammar rules and structure asa communicative tool for communicating each other. However it has been created withthe best tools to improve their vocabulary. This plan was a good option for helping thestudents to create a good communicative approach.9. Lesson PlanT = teacher / S = students TimPhases of Media/ e SocialLearning Activities Aim of activity Form (min materials s)Icebreaker/ T ask the Ss to work in pairs and Group Introduce theme. 400Introductio discuss what rules they have to aderogra -to elicit rules Ssn to theme follow in the school building or in ms have to follow inTV the classroom. school andmagazine T listen several ideas from the clasroom.article class. T elicit suggestions like : You Brainstormi - Cross-cultural shouldn’t run in the corridor. ng communication T gives Ss a moment to read the instruccions carefully.make sure they understand confession(telling the truth about something you did that was wrong) 8/48
  • 9. Certificación de tutores de docentes de idiomas Task 1: LANGUAGE AWARENESSExtension Ask Ss to work In pairs and 400of theme compare the examples they found - Student -extend rule- of rule-breaking ,discussing any -individual book breaking differences. Ask Ss to decide which is the -partner Speak about rule- most serious example of rule - breaking and elicit serious and why. Brainstormi several responses. Elicit several responses from the ng class. Along with each example of rule breaking, elicit more information . about why it is wrong, e.g. why the girl who is crossing the street is breaking a rule( because the sign says “DON’T WALK”). Point out that the car is driving the wrong way along one-way street. Ask what the woman with the dog is doing(walking on the grass where there is a “Do not Walk on the grass” sign). Nominate an S to read instructions and the grammar explanation to the class. Focus on the form of the structure. Point out that is the past form of be going to. 600Personaliz Check the answers with the class. -partners -Studentation Point out that jaywalking is a book dangerous or illegal way of crossing a street at a place where - plenary cars do not normally stop. Have Ss to do exercise individually and then compare their answers in pairs, discussing any differences. - S. answer each question in plenary. 9/48
  • 10. Certificación de tutores de docentes de idiomas Task 1: LANGUAGE AWARENESSDefining -individual - practice 600words Have Ss work with their partners -plenary -Student circumlocution. from Ex.B. book -familiarize Ask Ss to work in pairs and say students with more what the man should and vocabulary which shouldn’t have done using new can be verbs. implemented with Ask Ss to look at the Words in the next exercises. language box. If you were supposed to do something. The meaning is very similar to the idea to of a past intention.Focus on See the student’s book page for -plenary -Ss can see 600Grammar the audio script. -board structure clearly. Ask Ss to read the question and -grammar Ss can apply it. options carefully. sheet Show Ss the grammar structure for S+Should have+past participle+C Ask Ss to complete the grammar table individually, by referring t the text in Ex. A Nominate a S to read the instruction and the grammar explanation to the class.Transfer Draw Ss´s attention to the Watch Individually -S. practice the 400 out! Box. -board structure in a Point out that the second example -grammar controlled form. is inappropriate because, although pairs worksheet -pre-teach it is grammatically correct, it refers vocabulary for next to the present or inmmediate exercise. future, and the question was in the simple past. The response to the question must therefore also refer to the past. Have Ss complete the grammar table individually by referring to the text in Ex. A and then compare their answers in pairs, discussing any differences. . 10/48
  • 11. Certificación de tutores de docentes de idiomas Task 1: LANGUAGE AWARENESSConsolidati Have the Ss do this exercise -plenary - -T give exerciseson individually and then compare worksheet and express 400 their answers in pairs. answers in pairs to Check the answer with the class do a coevaluation. Read the instructions to the class. Ask Ss to read the model sentence. Ask Ss to work in pairs and tell their partner about the actions and their consequences. Ask Ss to look at the examples in the Watch out! Box, remind them that they should not forget to use going to, even f the main verb is go. Give Ss a few minutes to think about some things they were going to do in the past but he didn´t and why they didn´t do them.Conclusion - Put the students into groups of -individual worksheet Get the Ss´s 200and three or four to discuss the 3 ideas and correctEvaluation questions. When the groups -plenary student any errors with the finish, elicit some ideas from book grammar structure. the class. Do a feedback T listen to some ideas from the about the used class and correct any errors in the structures. use of should have/ shouldn´t have. Ask Ss to work in pairs and tell their partner about the things they didn’t do, using the phrases in the box. Correct any errors in the use of was/were going toHomework -T. asks S. to complete -individual -workbook Feedback thetask WORKBOOK p- 64, section 2. structure. . 11/48
  • 12. Certificación de tutores de docentes de idiomas10. Attachments
  • 13. Certificación de tutores de docentes de idiomas 13/48
  • 14. Certificación de tutores de docentes de idiomasUTSV JANUARY, 2013 Task 2: LANGUAGE AND CULTURE Theme: WAS / WERE GOING TO Learning Past Progressive Sensitising students to different cultural standards Using was supposed to/ were supposed to/was/were hoping to Learning vocabulary of ideas, events or meetings, education or career choices, hobbies or interests, non visited places. 14/48
  • 15. Certificación de tutores de docentes de idiomasTable of Contents: 1. Description of the area 2. Description of class and course 3. Topic 4. Aims of the lesson 5. Personal aims 6. Procedure 7. Conclusions 8. Self evaluation 9. Lesson plan 10. Attachments 15/48
  • 16. Certificación de tutores de docentes de idiomas 1. Description of the area This area will awareness of socio-cultural and intercultural aspects of language use and language learning, with different situations related to intercultural differences, understanding different social backgrounds of students, cross-cultural communication, e.g. missed event or meetings, made education or career choices, started hobbies or interests. 2. Description of class and course This is the same group above mentioned. There are twenty students between the ages of 19 and 23. Most of female students do not like English language too much and the male students English are not their favorite subject. The group meets on Monday afternoon between 4:00 and 5:40 p.m. The course book is OpenMind 3. They joined the course for passing their English class as a subject and for being able to understand English songs 3. Topic :was-were going to 4. Aims of the lesson- Talking about unusual jobs- Talking about work and the workplace- Agreeing/disagreeing with a lecturer´s ideas.- Talking about having your own business- Describing your perfect workplace- Evaluating job candidates- Practicing a job interview 5. Personal aims - To promote students for being critical. - To provide a very funny lesson. - To encourage students to communicate their ideas. 16/48
  • 17. Certificación de tutores de docentes de idiomas - To introduce the grammar structure in an easily way. 6. ProcedureFor the correct development of this lesson, Teacher gave Students amoment to read the instruccions carefully after that teacher made sure theyunderstood confession(telling the truth about something you did that waswrong). Then teacher Pointed out that the car was driving the wrong wayalong one-way street. Teacher asked what the woman with the dog wasdoing(walking on the grass where there is a “Do not Walk on the grass” sign).For the developments of this part teacher nominated a Student to readinstructions and the grammar explanation to the class. Teacher try to focuson the form of the structure. And teacher pointed out that was the past formof be going to(was-were)For the moment of personalization teacher checked the answers with theclass. Teacher pointed out that jaywalking was a dangerous or illegal way ofcrossing a street at a place where cars do not normally stop.Teacher asked students to do exercise individually and then compare theiranswers in pairs, discussing any differences and students answered eachquestion in plenary.As the next step, defining words teacher asked Students to work with theirpartners from Ex.B.Teacher also Ask ed Students to work in pairs and say what the man was/wasn’t doing using new verbs. Teacher asked students to look at the Wordsin the language box. If you were supposed to do something. The meaning isvery similar to the idea to of a past intention. It suggests to check answerswith the class. Note that the topic sentence is, in this case,two sentences. Analternative way for expressing this as a single sentence would be PROJECTRUNAWAY is my favorite reality TV show. And then students why the writerhas chosen to start her paragraph with a question (e.g.to raise the level ofinterests).When the teacher try to Ask Ss to complete the grammar table individually,by referring t the text in Ex. After that teacher nominated a Student to readthe instruction and the grammar explanation to the class.and the questionwas in the simple past. The response to the question must therefore alsorefer to the past progressive. Students had to complete the grammar tableindividually by referring to the text in Ex. A and then compared their answersin pairs, discussing any differences. 17/48
  • 18. Certificación de tutores de docentes de idiomas As following step teacher gave Students a few minutes to think about somethings they were going to do in the past but he didn´t and why they didn´t dothem. Next of these activities teacher asked students to work in pairs and telltheir partner about the things they didn’t do, using the phrases in teh box.When this activity finished teacher corrected any errors in the use of was/were going to.For concluding with this part, it was taking into account to do put studentsinto groups of five or six, and students had te read each other’s descriptiveparagraphs for encouraging them to think of reasons why they would orwouldn’t want to watch the show and as a final task listen to the ideas fromthe class. 7. Conclusions It believes that this lesson help students to know the different ways to think in a different ways to face the same kinds of problems in past progressive. What would happen if they were visiting some friends in a different country? So the students could realize English is a very important gate for improving and know about another countries and cultures. 8. Self EvaluationIt tried to build a very interesting lesson using some culture attitudes forcompleting the activities and teacher tried to share and listened student´scomments. It required not only to have a good knowledge about any topic, itneeds t have cultural knowledge from the own country as the same way asother ones. 9. LESSON PLAN “Culture”T = teacher / S = students TimPhases of Media/ e SocialLearning Activities Aim of activity Form (min materials s) 18/48
  • 19. Certificación de tutores de docentes de idiomasIcebreaker/ T gives Ss a moment to read the Group Introduce theme. 400Introductio instruccions carefully.make sure aderogra -to elicit rules Ssn to theme they understand confession(telling ms have to follow inTV the truth about something you did school andmagazine that was wrong) clasroom.article Brainstormi - Cross-cultural ng communicationExtension Nominate an S to read instructions 400of theme and the grammar explanation to - Student -extend rule- the class. -individual book breaking Focus on the form of the structure. Point out that is the past form of -partner Speak about rule- be going to. - breaking and elicit Brainstormi several responses. ng . 600Personaliz Have Ss to do exercise -partners -Studentation individually and then compare book their answers in pairs, discussing any differences. - plenary - S. answer each question in plenary.Defining Ask Ss to look at the Words in the -individual - practice 600words language box. If you were -plenary -Student circumlocution. supposed to do something. The book -familiarize meaning is very similar to the idea students with more to of a past intention. vocabulary which can be implemented with next exercises.Focus on -plenary -Ss can see 600Grammar Ask Ss to complete the grammar -board structure clearly. table individually, by referring t the -grammar Ss can apply it. text in Ex. A sheet Nominate a S to read the instruction and the grammar explanation to the class. 19/48
  • 20. Certificación de tutores de docentes de idiomasTransfer Point out that the second example Individually -S. practice the 400 is inappropriate because, although -board structure in a it is grammatically correct, it refers -grammar controlled form. to the present or inmmediate pairs worksheet -pre-teach future, and the question was in the vocabulary for next simple past. The response to the exercise. question must therefore also refer to the past. Have Ss complete the grammar table individually by referring to the text in Ex. A and then compare their answers in pairs, discussing any differences. .Consolidati Ask Ss to look at the examples in -plenary - -T give exerciseson the Watch out! Box, remind them worksheet and express 400 that they should not forget to use answers in pairs to going to, even f the main verb is do a coevaluation. go. Give Ss a few minutes to think about some things they were going to do in the past but he didn´t and why they didn´t do them.Conclusion Ask Ss to work in pairs and tell -individual worksheet Get the Ss´s 200and their partner about the things they 3 ideas and correctEvaluation didn’t do, using the phrases in the -plenary student any errors with the box. book grammar structure. Correct any errors in the use of Do a feedback was/were going to about the used structures.Homework T ask Ss to do exercises from -individual -workbook Feedback thetask WORKBOOK page 66,section 5. structure. 20/48
  • 21. Certificación de tutores de docentes de idiomas10.- Attachments 21/48
  • 22. Certificación de tutores de docentes de idiomas 22/48
  • 23. Certificación de tutores de docentes de idiomasTask 3 JANUARY 2013UTSVLANGUAGE LEARNING PROCESSESTALKING ABOUT UNUSUAL JOBS GERUND PHRASESTheme: Gerund as subject and objectUTSV January 2013Table of Contents: 1. Description of the area 2. Description of class and course 3. Topic 4. Aims of the lesson 5. Personal aims 6. Procedure 23/48
  • 24. Certificación de tutores de docentes de idiomas7. Conclusions8. Self evaluation9. Lesson plan10. Attachments 24/48
  • 25. Certificación de tutores de docentes de idiomas1. Description of the areaThis area covers the needs that students require when they are learning alanguage. It is focused on correcting mistakes and a same time gives thestudents all the tools for help them to learn through self-learning in orderto improve their own learning process.2. Description of class and courseThis work has been designed for learners in level 3. Most of students arestudying so they are between ages of 18 and 24, and some studentsolder than them.This lesson has been designed to help students to comprehend the mainideas in oral exercises. The main purpose is to encourage using thegerund phrases as subject and object, .At the end they must be able totalk about unusual jobs and different work and workplace. For completingthis activity teacher should use Open Mind 3 from MacMillan editorial,covering unit 12, page 127.3. Topic: Gerund Phrases as subject and object.4. Aims of the lesson -Talking about unusual jobs -Talking about work and workplace -Agreeing and disagreeing with a lecturer’s ideas.5. Personal aims - To help students to use different gerund phrases as subject andobject. - To help them to make the difference between both uses. - To help students to write descriptions. - To recycle some job vocabulary - To guide students to use communication patterns to use the vocabulary with gerund phrases. - To motivate and encourage the students to do a good use with the language. - To promote student´s autonomy. 25/48
  • 26. Certificación de tutores de docentes de idiomas6. Procedure This lesson has been designed on communicative approach development. This topic is focused in the unit 12, “JUST THE JOB!”(p.117). in this section students have to make use of gerund phrases and express it when they make difference between gerund phrases as subject and object. And at the same time students interchange information. The main topic is to recycle vocabulary and some adjectives to describe characters. In this case the book is going t be the mail tool, which will help us with some activities and they are going to use in the activities. As icebreaker moment. All students should be organized to play with recycle vocabulary. Teacher asks students to cover the list of jobs with a strip of paper. Ask students to work in pairs and discuss what the people in the pictures are doing, and what their jobs might be. Elicit some ideas from the class. Then ask them to uncover the list of jobs and match them with the pictures. As a second activity is in the book (p.119) teacher asks students to look at the picture on the website or a flashcard. Then teacher ask them some questions: How old the woman is? How might she be feeling right now? Where is she? Where does she work? Do you think she likes her job? Once all the answers are covered, teacher nominates a student to read the grammar explanation to the class. After that teacher ask students to work individually and find examples in the text in Ex. A to complete the grammar table (p-119) Teacher asks students to compare their answers in pairs and finally teacher ask students to compare their answers in pairs and as last activity teacher check the answers with the class. The fact that gerunds are verbal nouns and are formed by adding –ing to the verb, e.g. dancing, working, teaching, studying, singing, and so on. Teacher must reminds students that many verbs ending in consonant-vowel-consonant double the last consonant when forming the gerund, e.g. run-running, swim-swimming. Teacher emphasizes that gerunds can be the subject of the sentence, e.g. dancing is fun, or the object of the sentence, and e.g. I like dancing. Finally teacher gives students extra practice, ask them to complete sentences using gerund phrases: I really enjoy…I’m very interested in …I don’t like….is good way to make money… it is enjoyable way to spend the evening: is a good way to keep in shape.7. Conclusions I consider this topic important because it is necessary to differentiate all the gerund phrases, which are objects and which are subject 26/48
  • 27. Certificación de tutores de docentes de idiomas (regular and irregulars). I consider that these activities are helpful to let students realize about the knowledge that they posses already, then they acquire more knowledge (vocabulary). Finally they have to use new knowledge. At the end, they are going to learn progressively, and they are going to realize. 8. Self Evaluation As a concerned teacher for the students it is very important to use good material for helping students to make difference between gerund phrases as subject or object. It is our responsibility to give our students joyful grammar activities. As the same time to encourage the students to use English as a different way to communicate. The main objective of all the lessons is having a communicative approach, for this reason 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 they are going to forget it and dispose the information. Interaction with the learners has to be taken into account. No matter the topic, it is important to provide confidence to them, so they could feel eager to interact and make questions when necessary. 9. Lesson Plan TimPhases of Media/ e SocialLearning Activities Aim of activity Form (min materials s)Icebreaker All students should be Group Introduce theme. 400 organized to play with aderogra -to elicit rules Ss recycle vocabulary. ms have to follow in Teacher asks students to school and cover the list of jobs with a clasroom. strip of paper. Ask students to work in pairs and discuss Brainstormi - Cross-cultural what the people in the ng communication pictures are doing, and what their jobs might be. 27/48
  • 28. Certificación de tutores de docentes de idiomasExtension As a second activity is in 400of theme the book (p.119) teacher - Student -extend rule- asks students to look at the -individual book breaking picture on the website or a flashcard. Then teacher ask -partner Speak about rule- them some questions: How - breaking and elicit old the woman is? How Brainstormi several responses. might she be feeling right ng now? Where is she? Where does she work? Do you think she likes her job? . 600Personaliz Once all the answers are -partners -Studentation covered, teacher nominates book a student to read the grammar explanation to the - plenary class. After that teacher ask students to work individually and find examples in the text in Ex. A to complete the grammar table (p-119)Defining Teacher asks students to -individual - practice 600words compare their answers in -plenary -Student circumlocution. pairs and finally teacher book -familiarize ask students to compare students with more their answers in pairs and vocabulary which as last activity teacher can be check the answers with the implemented with class. next exercises.Focus on The fact that gerunds are -plenary -Ss can see 600Grammar verbal nouns and are -board structure clearly. formed by adding –ing to -grammar Ss can apply it. the verb, e.g. dancing, sheet working, teaching, studying, singing, and so on. Teacher must reminds students that many verbs ending in consonant-vowel- consonant double the last consonant when forming the gerund, e.g. run- running, swim-swimming.. 28/48
  • 29. Certificación de tutores de docentes de idiomasTransfer Elicit some ideas from the class. Individually -S. practice the 400 Then ask them to uncover the list -board structure in a of jobs and match them with the -grammar controlled form. pictures. pairs worksheet -pre-teach vocabulary for next exercise.Consolidati Teacher emphasizes that gerunds -plenary - -T give exerciseson can be the subject of the worksheet and express 400 sentence, e.g. dancing is fun, or answers in pairs to the object of the sentence, and do a coevaluation. e.g. I like dancingConclusion Finally teacher gives -individual worksheet Get the Ss´s 200and students extra practice, ask 3 ideas and correctEvaluation them to complete -plenary student any errors with the book grammar structure. sentences using gerund Do a feedback phrases: I really enjoy…I’m about the used very interested in …I don’t structures. like….is good way to make money… it is enjoyable way to spend the evening: is a good way to keep in shape.Homework T ask Ss to do exercises from -individual -workbook Feedback thetask students book p.119 structure. 29/48
  • 30. Certificación de tutores de docentes de idiomas10. Attachments 30/48
  • 31. Certificación de tutores de docentes de idiomas 31/48
  • 32. Certificación de tutores de docentes de idiomas Task 4: LANGUAGE TEACHING UTSV Task 4: LANGUAGE TEACHINGTopic: Stress Patterns with Non separable phrasal verbs. 32/48
  • 33. Certificación de tutores de docentes de idiomasTask 4: LANGUAGE TEACHINGTable of Contents: 1. Description of the area 2. Description of class and course 3. Topic 4. Theme and motivation 5. Aims of the project 6. Planning 7. Procedure 8. Conclusions 9. Evaluation of the project and self-evaluation 10. Lesson plans and attachments 33/48
  • 34. Certificación de tutores de docentes de idiomasTask 4: LANGUAGE TEACHING1. Description of the area This area has been selected with correct methods as tools for learning and teaching objectives, evaluation, selection and adaptation of teaching and learning materials to suit the aims of the lesson. Teacher has been working with the same group and criteria help beginning teachers distinguish real communication from „apparent“ communication. No all oral activities are created equal. 2. Description of class and course This course is a 6th level course. Where students will be able to produce simple sentences in different tenses, use gerunds as subjects and objects, talk about events, describe some historical event and listen and understand details in a reading or story. This course will help our students to create a short writing description. 3, Topic: stress patterns with separable and nonseparable phrasal verbs.4. Theme and motivationIn this parte students need to talk about a reality TV show. Teacher asksstudents what they think happens in a show like this (people exchange jobsfor a short period). Teacher asks students if they know any other shows likethis.It thinks that students are motivated because they like this kind of TV showsand in this way they are involved in the same background knowledge.5. Aims of the lesson - To Talk about having your own bussines - To Describe your perfect workplace - To Evaluate job candidates - To Practice a job interview 34/48
  • 35. Certificación de tutores de docentes de idiomas 6. Personal aims - To motivate students to present and talk about people who they admired. - To explain the structure for use the separable and nonseparable verbs. - To motivate and encourage the students to experiment with the language. - To promote learner autonomy. - To promote learners to learn how to answer an interview for getting a job.7.-Procedure For the first exercise, the icebreaker, teacher must have students work in groups of four and discuss these two questions: if you could choose any job in the world, what job would you do? Why would you choose that job? Listen some ideas from the class. As the first activity teacher asks students to read the instruction and the question. After that students do the exercise individually and then compare their answers in pairs and later students check their answers with the class. After this activity teacher asks students to look at the examples in the language box. Point out that separable phrasal verbs often have these adverbial particles: up, down, on, off, out, back, and away. Teacher highlight that phrasal verbs with back and away are always separable, because back and away cannot function as prepositions and therefore cannot go before nouns or pronouns. After that teacher explain that phrasal verbs can have more than one preposition. Teacher asks the students to find an example in the text (I didn´t get along with them) teacher emphasize that phrasal verbs are always non-separable. Teacher point out to look at the examples in the Watch Out! Box. And teacher reminds them that in separable phrasal verbs, the adverbial particle cannot go before a pronoun. Separable phrasal verbs can be separated by a noun or pronoun, but the pronoun can’t go at the end. As a final point teacher ask students to do exercise individually and then to compare their answers in pairs. Teacher asks students to compare their answers in pair and discuss a business they’d like to set up. To conclude I asked the students to tell us the reason about why these people where mode role for them and explain what attitudes are they having. 35/48
  • 36. Certificación de tutores de docentes de idiomas 7. Conclusions I think this lesson encouraged students to know and what is attitude they have to face in life, what attitudes they should have. This lesson improve students to get some ideas to have a brainstorm a list of interesting types of businesses they can set up and the advantages and disadvantages of that business. 8. Self Evaluation I also incorporate learning task and activities which encourage andfacilitate learner autonomy and take into account learners’ learning stylesand cultural expectations. As a teacher I have to encourage students to usesome of the phrasal verbs and gerund phrases verbs and gerund phrasesfrom this unit. I give student the better tools to use the verbs and apply themin the real context.9.-Lesson plan TimPhases of Media/ e SocialLearning Activities Aim of activity Form (min materials s)Icebreaker/ The icebreaker, teacher must Group Introduce theme. 400Introductio have students work un groups of aderogra -to elicit rules Ssn to theme four and discuss these two ms have to follow inTV questions: if you could choose any school andmagazine job in the world, what job would clasroom.article you do? Why would you choose that job? Listen some ideas from Brainstormi - Cross-cultural the class. ng communicationExtension Teacher asks students to 400of theme read the instruction and the - Student -extend rule- question. After that -individual book breaking students do the exercise individually and then -partner Speak about rule- compare their answers in - breaking and elicit pairs and later students Brainstormi several responses. check their answers with ng the class. . 36/48
  • 37. Certificación de tutores de docentes de idiomas 600Personaliz Teacher asks students to -partners -Studentation look at the examples in the book language box. Point out that separable phrasal - plenary verbs often have these adverbial particles: up, down, on, off, out, back, and away.Defining Teacher highlight that phrasal -individual - practice 600words verbs with back and away are -plenary -Student circumlocution. always separable, because back book -familiarize and away cannot function as students with more prepositions and therefore cannot vocabulary which go before nouns or pronouns. can be implemented with next exercises.Focus on -plenary -Ss can see 600Grammar Ask Ss to complete the grammar -board structure clearly. table individually, by referring t the -grammar Ss can apply it. text in Ex. A sheet Nominate a S to read the instruction and the grammar explanation to the class.Transfer Teacher explains that Individually -S. practice the 400 phrasal verbs can have -board structure in a more than one preposition. -grammar controlled form. Teacher asks the students pairs worksheet -pre-teach to find an example in the vocabulary for next text (I didn´t get along with exercise. them) teacher emphasize that phrasal verbs are always non-separable. 37/48
  • 38. Certificación de tutores de docentes de idiomasConsolidati Teacher point out to look at -plenary - -T give exerciseson the examples in the Watch worksheet and express 400 Out! Box. And teacher answers in pairs to reminds them that in do a coevaluation. separable phrasal verbs, the adverbial particle cannot go before a pronoun. Separable phrasal verbs can be separated by a noun or pronoun, but the pronoun can’t go at the end. As a final point teacher ask students to do exercise individually and then to compare their answers in pairs. Teacher asks students to compare their answers in pair and discuss a business they’d like to set up.Conclusion To conclude teacher asked -individual worksheet Get the Ss´s 200and the students to tell us the 3 ideas and correctEvaluation reason about why these -plenary student any errors with the people where mode role for book grammar structure. them and explain what Do a feedback attitudes are they having. about the used structures.Homework T ask Ss to do exercises from -individual -workbook Feedback thetask students book. 122 . structure. 38/48
  • 39. Certificación de tutores de docentes de idiomas10. ATTACHMENT 39/48
  • 40. Certificación de tutores de docentes de idiomas 40/48
  • 41. Certificación de tutores de docentes de idiomas Task 5: Group Project - SELF-ASSESSMENT AND DEVELOPMENT LANGUAGE AWARENESS Organizing and Planning To revise and practice Preparing for a job interview. Theme: LIFESKILLS Organization and Planning.: 41/48
  • 42. Certificación de tutores de docentes de idiomasTable of Contents: 1. Description of the area 2. Description of class and course 3. Topic 4. Theme and motivation 5. Aims of the project 6. Planning 7. Procedure 8. Conclusions 9. Evaluation of the project and self-evaluation 10. Lesson plans and attachments 42/48
  • 43. Certificación de tutores de docentes de idiomas 1. - Description of the area: This activity has been designed for students, this section is for lifeskills. It has a linguistic focus and a soft skills focus. The aim of the first is to recycle and consolidate the target language of the unit and the aim of the second is to expose the students to vital of skills that will enable them to become more competitive and successful in their academic and professional lives. 2. - Description of class and course.This course is level 6. There are twenty students between the ages of 19and 23. Most of female students do not like English language too muchand the male students English are not their favorite subject.The group meets on Monday afternoon between 4:00 and 5:40 p.m. Thecourse book is Open Mind 3. They joined the course for passing theirEnglish class as a subject and for being able to understand English songsbut in this case teacher may decide to draw attention to the bulleted stepsat the beginning of the section which break down the soft skill.3. - Topic: Preparing for a job interview4.-Theme and motivation:Organization and planning in this case the student’s motivation is focusedwith this kind of activities, because the teacher teaches the lifestylesection to remember that the skills developed can be applied in contextsbeyond the English classroom. It means that teacher gives studentsimportant tool for help them to find solutions in real life or contexts.5. - Aims of the project- Evaluating job candidates 43/48
  • 44. Certificación de tutores de docentes de idiomas-practicing a job interview6. - Planning:Teacher draws the student’s attention to the picture of the man beinginterviewed. Teacher asks students to think about how the man might befeeling and to make a few notes to describe him.Teacher asks them to compare their ideas in pairs. Teacher listens toideas from several students, e.g. he probably feels nervous anduncomfortable because he is in a job interview.7.-ProcedureFocus on some of the vocabulary in the text. Write these words andphrases on the board: give notice, link (verb) honest, calm. Teacher asksstudents to work in pairs and find synonyms or definitions for each ofthese. Check the answers with the class: give notice (tell your employeryour are leaving your job); link (connect): honest (and honest person doesnot tell lies or cheat people obeys the law: calm (a calm person is notaffected by strong emotions such as anger, shock, excitement or fear).Later teacher asks students to read the instruction and the questioncarefully, make sure they understand that they need to provide a reasonfor their decision. Emphasize that there are no incorrect answers, theanswers will depend on the students own opinions.Teacher asks students to compare their choices and reasons in pairs.Teachers listens several ideas from the class.Teacher remind students to look again at the interview technique tips foreach questions to make sure that they are answering the interviewquestions in the best possible way.Teacher ask students to look at the How to say it box. Teacherencourages the students to use the expressions when answering theinterviewer’s questions.Teacher asks them to read the questions in Ex., again and prepare theiranswers to the questions. Teacher is a monitor whiles students are 44/48
  • 45. Certificación de tutores de docentes de idiomas working, teacher remind students to provide full, open and honest answers. Students read the instructions to the class. Teacher put the students in pairs. Teacher asks students to decide who is student A and who is student B. Teacher asks students to role play interview twice with student A being the interviewer for the first interview and student B for the second interview. Listen to several examples from the class. 8. - Conclusions This section was a good way to show the different kinds of problems students are going to face in real life. This exercise was good because the students put in practice all their knowledge they have for developing an interview. 9. - Evaluation of the project and self-evaluation Teacher give students time to read the reflect questions, and teacher asks them to tell what areas they need to improve on. Teacher asks them what parts of the process of preparing for an interview they found easiest and most difficult. 10. - Lesson Plan and attachments. TimPhases of Media/ e SocialLearning Activities Aim of activity Form (min materials s) 45/48
  • 46. Certificación de tutores de docentes de idiomasIcebreaker/ The icebreaker, teacher must Group Introduce theme. 400Introductio Focus on some of the aderogra -to elicit rules Ssn to theme vocabulary in the text. Write ms have to follow inTV these words and phrases on school andmagazine the board: give notice, link clasroom.article (verb) honest, calm. Teacher asks students to work in pairs Brainstormi - Cross-cultural and find synonyms or ng communication definitions for each of these. Check the answers with the class: give notice (tell your employer your are leaving your job); link (connect): honest (and honest person does not tell lies or cheat people obeys the law: calm (a calm person is not affected by strong emotions such as anger, shock, excitement or fear).Extension Teacher asks students to read 400of theme the instruction and the question - Student -extend rule- carefully, make sure they -individual book breaking understand that they need to provide a reason for their -partner Speak about rule- decision. Emphasize that there - breaking and elicit are no incorrect answers, the Brainstormi several responses. answers will depend on the ng students own opinions. . 600Personaliz Teacher asks students to -partners -Studentation compare their choices and book reasons in pairs. Teachers listens several ideas from the - plenary class.Defining Teacher remind students to -individual - practice 600words look again at the interview -plenary -Student circumlocution. technique tips for each book -familiarize questions to make sure that students with more they are answering the vocabulary which interview questions in the best can be possible way. implemented with next exercises. 46/48
  • 47. Certificación de tutores de docentes de idiomasFocus on Teacher ask students to look at -plenary -Ss can see 600Grammar the How to say it box. -board structure clearly. -grammar Ss can apply it. sheetTransfer Teacher encourages the students Individually -S. practice the 400 to use the expressions when -board structure in a answering the interviewer’s -grammar controlled form. questions. pairs worksheet -pre-teach vocabulary for next exercise.Consolidati Teacher asks them to read the -plenary - -T give exerciseson questions in Ex.C, again and worksheet and express 400 prepare their answers to the answers in pairs to questions. Teacher is a monitor do a coevaluation. whiles students are working, teacher remind students to provide full, open and honest answers.Conclusion Students read the instructions -individual worksheet Get the Ss´s 200and to the class. Teacher put the 3 ideas and correctEvaluation students in pairs. Teacher asks -plenary student any errors with the students to decide who is book grammar structure. student A and who is student B. Do a feedback Teacher asks students to role about the used play interview twice with structures. student A being the interviewer for the first interview and student B for the second interview. Listen to several examples from the class.Homework T ask Ss to do exercises students -individual -workbook Feedback thetask book 1 OpenMind 3 pag 124-125 structure. 47/48
  • 48. Certificación de tutores de docentes de idiomas10.-Attachments 48/48

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