Handbook level 6 unit 9 12
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Handbook level 6 unit 9 12 Handbook level 6 unit 9 12 Document Transcript

  • Toshiba TRAINEE HANBOOK TASK 4.6 Part 3 PREPARING A TRAINEE HANDBOOKAim: To design a training manual for a teacher training. Handbook for UT Teacher Training atUNIVERSIDAD TECNOLOGICA DEL SURESTE DE VERACRUZ. [2013]
  • Certificación de tutores de docentes de idiomasTASK 4.6 Part 3PREPARING A TRAINEE HANDBOOKAim: To design a training manual for a teacher training. Handbook for UT Teacher Training at UNIVERSIDAD TECNOLOGICA DEL SURESTE DE VERACRUZ.GENERAL INFORMATIONThe aims of the trainingThe requirementsWhich language the training is offered in and forRequirements of the traineeApplication form for trainees interestedA questionnaireCourse rulesSTRUCTURE AND TIMINGCONTENTSCERTIFICATEGeneral informationApplication form for certificationApplication form for lesson observationMANUALDossiers ExplanationInstructions for dossier ElaborationEVALUATIONTeaching dossiers checklistsClass Observation checklistEvaluation Procedure and Assessment criteriaTrainer Evaluation checklistMATERIALReading ListDossiers ExamplesMaterialsLanguage awareness 2/143
  • Certificación de tutores de docentes de idiomas GENERAL INFORMATIONThe aims of the trainingThis Trainee handbook (TH) is designed and produced by Rosa Margarita MijangosSantiago members of the English Academy from Universidad Tecnologica delSureste de Veracruz (UTSV), which has provided examinations in English forspeakers since 1996.The teacher in training should know: concepts related to pronunciation training,listening comprehension, understanding different accents, learning spoken andwritten language, planning and preparing dossier in language awareness, languageand culture, language learning processes, language teaching, planning andevaluation and self-assessment and development.This handbook also will encourage teachers in their professional development byproviding steps in a developmental framework of awards for teachers of English.Language awareness 3/143
  • Certificación de tutores de docentes de idiomasThe requirementsThe trainee handbook is suitable for: - Teachers in training who teach levels 1 - 9 in the Universidad Tecnologica del Sureste de Veracruz - Classroom assistants who work with levels 1-9 in the UTSV - Candidates taking this certification will normally have some experience of teaching English to speakers of other language. - Teachers need at least an intermediate level of English level B1 of the Council of Europe’s Common European Framework of Reference for Languages (CEFR), e. g. TKT band score of 2. - English as an additional language teacher who work with non-native speaker learners in mainstream classes.Which language the training is offered in and forThis trainee handbook is offered only in English language for helping teachers intraining to develop their own teaching dossiers. The TH includes the language usedas English teachers and their activities. It guides to understand and design a dossierfor the 6 areas, for any topic and level 1-9 that they choose to work on.Language awareness 4/143
  • Certificación de tutores de docentes de idiomasRequirements of the traineeAll the candidates taking this training will normally have experience of teachingEnglish to speakers of other language. They may also be taken: - Candidates studying for teaching qualifications who may have non-native learners in their classrooms. - Teachers need at least an intermediate level of English. Level B1 of the Council of Europe’s Common European Framework of Reference for Languages (CEFR) - Candidates taking this training are expected to be familiar with the language of teaching a represented in the glossary from level 1-9 as well as the terminology related to the description of language, subject vocabulary and concepts for this training. - Successful candidates are likely to have experience of teaching school subjects through the medium of English. - Candidates should be certificated in a teaching Knowledge Test with minimum band 3. - All trainees must receive at least major or bachelor is necessary for our college admission. - All trainees must update their application form for trainees interested. - We are required to send a quarter progress reports on the training. - All trainees must answer the questionnaire to get integrated in their profile. - Trainees’ updated CVs every year - All trainees are required to be involved in conducting or teaching research and policy. All trainees are required to present work in progress about their dossiers. - Trainees will receive formal and informal instructions in the responsible conduct of research, including language and teaching integrity and ethical principles of teaching.Language awareness 5/143
  • Certificación de tutores de docentes de idiomasApplication form for trainees interested Personal Information Saludation First Name Last nameEmail( ) ( )Phone Mobile phone / /Birth day Birth month Birth yearCitizenship F M GenderMarital StatusCityCountryZip / Postal code Education and ExperienceTitle of BachelorYears of experience Years as a teacher Certification Band /Score SignatureLanguage awareness 6/143
  • Certificación de tutores de docentes de idiomasA questionnaireNAME: ____________________________________________________________Instructions: Choose the best answer1. When you are teaching do you use the appropriate terminology to your students?a) Yes b) Sometimes c) No d) I need to improve in it2. Do you understand the principles of language learning and teaching?a) Yes b) Sometimes c) No d) I need to improve in it3. Do you select the appropriate teaching points from teaching materials to suitsdifferent levels?a) Yes b) Sometimes c) No d) I need to improve in it4. Do you provide your students with clear and effective explanations in a way that is helpful to them?a) Yes b) Sometimes c) No d) I need to improve in it5. Do you use grammar books, platforms or websites effectively to provide your students with clear answers?a) Yes b) Sometimes c) No d) I need to improve in it6. Do you provide to my students styles and strategies for learning?a) Yes b) Sometimes c) No d) I need to improve in it7. Do you give your students feedback on their language competence in a way that isappropriate and helpful?a) Yes b) Sometimes c) No d) I need to improve in it8. Do you encourage and motivate your students to improve?a) Yes b) Sometimes c) No d) I need to improve in it9. Do you define the aims of my lesson and understand how to achieve them?a) Yes b) Sometimes c) No d) I need to improve in it10. Do you use a variety of exercise types?a) Yes b) Sometimes c) No d) I need to improve in it11. Do you use various media forms appropriately as moodle, whiteboard, smart board, etc?Language awareness 7/143
  • Certificación de tutores de docentes de idiomasa) Yes b) Sometimes c) No d) I need to improve in itCourse rulesThis training handbook includes all the rules to do these certifications possible. - All trainees must update their application form for trainees interested before starting the training. - Trainees’ updated CVs with their application form - We are required to send a quarter progress reports on the training, depending the English level that they’re teaching. - All trainees must answer the questionnaire to get integrated in their profile. - All trainees are required to be involved in conducting or teaching research and policy. All trainees are required to present work in progress about their dossiers. - Trainees will receive formal and informal instructions in the responsible conduct of research, including language and teaching integrity and ethical principles of teaching. - This course should be read it completely before planning and doing the dossier. - The questionnaire should be answered by all candidates without any exception.Language awareness 8/143
  • Certificación de tutores de docentes de idiomasSTRUCTURE AND TIMINGFace to faceThe face to face program provides you an opportunity to sit in on University ofTechnological of south-east from Veracruz class to explore experiential learning in asmall class setting. This trainee handbook can be development in different structuresor way to teaching.The training will include “train the trainer” programmes. This course also comes witha set of a manual where it describes and explain how to do the dossier in six differentareas and it will explain the topic of the dossier as Language Awareness, Languageand Culture, Language Learning Processes, Language Teaching, Planning andEvaluation, Self-Assessment and Development.Members of the English academy will explain to the trainees what are the aims of theeach lesson, it will give an example of the description of a class, it also will explainwhat are the correct procedure to do the dossier and the conclusion of the lesson. Itis also important for trainees to know all attachments or resources that they coulduse for develop their classes.All the material or resources to support are showed face to face by the EnglishAcademy will also be made available. The ultimate objective should be to createincreased the best methodology and strategies for teaching, so that all trainees canutilise the information for improvement of their quality of teaching, and to createscope for teaching skills development.All nine members of the English academy will be instructors who will teach in the faceto face format. We should not forget all benefits of face to face training which arethough face to face communication, additional information is available such as thededucting through body language, tone, volume and modulations of voice.Sometimes technology often does not facilitate the right type of information beingshared or exchanged. This means that learning potential can be limited. However,the trainees are not entirely passive in this relationship or tutorial, as they give theinstructor valuable information about how they are progressing, areas in which theyare doing well and those that would benefit from further input. Face to face alsodelivery allows trainees to share their personal experiences, thoughts and challengesin relation to the content. This can be a rich source of learning and one that manytrainees miss when undertaking distance education.The timing for this program using face to face training will be twice a week, threehours per day, counting 60 hours in totalLanguage awareness 9/143
  • Certificación de tutores de docentes de idiomasBlended courseThe benefits of face to face courses are well documented elsewhere on thishandbook. Onsite courses have the face to face contact which online courses lack,and online courses do not include any practice teaching, and for this reason are lessrecommended for absolute beginner teachersThere are many factors which may lead a trainee to go for online training, however,factors which include convenience, cost, access, location, learning styles andpreferences.Online courses do enable you to gain a useful insight into this handbook, and wherethere is a lower minimum requirement for the qualifications of teachers, thesecourses can serve as a passport into teaching. Online courses give a foundationwhich is ideal for helping to orientate potential teachers who may be going off on ashort term teaching mission, where teaching English is not being seen as a long-termcareer, nor to provide a sustainable source of income, where teaching might takeplace on a casual or volunteer basis.This kind of course will take more time because it will required more practice for faceto face and online practices. It should count 60 hours in total.Online courseWith our busy lives, conventional employee training can become a repetitive, time-consuming task for all involved. In-person classroom training requires that everyoneinvolved get together at the same time/place, and the teacher must be paid forhis/her time, even though the same material is presented again and again.Conventional training involves print materials, travel expenses, and many other cost-producing aspects.Flexibility: Online training works great with tight schedules. Since many people areliving busy lives, these Web-based applications can be reached from home or anyother Internet-accessible computer anytime! No more scheduled training sessions towork around. Trainees can train at their own pace, and work around their schedules,thereby minimizing loss of productivity.Relevance: All content-managed courses stay up-to-date, ensuring that the mostaccurate, relevant information reaches trainees.Affordable: Companies with a large volume of high-turnover positions wherecontinuous training is necessary can save thousands with online training programs.They eliminate classroom related costs and materials expenses. Now trainers canLanguage awareness 10/143
  • Certificación de tutores de docentes de idiomasdevelop the course content, present it once and go on to the next project. Trainersonly need to revisit the course if the content needs to be modified.Retention: Since trainees are learning at their own pace, the learning retention rate isoften higher than in a classroom setting. They can still have opportunities to email orcall the teacher to ask questions, although many online courses now offer anupdatable FAQ section where they can look first for answers to the most commonlyasked questions, which reduces repetitive questions.Reporting: Most applications, like Osmosis, are customizable. The reporting tools arealso customized to suit the company. During the analysis phase of the project,specialists determine what components are most important and develop easy waysto gather the exact data needed for grading.This kind of course will take more time because it will required more practice for faceto face and online practices. It should count 60 hours in total.Weekend courseThe way for this training will be only apply on weekends, it gives to teachers all theinformation that they need to know but on weekends so they will be able to developetheir work and put in practices their experimental work in the week with theirstudents.Compact courseIn this course, we use the summary of all the methodologies and strategies forteaching, it also focus in the meaning of the main concepts and includes a lot ofexamples about to how make the dossiers. Talking about compact course isspending the same hours for having this course but the insensitive for learning andpractice increase, it means that teachers will have to spend more time practicing anddoing research that reading or assist face to face to a course. It will be more practicalthan theoretical.Language awareness 11/143
  • Certificación de tutores de docentes de idiomas CONTENTSThis handbook helps the teachers in training to develop their own teaching dossier. Itis really practical for trainees; it will help in order to design teacher’s teachingdossiers. This manual contents general information such as the aims of the training,the requirements of the trainee, the application form for trainees interested, thequestioner and all the course rules.It also specifies all strategies, structure and timing that we are using for this training.Some strategies are face to face, blended course, online course, weekend course,compact course.This trainee handbook will develop the language awareness, language and culture,Language Learning Processes, Language Teaching, Planning and Evaluation andSelf-Assessment and Development in all the trainees teachers in order to guide tomeet, understand and design six dossiers for different areas, for any topic and levelthey choose to work on.The six main areas of the training are:1. Language awareness, where trainees will improve their pronunciation training, learning vocabulary, listening comprehension, understanding different accents, learning spoken and written languages. Trainees will be able to describe the language I am teaching and use the appropriate terminology, to understand the principles of language learning and teaching, to select the appropriate teaching points from teaching materials to suit different levels, to provide my students with clear and effective explanations in a way that is helpful to them, to select and apply the appropriate methodological tools to highlight differences in language systems, to use reference materials (i.e. grammar books) effectively to provide my students with clear answers with regards to language-related questions at the end of the course.2. Language and culture, the purpose in this area is awareness of socio-cultural and intercultural aspects of language use and language learning, dealing sensitively with difficult classroom situations relating to intercultural differences, understanding different backgrounds (therefore different study methods) of students, cross- cultural communication and applicacion of this knowledge to the teaching situation. Trainees will be able to take into account and incorporate into my teaching the educational experiences my students have had previously, to provide for individual learner styles and strategies in my teaching, to design my lessons with my students needs and interests in mind in order to make it interesting, lively and motivating, to give my students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage ofLanguage awareness 12/143
  • Certificación de tutores de docentes de idiomas language development they are at, to encourage and motivate my students to improve at the end of the course.3. Language learning processes, in this area the trainees will be able to take into account and incorporate into my teaching the educational experiences my students have had previously, to provide for individual learner styles and strategies in my teaching, to design my lessons with my students needs and interests in mind in order to make it interesting, lively and motivating, to give my students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage of language development they are as well as the stage aim we are trying to achieve in a particular stage of a lesson, to encourage and motivate my students to improve, being aware of different types of motivation and capable to relate those to my students at the end of the course.4. Language teaching, trainees will be able to define the aims of my lesson and understand how to achieve them by the end of the lesson as well as make my students aware of what my aims are, to be confident in selecting, adapting and designing materials to suits those aims, to use a variety of exercise types, to use various media forms appropriately (Moodle, whiteboard, Smartboard...), to evaluate learning tasks and activities, to incorporate learning tasks and activities which encourage and facilitate learner autonomy and take into account learners learning styles and cultural expectations, to give clear instructions and make sure they are understood, to manage a class effectively in a wide variety of contexts taking into consideration the learners needs and levels of language competence as well as mixed abilities and clarify the meaning of new vocabulary through the use of different means and I am able to check that the students have understood at the end of the course.5. Planning and evaluation, in this area trainees will be able to state the general aims of a course with reference to the CEFR (European Framework), to define the aims of my lesson so that they fit within the context of the whole course, to plan lessons and teaching programmes and include appropriate tasks to suit the learning outcomes, to use various ways of conducting a course evaluation, to do a needs analysis and assess my students language competence according to the CEFR, to inform my students on language examinations available to them and advice them on the appropriate options for them, to help my students to plan further learning to suit their needs and use a variety of inductive and deductive approaches to present a grammar structure and select an effective approach taking into account the grammar point in question and the group Im teaching at the end of the course. At the last area but not the least6. Self-assessment and development, in this area trainees wil be able to 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 own teaching, to receive and make use of feedback on my teaching performance, to give constructive feedback to colleagues , to incorporate the systematic sharing of ideas with colleagues to promote best practice, to access the relevant support systems that will enable me to develop further and find solutionsLanguage awareness 13/143
  • Certificación de tutores de docentes de idiomas to my teaching problems and to put forward ideas on how to ensure continuous professional development at the end of the course. CERTIFICATEGeneral InformationGetting a certification as English trainee teachers will improve the trainee’s teaching-learning strategies in English as a second language. It gives the teacher the abilitiesand understanding to increase the cognitive process in the way that they teach, italso helps all the communications strategies to develop the interculturalunderstanding.The global necesity to learn another language, specially English, as teacher, weshould motivate our student the importance of this language at present and gettingthis certification will help teachers to do that kind of motivation.This certification will provide to teachers to develop their own teaching strategies ormetodologies for teaching. Getting this certification, teachers will improve how tocorrect mistakes from their students in class, it is really important to teachers usesocial forms and identify how adults learn a language.The documents require to obtain the certificate are: - A bachelor degree - Teaching Knowledge Test certification (three modules with at least band 3 in each one) - Elaborate and develop six dossier in areas as Language Awareness, Language and Culture, Language Learning Processes, Language Teaching, Planning and Evaluation and Self-Assessment and Development. - Have at least 1 year of experience in teaching - Trainee teachers should be attendance to all hours of this courseThe candidates receive a certificate for Trainee Teachers. Candidates performanceis reported to the European Competence Systems Certificate and evaluate it by thisimportant and international organization. This one will be who decided is thecertification has been successful and it will let the teachers know about it.Language awareness 14/143
  • Certificación de tutores de docentes de idiomasApplication form for certificationFill in the boxes with your information, all required fields must be completed or yourform will be returned.LAST NAME (as photo ID)FIRST NAME (as photo ID)ADDRESS. LINE 1ADDRESS. LINE 2CITYCOUNTRY ZIP CODEPHONE NUMBER GENDER MAL FEMALE EDATE OF BIRTH NATIVE LANGUAGEMONT DA YEARH YLanguage awareness 15/143
  • Certificación de tutores de docentes de idiomasApplication form for lesson observationDate / Time: Duration:Teacher: Level. & Subject: No. in Class:Support Staff: Observer:Context:Where the teaching was effective, it was because: Where the teaching was not so effective it was because:Where the learning was effective, it was because: Where the learning was not so effective it was because: Agreed areas for developmentLanguage awareness 16/143
  • Certificación de tutores de docentes de idiomasMANUALDossiers ExplanationThe first area is Language Awareness. Here the trainee is going to be able todescribe the language taught in class, and making reference about appropriateterminology. The apprentice is going to learn how to select the appropriate teachingpoints from materials, in order to share the principles of language learning; alsohe/she is going to learn how to provide effective explanations to the learners throughthe use of appropriate methodological tools. By doing this, is necessary to make useof reference materials which are going to provide clear information related to thelanguage.Instructions for dossier ElaborationCover.- Your dossier must contain a cover where you specify the area that you aregoing to work with. Provide the title, the date, and the name of the person that iselaborating the dossier.Description of the area.- Here you have to explain the characteristics of the area thatyou are developing, providing just a brief explanation about the area in no more thana full page.Description of the class and course.- here you have to explain the participants of theclass. You have to include number of students that are in the class, the level of thelearners, their age; the characteristics of the course like the goals of the session, thetopic, and the order which is going to be performed.Topic.- You have to provide the main topic that you are using to elaborate yourdossier.Aims of the lesson.- provide the objectives that learners have to achieve at the end ofthe lesson according to the topic.Personal aims.- provide the personal objectives that you want to achieve at the endof the lesson.Procedure.- In this section you have to describe all the activities of the class. Thisdescription has to be very detailed. It must be described in order, and explainingwhat should the learners do and the dynamic issues. It is important to add thematerials that students need in every activity. It must cover the whole class, from theintroduction to the conclusion.Conclusion.- here you have to write a general conclusion about the way youdeveloped the dossier. You have to provide your thoughts about the aims youcompleted, and if it is necessary changing anything.Language awareness 17/143
  • Certificación de tutores de docentes de idiomasSelf evaluation.- in this section you have to elaborate a personal evaluation aboutyour performance and if you found any problem during the dossier creation. Youhave to include what you have learnt, and what do you think you could improve forfuture activities.Lesson plan.- here you have to include the lesson plan that you elaborated for thedossier. You have to consider all the activities of the class, the material that you aregoing to use, the time for each activity, and how is going to be the interaction peractivity.Attachments.- in this section you have to include all the extra materials that you aregoing to use for the class; they could be worksheets, flashcards, pictures, etc.Dossier FormatCover.- “ENGLISH LEVEL” Objectives of the lesson Topic Theme: “NAME OF THE AREA” DateNote: The information of each section of the dossier, does not have to pass 15 lines,only the procedure section must be no less than a full pageEVALUATIONTeaching dossiers checklists Teaching Dossier Area: Language AwarenessNecessary point to cover Covered? Observation/commentLanguage awareness 18/143
  • Certificación de tutores de docentes de idiomas yes noThe teacher is completely familiarwith the basic tools for languageanalysis.The teacher is able to make generalcomparisons between the sourcelanguage of the learners and thetarget language.The teacher can deploy thisknowledge in his/her teaching, usingit in particular for the planning oflanguage lessons and languagecourses.The teacher is able to check his/herknowledge of the language systemand to further develop it, usingrelevant reference sources.Uses correct and appropriateterminology to describe language.Formulates learning objectivesclearly and comprehensibly forlanguage lessons and parts oflanguage lessonsAnalyses language and helplearners to understand languagestructuresPerceives and understand difficultiesrelated to the structures of the targetlanguage which learners encounterand to provide appropriate didacticaland methodological measures todeal with such problemsProvides grammatical explanationswhich are readily comprehensibleand accessible to his/her learnersLanguage awareness 19/143
  • Certificación de tutores de docentes de idiomas Teaching Dossier Area: Language and CultureNecessary point to cover Covered? Observation/comment yes noThe teacher is aware of socio-cultural and intercultural aspects inlanguage use and languageproduction.The trainer is able to sensitivelearners to cultural differences.Shows empathy with/sensitivity tothe cultural background(s) of thelearnersPromotes sensitivity towardscultural differences whilst avoidingcultural stereotypes in his/herlearners.Integrates socio-cultural andintercultural topics into thelanguage lessons.Language awareness 20/143
  • Certificación de tutores de docentes de idiomas Teaching Dossier Area: Planning and EvaluationNecessary point to cover Covered? Observation/comment Yes noIs the teacher able to plan andevaluate language lessons withinthe context of a given curriculum-syllabus.Understand the institutionalcontext of his/her teachingactivities and is familiar with theoverall training programmesoffered within his/her institution.Understands the levels ofcompetence defined in theEuropean Framework ofReference, is familiar with themain language examinationsoffered in the target language andis able to prepare learners to takesuch examinations.States general aims andobjectives for a course or a seriesof lessonsDefines aims and objectives for alesson and integrate them in thecontext of a coursePlans lessons, selectingappropriate learning tasks andactivities to suit the aims andobjectives of the lessonLanguage awareness 21/143
  • Certificación de tutores de docentes de idiomas Teaching Dossier Area: Language AcquisitionNecessary point to cover Covered? Observation/comment yes noThe teacher is aware of the mostimportant concepts related tocurrent theories of languageacquisition, can recognisedevelopment patterns in the targetlanguage, and is able to integratethese into the planning oflanguage lessons, thus structuringand supporting the languagelearning process.Integrates learners previouslearning experience in his/herlanguage lessonsPresents learning materials in alively and relevant mannerTakes into consideration theneeds and interests of the learnersRecognises the level of languagecompetence of the learnersAnticipates possible languageproblems and show evidence ofenvisaged solutions in his/herplanningLanguage awareness 22/143
  • Certificación de tutores de docentes de idiomas Teaching Dossier Area: Global EvaluationNecessary point to cover Covered? Observation/comment yes noCombines theoretical knowledgewith practical language teachingAcquires basic methodological-didactic competence and skillsand know when and how to applythemUnderstands the different aspectsand problems related to modernlanguage teachingReflects and analyse ownteaching, based on practicalexamples, and draw conclusionsfor own further development.Tries out and evaluate new andalternative solutions.Learns from others.Works together with others.Language awareness 23/143
  • Certificación de tutores de docentes de idiomasClass Observation checklistName of trainee Observer_____________________ ___________________________Class observed Date_____________________ ______________________________ Mark with an X in the appropriate space: 1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed Teaching Dossier Area: Global EvaluationNecessary point to cover Result Observation/ 1 2 3 4 5 CommentBefore the lesson takes part: The planning of the lesson The choice of material, activities and tasks Reflection on potential problems Well designed materialsDuring the lesson: Review of previous topic Invites to class discussion Solicits students input Demonstrates awareness of individual needs of students aims of the lesson (clear and transparent) correction (how)Language awareness 24/143
  • Certificación de tutores de docentes de idiomas language of instruction Context appropriate? classroom management social forms atmosphere Confidence provider Content organized Relates concept to students needs and experienceAfter the lesson: topics to be discussed Commitments Proper and clear feedback Personal feedback (if needed)Evaluation Procedure and Assessment criteriaThe evaluation criteria for the trainee are going to be according to the way whichevaluation is held in the institution. The evaluations’ university is divided in two parts,70% practice and 30% theoretical knowledge. Based on this, the observation mustbe considered by following the practical part. It is important that the trainee providespractical activities, more than grammar explanation. Also, the institution is focused oncommunicative approach; for this reason, the interaction must be by speakingpractices.The evaluation criteria would be obtained by taking into account the next activities:Class preparation, class development, and class ending. The first part must containthe way which the trainee is getting ready for the class, including material, resources,and how there is an anticipation to possible problems.During the class development, it is considered the interaction between the traineeand the students. It is necessary to catch student’s attention by providing interestinginformation for them. One of the most important points to consider in this part isLanguage awareness 25/143
  • Certificación de tutores de docentes de idiomasclarifying doubts and questions properly, as well as providing clear explanationsabout grammar structures and communication patterns.Finally, the class ending must cover a feedback about the topic. It is important thatduring this section of the class, students clarify all the doubts. It is needed a generalreview of the session as well.In order to achieve a satisfactory evaluation of 70% of practice, and 30% theoreticalknowledge, the teacher has to achieve those three sections in every session. For thatreason, the trainee has to comprehend and put into practice all those requirements.The evaluation will be divided in the next form:Class preparation.- 30%Class development.- 45%Class ending.- 25%ainer Evaluation checklistName of trainer Date_____________________ ______________________________Class observed______________________ Mark with an X in the appropriate space: 1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed Trainer EvaluationPoint to cover Result Observation/ 1 2 3 4 5 Comment 1. The training met my expectations. 2. I will be able to apply the knowledge learned. 3. The training objectives for each topic were identified and followed.Language awareness 26/143
  • Certificación de tutores de docentes de idiomas 4. The content was organized and easy to follow. 5. The materials distributed were pertinent and useful. 6. The trainer was knowledgeable. 7. The quality of instruction was good. 8. The trainer met the training objectives. 9. Class participation and interaction were encouraged. 10. Adequate time was provided for questions and discussion. 11.- The trainer showed patience during the training 12.- The trainer showed fairness and objectivity in evaluationsLanguage awareness 27/143
  • Certificación de tutores de docentes de idiomasMATERIAL1.- A reading list1.- The importance of language awareness, Maria Prtic Soon; see the article at:http://dspace.mah.se/bitstream/handle/2043/6229/Examensarbete100%25vers.fin.pdf?sequence=12.- Language awareness: an international project, Dolors Masats; see the article at:http://jaling.ecml.at/pdfdocs/articles/English.pdf3.- 100+ ideas to promote language awareness, Joe Debono; see the article at:http://www.newburypark.redbridge.sch.uk/langofmonth/activitiesbooklet.pdf4.- Culture and Language, Edward P. Lazear; see the full article at: http://faculty-gsb.stanford.edu/lazear/personal/PDFs/culture%20and%20language.pdf5.- culture and language studies-wonderland through the linguistic looking glass,Biljana Misic Ilié; see the article at: http://facta.junis.ni.ac.rs/lal/lal2004/lal2004-01.pdf6.- Factor affecting the language learning process, Bilqees Shabbir; see the completearticle at: http://www.usindh.edu.pk/irjah/irjah_37/6.%20Bilqees%20Shabbir.pdf7.- Interpreting communicative language teaching, Sandra J. Savigon; see thecomplete article at: http://yalepress.yale.edu/yupbooks/pdf/0300091567.pdf8.- Planning, conducting, and evaluating parenting education programs, KarenDeBond; see the full article at:http://www.ces.ncsu.edu/depts/fcs/temp/parent_ed/pdfs/planning%20family%20programs.pdf9.- Self-assessment and development planning; you can see the full article at:http://dera.ioe.ac.uk/4104/1/self-assessment-and-development-planning.pdfLanguage awareness 28/143
  • Certificación de tutores de docentes de idiomasTASK 4.3PREPARING FOR LESSON OBSERVATIONA live lesson observation will take part in your training exam.The lesson observation consists in the preparation, actual teaching, a written self-assessment by thetrainee and a written evaluation of the teacher trainer of a language lesson.Please consider the following questions and send a file with your responses:1. - How would you as a teacher trainer introduce the peer lesson observation?When organizing a peer observation, it is essential to discuss the following at least a week before theobserved lesson is due to take place.  Which year group or class to observe  The time, date and duration of the observation  The observation focus  The aims and lesson structure and content  The role of the observer during the lesson, e.g. where they should sit, their involvement (if any) in the lesson itself  The composition of the group, e.g. numbers, boys, girls, special educational needs; band, set or mixed ability  The nature of any in-class support  The observation recording format to be used  Whether the observer can ask students questions and look at their work  The information that will be required by the observer prior to the observation, e.g. the lesson plan  When feedback will be given – time should be allowed for reflection but the feedback should be given within a week of the observation taking place  Any concerns the colleague being observed may have.2. - Which observation tasks could be interesting for your trainees? Write down some ideas.How to introduce vocabulary, how to practice grammar and how to correct mistakes.3. - How would you prepare your visit with the trainee? Which information do you need before theobservation?  Focus on the areas agreed beforehand with your colleague.  Record information as accurately as possible.  Only record information relevant to what was agreed prior to the observation.  Arrive on time.  Be positive and courteous.Language awareness 29/143
  • Certificación de tutores de docentes de idiomas  Do not move around the room, look at books or talk with students unless you previously agreed to do so. If colleagues and students are not used to others in the classroom, this can cause a change in the classroom dynamic.5. - How long should the lesson observation last? At least 20 minutes.6.-How would you write down your feedback? Create a feedback sheet which you could use for yourfuture lesson observations.For feedback to be effective it must be given in an environment of trust; that is, we should all becommitted to helping each other learn and improve as much possible. In the feedback we need to behonest, specific and remember to focus on positive.Group Observation FormTeacher’s Name: __________________________________ Date:________________________Observer’s Name: _________________________________ Time in class: from _________ to_________Level: __________ Unit: ___________ Number of students: ____________In the box on the left mark a check () if you observed this step or area and it was okay, make a cross() if the step or area was not done well, and leave it blank if you didn’t see this area or step duringthe observation.STEPS/AREAS COMMENTS Teacher behavior toward students The T was organized and prepared The T was confident and transmitted enthusiasm The T motivated and encouraged students The T always used English The T’s instructions were appropriate for the level of Ss The T was in control of the class The T maintained a good pace in the class The T kept eye contact with students The T’s LOE is adequate for the level s/he’s teaching Student learning Ss were using the target language Ss understood T instructions in English Ss were participating in English Ss were able to carry out the tasks that the T set up Ss were able to self correct Ss were interested in the class Ss were motivated Ss achieved the objectives of the classWeak students I noticed: Areas to work on with the group:Language awareness 30/143
  • Certificación de tutores de docentes de idiomasClassroom set up:Teacher’s signature: ________________________________ Date: _________________________7.- How would you manage the feedback-discussion? Write down the most important rules.Acknowledge strengths – there are always some good things, but sometimes the skill of the observerlies in identifying them develop confidence – in the early stages of peer observation, that is what youare there for identify best or developing practice be explicit and specific be evaluative rather thandescriptive reflect only on what was agreed before the observation encourage self-reflection and self-evaluation – ask questions such as “What do you think?’ and ‘Why is it like that?’, and helpcolleagues move beyond initial responses to consider practice in greater detail only offer advice andalternative approaches if they are asked for – but remember in the early stages they may be neitherrequired nor valued.8. - What happens if the trainee fails? What advice would you give him/her?We give another opportunity, and she/he needs to prepare better.9. – What can the trainee do, if he does not accept the feedback of the trainer?He needs to do an auto-evaluation that help what are the areas that he needs to do an effort.10. - Is a second visit possible? With the same trainer?Yes, it is possible, it depend on the situation that was generate the first visit with the staff. Dossier for UT Students as Technician University Superiors in Manteinance CareerLanguage awareness 31/143
  • Certificación de tutores de docentes de idiomas Level 6.CONTENTSTask 1: LANGUAGE AWARENESS – Topic: Body TalkTask 2: LANGUAGE AND CULTURE - Topic: Developing your memoryTask 3: LANGUAGE LEARNING PROCESSES - Topic: Taking about a live performanceTask 5: PLANNING AND EVALUATION - Topic: Subject Relative ClausesTask 4: LANGUAGE TEACHING - Topic: At a live performance!Task 6: Group Project - SELF-ASSESSMENT AND DEVELOPMENT: Writing descriptionsLanguage awareness 32/143
  • UTSV Task 1: LANGUAGE AWARENESS To revise and pronounce the body talk vocabulary It´s……adjective……+ infinitive Theme: Body Talk JANUARY 2013UT
  • Task 1: LANGUAGE AWARENESSTable 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 34/143
  • Task 1: LANGUAGE AWARENESS 3. 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 18 and 25. Most of the students do not like English language too much but all the students accept English not as their favorite subject but as a necessary subject for their carreer. The group meets on Monday afternoon between 4:00 and 5:40 p.m. The course book is Open Mind 3. They joined the course to pass the English class as a subject and to be able to understand English TV programs and websites.3. Topic – It´s + adjectives + infinitive4. Aims of the lesson b) To revise and practice the impersonal use of the infinitive. c) To use Infinitive d) To talk about injuries e) To talk about symptoms f) To give advice for injuries5. Personal aims g) To provide an interesting topic and a very enjoyable lesson. h) To explain the infinitive so that the students can use it in their conversation. 35/143
  • Task 1: LANGUAGE AWARENESSi) To encourage the students to have English class as a necessary and important class as others.j) To provide grammar structures for giving advice. 36/143
  • Task 1: LANGUAGE AWARENESS6. ProcedureThe topic of the new chapter (Unit 9 /p.87) was BODY TALK and in this lesson welooked describing student’s injuries and illness that the students suffered when theywere small children.. 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 nominate a student to read some phrases inthe box. She or he has to point at the muscle that he is pointing ans at the same timeshe or she has to pronounced. So all the rest of the class can see that that is the wayto pronounce this word.. The teacher has has to ask the students to do this activity inpairs, to recognize the parts of the body. T ask the Ss to work in pairs and discuss whatrules they have to follow in the school building or in the classroom. It was very importantto elicit students to answer and try to think in English Ideas. Then Teacher listenedseveral ideas from the class.Teacher ask Students to say whatever they know aboutsocial rules. After that part, Teacher elicited suggestions like : You shouldn’t run in thecorridor. You shouldn’t eat in the classroom. When the SS have said their injuries, theteacher must focuss on suggestions foer each one.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). If it is nesecary several SS must givetheir point on view too. So they can share pieces of adivice for the injuries they talkedabout.After this activity Teacher asked Students to opened the book (p.52 , 53 ) andindividually Students looked at the exercises. Before th e teacher revise the exercise, ifit is necessary the students must check their information in pairs in order to share theirknowledge of the topic. After that processes Teacher has to point out that if you sprainyour ankle , knee, or wrist , you injure it by turning suddenly , but your do not breakanything. He or she has to point out that injury is normally a bit more serious that hurt.Ask the Students to read the instructions to the class; nominate a two students to readaloud the model conversation; elicit the tense the students will need to used ( thesimple past tense) Poit out that the students can describe either an accident or injurythat happened to them personally or to a friend or to a relative . Ask the students toanswer the questions in pairs and at the same time encourage them to to askfollow-up questions and try to keep the conversation going. And listen to some ideasfrom the class. 37/143
  • Task 1: LANGUAGE AWARENESSGive the students some advice in using SHOULD and SHOULN¨T to give advice.Write the words avoiding injuries on the board . Ask the students to work in pairsand discuss what people should or shouldn´t do when they are playing some sports.Listen to some ideas from the class and elicit a list of shoulds and should ( e.g.Your shouldn´t swim after a meal; You should stretch your muscles before youexercise).Students Pointed out that when a car was driving the wrong way along one-way street is very dangerous because you canget injured.. Students nominated an S toread instructions and the grammar explanation to the class. After that teacher focusedon the form of the structure.After all the information written above , each checked the answers with the class.Teacher pointed out that not paying attention, or being careless is a dangerous whenyour are waking down the street or a place where cars did not normally stop. So it couldbe very dangerous an dyiou can be damaged. The Students had to do exerciseindividually and then they compared their answers in pairs, discussing any differences.After that activity 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 that you should ot shouln´t do, so they can gicesome adive using the infinitive for giving advice.In the part of focus grammar teacher asked students to complete the grammar tableusing the information from the text in EX A; the teacher nominate students to read aliud the correct sentences; poit out that we must use TO in this structure , eg. IT ISIMPORTANT TO KEEP THE SHOULDERS RELAXED. The teacher must help thestudents with the comparative form of the adjectives can also be used in thisstructures eg, IT´S BETTER TO SPEAK TO A PROFESSIONAL; IT´S MOREIMPORTANT TO KEEP THE SHOULDER RELAXED. The teacher must elicit otherways fo giving advice with a similar meaning. E g. YOU SHOULD KEEP THESOULDER RELAXED ; YOU´D BETTER SEE A DOCTOR; YOU OUGHT TO SPEAKTO A PROFESSIONAL.You can continue like this: draw the students´attention to the language box. Givethem a moment to read the information and elicit the target grammatical construction.The teacher can say that these are some of the other adjectives that can be used inthis structure . Other examples include unusual, rare, possible, unnesessary, andother words that are important such vital, and crucial.Make the students see the student´s book page for the audio script. Teacher askedStudents to read the question and options carefully. Teacher Showed Students thegrammar structure for S+Should have+past participle+C. And teacher asked students tocomplete the grammar table individually, by referring t the text in Ex. A teacher 38/143
  • Task 1: LANGUAGE AWARENESSnominated a Student to read the instruction and the grammar explain with a similarmeaning to the class.For Transfer part teacher drew Students´s attention to the Watch out! Box andemphazise that we cannot omit the words IT or the word TO in the infinitive whenusing this structure. Ask the students to do this exercise individually and then tocompare their answers in pairs , disucssing any differencs. The teacher has to checkthe answers with the class. In this part teacher asked students do this exerciseindividually and then they compared their answers in pairs. Students checked theanswer 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 IT IS......TO......, e. Teacher gave Students afew minutes to think about some things that are importan to do.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. For final part a homework teacher asked Students to complete asked Students tocomplete WORKBOOK p- 52, section 1. And for the other topic teacher asked Studentsto do exercises from WORKBOOK page 53,section 3.7.- ConclusionsThis lesson contained many exercises for revising the modal SHOULD/SHOULDN’Tand IT IS........TO....... for giving advises. With the examples we use pictures or imagesfor auxiliary verb and short answers appealed to the students and it hopes to help themto understand the structure. As a teacher it gives the chance to personalize the subjectand talk about something as rules and advises. This lesson motivates the Students toapply their ideas for expressing advises and at the same time help them to improvevocabulary for being creator of their own learning processes . As we are in a verymodern world sttudents must creat their own knowledge of the language according totheir likes.8. Self EvaluationIn this part of this work, it is important to say that it was a very interesting way tointroduce the topics for encourage the students to use grammar rules and structure as acommunicative tool for communicating each other. However it has been created with 39/143
  • Task 1: LANGUAGE AWARENESSthe 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 Phases of Media/ Time Learning Activities Social Form Aim of activity (mins materials )Icebreaker/ T ask the Ss to work in pairs and discuss Group Workbook Introduce theme. 400Introduction what rules they have to follow when -to elicit rules Ss haveto theme they are practicibng any sports.. Students´s to follow when donigBODY TALK T listen several ideas from the class. book sports. T elicit suggestions like IT IS IMPORTANT TO...... - T gives Ss a moment to read the Brainstorming instruccions carefully so the SS can anderatant and aqquires the structure properly.Extension of Ask Ss to work In pairs and compare the 400theme examples they found of rule-breaking - Student -Injuries ,discussing any injuries and hurts and -individual book Accidentts maybe accidents. Ask Ss to decide which is the most -partner Advice serious injury they have had i ytheir lives - and why. Brainstorming Copies Speak about injuries and their possible Elicit several responses from the class. Workbook advice Along with each example of INJURIES AND acccidents , elicit more information about why it is important to be careful, e.g. IT IS IMPORTANT TO ........ . Point out that it is important to be cafelu to avoid accidents and injuries. Nominate an S to read instructions and the grammar explanation to the class. Focus on the form of the structure. Point out that IT and TO are part of the structure 600Personalizati Check the answers with the class. Point -partners -Studenton out that injuries cabn be avoided if you book have acution and it is a dangerous not to be carefull. - plenary Have Ss to do exercise individually and then compare their answers in pairs, discussing any differences. - S. answer each question in plenary. 40/143
  • Task 1: LANGUAGE AWARENESSDefining -individual - practice 600words Have Ss work with their partners from -plenary -Student circumlocution. Ex.B. book -familiarize students Ask Ss to work in pairs and say what the with more vocabulary man should and shouldn’t have done which can be using new verbs. And the impersdonal implemented with next structire for givibg adive IT IS exercises. IMPORTANT TO... Ask Ss to look at the Words in the language box. If you were supposed to do something. The meaning is very similar to the idea to corealtion between disease, injuries and accidents prevention..Focus on See the student’s book page for the -plenary -Ss can see structure 600Grammar audio script. -board clearly. Ask Ss to read the question and options -grammar Ss can apply it. carefully. sheet Show Ss the grammar structure for It IS -----TO.......... 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 out! Individually -S. practice the 400 Box. -board structure in a controlled ,. The response to the question must -grammar form. therefore also refer to the past. pairs worksheet -pre-teach vocabulary Have Ss complete the grammar table for next exercise. individually by referring to the text in Ex. A and then compare their answers in pairs, discussing any differences. .Consolidation Have the Ss do this exercise individually -plenary -worksheet -T give exercises and and then compare their answers in pairs. express answers in 400 Check the answer with the class pairs to 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 INJURIES and the advice for evoiding them. Ask Ss to look at the examples in the Watch out! Box, remind them that they should not forget to useIT IS:......TO..... fot structuring this sentence. 41/143
  • Task 1: LANGUAGE AWARENESSConclusion b) Put the students into groups of three -individual worksheet 3 Get the Ss´s ideas 200and or four to discuss the questions. student and correct any errorsEvaluation When the groups finish, elicit some -plenary book with the grammar ideas from the class. structure. T listen to some ideas from the class and Do a feedback about correct any errors in the use of should the used structures. have/ shouldn´t have. AND it is important/ vita/ useful, etccc to 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 WORKBOOK p- -individual -workbook Feedback thetask 52, section 2. structure. T ask Ss to do exercises from WORKBOOK page 53,section 3. 42/143
  • - Attachments -Shortening that-clauses It Expressions Followed by ClausesIT (ADJ) THAT + SUBJUNCTIVE VERB CLAUSE IT (ADJ) FOR + INFINITIVE CLAUSEIts + adj can be followed by a that-clause with should or Or Its + adj can be followed by an infinitive clause. Use a 43/143
  • a subjunctive verb to express a wish, recommendation or [for+ noun / pronoun] to include the subject "doer of the suggestion. The subject is mentioned in the clause. activity" of the infinitive clause. (Omit it if it refers to everyone in general. )EXPRESSION THAT SUBJUNCTIVE CLAUSE EXPRESSION FOR + INFINITIVE CLAUSE PRON.It is important that you be careful at all It is important to be careful at all times. for you times.It is a good idea that Jack close all cages at It is a good idea for Jack to close all cages at(noun!) night. night.It is essential that it go well. It is essential for it to go well.Its not necessary that they work until 3 a.m. Its not necessary for them work until 3 a.m.It is rare that we wear lab coats. It is rare for us to wear lab coats. Infinitive Clause | Imperative Clauses | "Order" + Noun + Infin It…for Pattern List easy It is/ was for you to do that. advisable dangerous difficult easy essential exciting a good idea (noun) good manners (noun!) hard impolite important likely (climate, temperature) logical necessary not easy not so hard rare rude smart wrong worksheet 1 one. Appearance Color Condition Feelings (Bad) Adjectives Adjectives Adjectives Adjectives adorable red alive beautiful orange better angry clean yellow careful bewildered drab green clever clumsy elegant blue dead defeated fancy purple easy embarrassed glamorous gray famous fierce handsome black gifted grumpy long white helpful helpless magnificent important itchy old-fashioned inexpensive jealous plain mushy lazy quaint odd mysterious sparkling powerful nervous ugliest rich obnoxious unsightly shy panicky tender repulsive 44/143
  • wide-eyed uninterested scary vast thoughtless wrong. uptight worriedShould or Shouldn´t .Giving adviceRead the sentences. Write should or shouldn´t1)If it´s rainy you take an umbrella.2)Tom eat so many lollipops. It´s bad for his teeth.3) a) I drink hot tea if I have a sore throat?b) Yes, you .4) They have a test tomorrow. They go to the cinema . They stay at home5) Children eat lots of vegetables but they eat lots of sweets.6) I have a party tonight. What I wear? A dress or a pair of trousers?7) The doctor said: "_ You eat healthy food. You eat fast food. YouTV. You walk 1 hour a day. You drink fruit juice and water. You drinkLook at the pictures . Make sentences giving advice to these people . Use should. 45/143
  • He has a soHe has a soHe has a soHe has a so 46/143
  • He has a so 47/143
  • WISH FOR REGRETSTSV Task 2: LANGUAGE AND CULTURE Theme: Wish for regrets5. Learning REGRETS6. Sensitising students to use wish for regrets7. Using I wish::::...........................................8. Learning vocabulary of ideas, past events , hobbies or interests, wishes and regrets. 48/143
  • JANUARY, 2013UTSVTable of Contents: b) Description of the area c) Description of class and course d) Topic e) Aims of the lesson f) Personal aims g) Procedure h) Conclusions i) Self evaluation j) Lesson plan k) Attachments 49/143
  • a.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, crosscultural communication, e.g. wishes and regrets that took place in the past but that are affecting until now in the present. b.Description of class and course This is the same group above mentioned. There are twenty students between the ages of 18 and 25 Most of the students do not like English language too much but they take it as a very important subject for their carreer. English is not their favorite subject but they need it as all the up-to-date material is in English. The group meets on Monday afternoon between 4:00 and 5:40 p.m. The course book is Open Mind 3. They joined the course for passing their English class as a subject and for being able to understand English songs c.Topic –I WISH........... d.Aims of the lessonc) Talking about wishes and regretsd) Talking about past eventse) Use If ONLY......f) Talking about having your wishesg) Describing your best regretsh) Use past events and hypothetical sentencesi) Practicing wishes and regrets e.Personal aims k) To promote students for being critical. 50/143
  • l) To provide a very funny lesson. m) To encourage students to communicate their wishes and regrets n) To introduce the grammar structure in an easily way. f.ProcedureThe teacher has to write the word REGRET on the board , and he will ask the studentswhat regrets means in their mother language . Elicit that regrets is a feeling of sadnessabout something that has already happened . Tell the students that they are going tolearn how to express regrets a bout the past in English. Point out that regret can be anoun or a verb, eg, I REALLY REGRET EATING THAT SECOND PIECE OF PIE (verb), ONE OF MY BIGGEST REGRETS IS NOT EXERCISING MORE WHEN IWAS YOUNGER (noun).For the correct development of this lesson, Teacher gave Students a moment to readthe instruccions carefully after that teacher made sure they understoodconfession(telling the truth about something you regret that has happened in the past.).For the developments of this part teacher nominated a Student to read instructionsand the grammar explanation to the class. Teacher try to focus on the form of thestructure. And teacher pointed out that the structure to expresss regrests is I WISH.For the moment of personalization teacher checked the answers with the class.Teacher pointed out that all the people without exeption have regrets and wishes theydid not make them come true. So that is the reazon of these lesson: to express wishesand regrest.Teacher asked students to do exercise individually and then compare their answers inpairs, discussing any differences and students answered each question in plenary.Asthe next step, defining words teacher asked Students to work with their partners fromEx.B.The teacher elicit what an autobiography is (the story of someone´s life written bythat person; a biography is the story of someone´s life written by someone else.). Askthe students to read the questions carefully ; have the students to complate the taskindivdually and then compare to the classmates in pairs , discussin g any difference.Check the answer with the class . Encourage the sttudents to explaian the answer (egbecause she smoked, she had a poor immmune system ; she didn´t eat well; shedindn´t do much exercise). 51/143
  • Teacher also Ask ed Students to work in pairs and say what they regret . Teacherasked students to look at the Words in the language box. If you were supposed to dosomething. The meaning is very similar to the idea to of a past intention. It suggests tocheck answers with the class. Note that the topic sentence is, in this case,twosentences. An alternative way for expressing this as a single sentence a d use thesttructure I WISH I HAD..........When the teacher try to Ask Ss to complete the grammar table individually, by referringt the text in Ex. After that teacher nominated a Student to read the instruction and thegrammar explanation to the class.and the question was in the simple past. Theresponse to the question must therefore also refer to the past PEREFCT for thestructre of the I WISH I HAD WRITTEN , for example. Students had to complete thegrammar table individually by referring to the text in Ex. A and then compared theiranswers in pairs, discussing any differences. As following step teacher gave Students a few minutes to think about some thingsthey wish they haven done and use regrets and wishes- to do in the past but he didn´tand why they didn´t do them. Next of these activities teacher asked students to work inpairs and tell their 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 I WISH I HAD.........For concluding with this part, it was taking into account to do put students into groups offive or six, and students had te read each other’s descriptive paragraphs Have thestudents to work in pairs and reapeat the exercise using IF ONLY instead of IWISH , SHE WISHES ETC... Check the answer with the class. Eg.. IF ONLY SHEHAD GONE TO COLLEGE , IF ONLY THEY HADN´T GONE ON VACATION LASTYEAR..... g.Conclusions It believes that this lesson help students to know the different ways to think in a different ways to face the some kinds of problems in past perfect and using at the same time I WISH and IF ONLY... for expressing wishes and regrets. What would have happened if something had been too diffrente. In short using hypothetical sentences. h.Self EvaluationMost of the time design a a very interesting lesson is very important when using someattitudes for completing the activities and teacher tried to share and listened student´scomments. It required not only to have a good knowledge about any topic, it needs thave some other structures that are extremely important as simple past, and pastperfect. i.LESSON PLAN “Culture” 52/143
  • T = teacher / S = students Phases of Media/ Time Learning Activities Social Form Aim of activity (mins materials )Icebreaker/ T gives Ss a moment to read the Group Introduce theme. 400Introduction instruccions carefully.make sure they aderograms -to elicit someto theme understand confession(telling the truth importanta wihes i yourWish for about WISHES liferegrets - Cross-cultural Brainstorming communicationExtension of Nominate an S to read instructions and 400theme the grammar explanation to the class. - Student - Focus on the form of the structure. Point -individual book out that it is necessary to remenber tyhe Speak about wishes for simple past ant past perfect, to put them -partner regrets together in the structure I WISH or IF - ONLY Brainstorming . 600Personalizati Have Ss to do exercise individually and -partners -Studenton then compare their answers in pairs, book discussing any differences. - S. answer each question in plenary. - plenaryDefining Ask Ss to look at the Words in the -individual - practice 600words language box. If you were supposed to -plenary -Student circumlocution. do something. The meaning is very book -familiarize students important because you are going to to with more vocabulary use past and past perfect and the which can be Structure I WISH implemented with next exercises.Focus on -plenary -Ss can see structure 600Grammar Ask Ss to complete the grammar table -board clearly. individually, by referring t the text in Ex. A -grammar Ss can apply it. Nominate a S to read the instruction and sheet the grammar explanation to the class. 53/143
  • Transfer Point out that for expressing wishes for Individually -S. practice the 400 regrest in the past is very omportant -board structure in a controlled remenber some past tenses that -grammar form. support the structure. pairs worksheet -pre-teach vocabulary for next exercise. 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. .Consolidation Ask Ss to look at the examples in the -plenary -worksheet -T give exercises and Watch out! Box, remind them that they express answers in 400 should not forget to use going to, even f pairs to do a the main verb is go. coevaluation. 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 their -individual worksheet 3 Get the Ss´s ideas 200and partner about the things they regret using student and correct any errorsEvaluation the phrases in the box. -plenary book with the grammar Correct any errors in the use of I WISH structure. OR IF ONLY Do a feedback about the used structures.Homework T ask Ss to do exercises from -individual -workbook Feedback thetask WORKBOOK page 54,section 5 Y 6. structure. j.AttachmentsIf only = I wish. Se emplea para sugerir un deseo o pero más fuerte sobre elpresente o el pasado o would + el infinitive sin “to” If only he were here. If only we hadn’t taken the bus we would have arrived earlier.- Si no hubiésemos cogido el autobús habríamos llegado antes If only you could stop talking.- Si al menos dejara de hablarFill in the blanks with the correct form of the verb. 1. Tom’s mother wished he ………….. (be) tidier around the house. 2. Jenny wished she …………….. (be) prettier. 3. Mike wishes he ……………. (can) swim as well as Tom. 4. I wish we ……………….. (not have) exams tomorrow. 5. Tom and Mary wish they ……………. (can) buy a new car. 6. I wish I …………………. (buy) that sweater I saw last week; now it is been sold. 7. Do you wish we ……………………. (spend) more time at Madame Tussaud’s when we were in London? 54/143
  • 8. Tom now wishes he ………………… (work) harder when he was at school. 9. Mike wishes he …………………… (go) to see his grandfather while he was in hospital. 10. Gary wished you ……………………. (not tell) everyone where he lived. 11. I wish it ……………………. (not rain) so much when we were in England. 12. I wish my children ……………… (not spend) so much money! 13. I wish I ………………….. (win) the first prize instead of John. 14. If only he ……………. (have) a dog when he was a child. 15. His parents wish he ……………. (read) more and …………………. (not watch) so much television. 16. Mary wishes she …………… (buy) that necklace she saw, but it was much too expensive.Here are some situations make suitable wish sentences for each one. 1. Tommy would love to have a baby sister. Tommy wishes … 2. Bill is not looking forward to going to the dentist tomorrow. Bill wishes … 3. I am really sorry I can’t come with to the theatre tonight. I wish … 4. The neighbour was upset about the loud noise Bob was making. The neighbour wishes … 5. Jill is upset that he quarrelled with his girlfriend. Jill wishes … 6. What a pity Jean missed the film last night. Jean wishes … 7. I don’t really want to go to the dentist. I wish … 8. John is too short to be a basketball player. John wishes … 9. The Smiths regret cancelling their holiday in Turkey. The Smiths wish … 10. Dad really wants you to stop smoking. Dad wishes … 11. What a shame you missed the school trip. I wish … 12. I hope it snows at the weekend. I wish … 55/143
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  • Task 3 JANUARY 2013UTSV LANGUAGE LEARNING PROCESSES To learn subject relative clause Object relative clause Relative pronouns Theme: Subject Relative Clause 57/143
  • UTSVTable of Contents: b) Description of the area c) Description of class and course d) Topic e) Aims of the lesson f) Personal aims g) Procedure h) Conclusions i) Self evaluation j) Lesson plan k) Attachments 58/143
  • January 20139. Description of the areaThis area covers the needs that students require when they are learning alanguage. It is focused on correcting mistakes and a the same time gives thestudents all the tools for help them to learn through self-learning in order to improvetheir own learning process.10. Description of class and courseThis work has been designed for learners in level 6. Most of students are studyingso they are between ages of 18 and 25, and some students older than them.This lesson has been designed to help students to comprehend the main ideas inoral exercises. The main purpose is to encourage to use the relative clause assubject and object, .At the end they must be able to talk about people, places andthings. For completing this activity teacher should use Open Mind 3 from MacMillaneditorial, covering unit 12, page 97.11. Topic : Subject Relative Clauses12. Aims of the lesson -Talking about live performance and entertainment -Giving information about people, places, and things -Talking about electronic forms of entertainment -Descriving Tv shows and movies. - Discussing the characteristics of good teams and team players. -Evaluating individual and team performance13. Personal aims b) To help students to use different subject relative clauses. And objectrelatgive clauses c) To help them to make the difference between both uses. d) To help students to write descriptions. e) To recycle some vocabulary about people, places and things f) To guide students to use communication patterns to use the vocabulary with clauses. 59/143
  • g) To motivate and encourage the students to do a good use with the language. h) To promote student´s autonomy.14. Procedure This lesson has been designed on communicative approach development. This topic is focused in the unit 12, “STAGE AND SCREEN!”(p.97) . In this section students have to make use of RELATICE CLAUSES and express it when they make difference between CLAUSES 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 activites. As icebreaker moment. All students should be organized to play with recycle vocabulary. Ask the students to keep their book closed. Write the word entertainment on the board . Elicit words for different types of entertainment , weg,, movies, theater, dancing, opera, musicals, ballet etc…. Teacher asks students to cover the list of entertainment with a strip of paper. Ask students to work in pairs and discuss what the entertainment in the pictures are most common . Elicit some ideas from the class. Then ask them to uncover the list of entertaiment and match them with the pictures. As a second activity is in the book (p.97) teacher asks students to look at the picture on the book and the students have to discuss what their favorite activity is. . Then teacher ask them some questions: Whay is that activity so important ? Give the students some minutes to read the questions . The teacher has tyo explain the difference between watch a play and got ot the thaerter, generallye referws to seein g a professional theater production , while wate a play can refer to professional show but it can also mean going to an amateur or children performance, or watchibng a play on Tv. 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-98) 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. Check that the students underatntd some words that are very important for this lesson for example STAND-UP COMIC ( some one whose job is to tos stand in front of the audience and entertain them by telling jokes and stories to make them laugh . The term STAND-UP COMEDIAN is also widely used. Give tehs students time tot do the task individually . There may be another choice fdor this activity: askl the students gto work individually and rank the activities from 1 (favorite) to 5 (least favotite). Ask them to compare tair 60/143
  • ranking in pairs . To wrap up , fin out which activity are the most popular in the class and which are the least popular. Start with a physical warm up that is related to the theme of acting and performing . Ask the students to stand up and for a circle . If you have a class with more than 15 students ask them to form two circles. Nominate a student to start the activity . Ask them to imagine that they are holding an incredibly valuable antique vase , and that they should pass it very carefully around the circle . Repeat the mime activity with other imaginary object , eg and angry cat, a crying baby, a piece of smelly cheese , a hot potato, a full glass of water. The teacher asks the students to read the instructions before they listen to the recording , play the recording once. Check the answer with the class and he should ask the students what the word or words helped them to decide the answer, eg. Lightning , scenery, ballerina. There is another alternative, the teacher ask the students to keep their books closed. Write the words play, ballet and stand-up comic on the board. Tell the students they will hear two people discussing one of these performances. Play the recording once and ask the students to compare their answer in pairs and at the end, check the answer with the class. Finally teacher gives students extra practice, ask them to complete sentences using subject relative clause: HE IS THE DIRECTOR WHO´S WORKING ON THIS SHOW, THE LAST SCENE IS ALWAYS THE ONE THAT MAKES PEOPLE CRY. OR THIS IS THE VENUE THAT IS USED FOR THE OSCAR CEREMONY.15. Conclusions Personally, I consider this topic so important because it is necessary to understand and remember and express some ideas that are more complex, I mean that are compound sentence; The compound sentences have more than one main verb. All the verbs in simple past (regular and irregulars, most of the time), then they acquire more knowledge (vocabulary) to express their iades in a complex structure.. Finally they have to use that new knowledge. In the end, they are going to learn progressively, and they are going to notice it. They are going to recycle also some vocabulary that they learnt in the previous lessons so they can re-use and remember in order to enrich their background.16. Self Evaluation 61/143
  • 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. When the students are facing some grammar structure they do not want to follow ordinary lessons but different ones where the SS can interact in pairs or in groups. 17. Lesson PlanT = teacher / S = studentsPhases of Activities Social Media/mate Aim of activity TimeLearning Form rials (min s)Icebreaker/ - S. Have to seat in a horse shoe form in --group - To introduce the 5Simple past order to make the activity. -None topic.Past Perfect - T. has to explain the instructions of the -to elicitRelative activity. vocabularypronouns - T. has to draw the SS´s attention to the already known. picture by pointing out they type of performance they are looking at, in the images. - the students give ideas about the performances -They comment about their own experience 62/143
  • Extension oftheme -S. turn to p. 98 of course book. - -course book - To identify the 40 T. explains that S. have to read a small individua -attachment structure and use paragraph where they have to infer the l of the past perfect simple past tense structure. and present. -extend past - The students have to share their aideas -group perfect of the about the reading and they have to verbs . comment the general idea of the text and -reading for they have to make a relation about their - familiar words to experience. individua help understand l text. -S. compare the information they understood, and infer the structure requested. T. solves doubts and questions To read for and clarifies the information. general ideas -S. have to complete the rest of the To recycle activities using the relative clause as a vocabulary subject and a s object. In order to use more complex structures in their language performing.Personalisatio -S. have to talk about a similar experiences -group - None -Talk about past 15n in the past perfect using relative clause as experiences. subject and as a object. - Provide feedback of the -T. has to provide a conclusion of the class lesson (Feedback) 63/143
  • 10. Attachments Exercise on Relative Clauses (Contact clauses) Relative Pronouns (who / which / whose) Choose the correct relative pronoun (who, which, whose). whose1. This is the bank was robbed yesterday.2. A boy sister is in my class was in the bank at that time.3. The man robbed the bank had two pistols.4. He wore a mask made him look like Mickey Mouse.5. He came with a friend waited outside in the car.6. The woman gave him the money was young.7. The bag contained the money was yellow.8. The people were in the bank were very frightened.9. A man mobile was ringing did not know what to do.10. A woman daughter was crying tried to calm her.11. The car the bank robbers escaped in was orange.12. The robber mask was obviously too big didnt drive.13. The man drove the car was nervous.14. He didnt wait at the traffic lights were red.15. A police officer car was parked at the next corner stopped and arrested them. Exercise on Relative Clauses (Contact clauses) Subject Pronouns or Object Pronouns? Decide whether the relative pronoun is a subject pronoun or an object pronoun.1. Do you know the girl who I danced with? -2. Do you know the girl who danced with me? -3. The apples that are lying on the table are bad. - 64/143
  • 4. The apples that we bought in the shop are bad. -5. We will stay at a hotel which is not far from the beach. -6. We will stay at a hotel which my friend has recommended to us.7. That is a museum which I like very much. -8. That is a museum which lies in the heart of the town.9. This is the man who Barbara visited in Scotland.10. This is the man who lives in Scotland. Exercise on Relative Clauses (Contact clauses) Definitions with Relative Clauses Choose the correct definition.1. A library is2. A butterfly is3. A waiter is4. A night is5. A bricklayer is6. A dictionary is7. A pickpocket is8. A carnivore is9. A synonym is10. Spring is 65/143
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  • Task 4: LANGUAGE TEACHINGUTSV Task 4: LANGUAGE TEACHING Topic: Object Relative ClausesThe class in this them has the main goal to understand and make sentences usingObject Relative Causes 67/143
  • Task 4: LANGUAGE TEACHINGTable of Contents: 7. Description of the area 8. Description of class and course 9. Topic 10. Theme and motivation 11. Aims of the project 12. Planning 13. Procedure 14. Conclusions 15. Evaluation of the project and self-evaluation 16. Lesson plans and attachments 68/143
  • Task 4: LANGUAGE TEACHING- 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-centered approach, use of target language in order to get accuracy and fuency in the second language learnes process.2. Description of class and course This course is a course for the students of level six. Where students will be able to understand and produce simple past sentences with When clauses, use object pronoun, talk about major life events, describe some historical event, stress object pronouns in a sentence correctly and listen and understand details in a life story. This course will help to our students to create a short biography from a list of facts and using brainstorm. 3, Topic: Stage and Screen (Object Relative Clauses)4. Theme and motivation Motivation is a essential part in the language adquisition, most of the tiome when the students like what they are learning and how they are learning. That is why they have to use the information they like. I mean fashion, Tv shows and performing lifestyle. The real motivation for this course was the students read and talk about someone who they admired and they want to show them the rest of their partners . We believe that it is a success project because our students get more interesting about their careers and also they care about the qualities, abilities and values to those people who they admired. It is very important to involve the students in searching the knowledge or information to get a complete biography. Being involve in today´s fashion world is very easy for the students because currently we have a lot of technology and they can have the newest information We believe that the students will be motivated when they know how much effort did those talent people did and attitudes they had when they did such amazing discovers. 69/143
  • 5. Aims of the lesson - understand and produce simple past sentences with when clauses. - understand and use object pronouns (me, you, us, etc) - talk about some important life events from very important people´s life.. - describe some historical events that were so known by everybody in the world - Point out the importance of object pronouns in a sentences correctly. - Take into account some phrases to take time to think when they do not remember some information - listen to and understand details in their own life and other people´s life - To think about and write a biography from . - To brainstorm some ideas in a group that are very helpful in the class development 70/143
  • 6. Personal aimso) To provide an interesting, lively lesson that students will enjoy according to the students´ likes and dislikes so they will comfortable with the topic.p) To motivate students to present and talk about people who they admired and they want to like them.q) To explain the structure in simple steps that the students understand and can easily use in their everyday performance in the class.r) To motivate and encourage the students to experiment with new language and new structure to enrich their language awarenesss) To promote learner autonomy.t) To promote learners to study about important events in their lives and other people´s life. 71/143
  • 7. Procedure You will find the information on page101 from the unit 10 that its title is STAGE AND SCREEN 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 everyday, giving me strategies to improve in my teaching techniques. During UT’s term, the English academy has been able to discuss and use many of these strategies and examples first hand, and the lessons learned from trainers´ and colleagues´ experience have made us appreciate and be aware of why I include certain exercises in the lesson and what benefits they can offer. For the first exercise, the icebreaker, the teacher has to write on the board : THE BEST MOVIES I HAVE EVER SEEN WAS……THE WORST MOVIE I HAVE EVER WAS……..; THE FUNNIEST MOVIE I HAVE EVER SEEN WAS…… Ask the students to complete the sentences individually . Then ask them to work in groups of four or five and compare their answer . Elicit some ideas from the class. paste different pictures of some actor s an d actress who were starring tsome famous and popular movies. Each group have to talk about those movies andgive their opinin why they like those films or why they did not like in order to startgetting into the main topic. OBJECT RELATIVE CLAUSE.Read the isntructyions to the class , and check that the students understand the wordTAGLINE ( a short phrase or slogan for advertising something) . Movies tagline arethe shortest sentences that sometimes appear after a title of a movie and are used topromote a movie in advertisements . They usually give a small clue as to what themovies is going to be about. Encourrage the students to look at the type of movie ifthey need an additional hint We opened the books (p. 101) and individually the students looked at the language in context and the read read all this information, after they had to match them and understand the information. These sentences could be checked in pairs. This social strategy, helping and learning from each other, not only it is a benefit of knowledge, but it promotes autonomous learning. We ask to student to read aloud the language context some information that has Object Relative Clause. The next step is clarify the meaning of new vocabulary through the use of different means and we are able to check our students have understood (p.101) with this vocabulary we can manage the class effectively in a wide variety of context taking into consideration the learners’ needs and level of the language competence as well as mixed abilities. Ask the students to do the matching task individually and then compare their answer in pair or in group and if necessary discuss any different point of view. 72/143
  • Check the answer with the class . Ask the students give reasons for theirchoices. Point out that dude ir a very informal expression for man ant that it isgenerally used in a friendly way to address a man . In this context rendition isthe process of transferring terrorist suspects from one jurisdiction to another.After that, we can use a variety of exercise types and example, students gettogether in groups of 4 and read page 111, they should answer all the questiontrivia, an example What famous tenor died in 2007? etc. they share their answer andwe give them instructions to close book and be prepare to play a trivia game.Each team ask one question to another team, and they will have 30 seconds toanswer it correctly and get one point.Then we open the book on page 101, and we review grammar points “Objectpronouns”, we use slides and present a chart showing the grammar about objectpronouns and we also show the differences between subject pronouns andobject pronouns. After students will work by pairs and choose one importantperson, who is recognized for their inventions or actions in the past. They aregoing to do a biography about this important person and they are going topresent in front to their partners using all grammar points (verbs in past andobject pronouns) and vocabulary.To conclude I asked the students to tell us the reason about why these peoplewhere mode role for them and explain what attitudes are they having .Ask thestudents to keep a record of all TV shows they watch in one week . Ask themto write the names of the show and what type of show it is. They should alsogive each show a rating from 5 (very good/ interesting ) to 1 (very bad/boring).At the end of the week , ask them to work in groups of four or five students andcompare their findings. Ask each group to report back to the class and saywhich programs were the most and the least popular. The students have toanswer The Workbook, p 59 section 3 and 60 section 4.7. ConclusionsI 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 theircareers, It also helps to students to learn a little bit of fashion world and famouspeople for their careers and their performance in life out of the stage. using newvocabulary and verbs regulars and irregulars in past. I believe that this lessonimprove students to take care about their actions and attitudes to help them inthe future, we finish our class telling students, if they want a better future, theyshould know the past event to not do the same mistakes.8. Self EvaluationThe class shoulg have all the element that are necesry por the students likesounds, images, some videos and performing or acxting so that is way I try to dothis lesson more dynamic with the slide projector because students want to 73/143
  • look at their favorite actors and actress , and also using pictures in a language classroom, give students different classroom situations in order to be prepared for the real life. Even these scenes are not the real life, students use their imagination for locate themselves in those situation. , encouraging and motivating the students to learn and use the language and I also incorporate learning task and activities which encourage and facilitate learner autonomy and take into account learners’ learning styles and cultural expectations.9. Lesson planPhases of Learning Activities Social Form Media/materials Aim of activity Time (mins) 74/143
  • -Before lesson begins, T.Engage Students: Paste different pictures or --group -board -engageIntroduction to images from important - sets of cards students intheme: people in the whiteboard with images to topic. 10Stage and Screen - S. Tell what important famous people - introduce(Object Relative event or actions do they did (p.107) theme.Clause) and discuss about why they -plenary - coloured -S. remember are recognised. pens big event where people from the - Individually students - images from pictures looked at small text about -Indivitual important participated. entertainment people (p.107-109)Past - Discuss the main ideas 10Grammatical and share ideas about theStructure and nwe way of entertaimnetvocabulary -grammar sheet (110) -S.use simple -T. Using slides and present past to talkGrammar the new vocabulary -Plenary about theirPractice - T. asks S. about the importantSimple Past entertainment . events orQuestions and -S. Talk about these big - Pairs -worksheet actions.object pronouns events and how do they 1(p.111) -S. analyze expect to be or answer when the 10 these situations appear. personalities of important people -In pairs using Simple Past, S. ask each other questions -T. explainsConclusion: about a important event in grammar(Encourage the their lives and use some - -grammar structure 25knowledge about tenses that support present sheet (102) -S. revisehistory of some events -groups structure andimportant events) ask questions -plenary if required. -S. practice Simple Past -S. discuss why this world question nowadays is full of forms entertainment, if this is good -S. talk about 20 or bad and why. Give the personal reason s you think they are experiences acceptable for the place about where you live entertainment and tv shows . -S. reflect on and evaluate their behaviour and response to cultural 15 situations and encounters. 75/143 -S. practice present
  • 10. ATTACHMENT 1. Is that the same song we heard yesterday? 2. Mary, has only been in France for a few weeks, speaks excellent French. 3. Who was the man you were talking to ? 4. My brother, wasn´t feeling very hungry didn´t go to the restaurant. 5. I´ve lost all the money you gave me. 6. Hastings, is a town of historical importance, is by the sea 7. This is the letter came this morning. Exercise on Relative Clauses (Contact clauses) Relative Pronouns (who / which / whose) Choose the correct relative pronoun (who, which, whose).1. This is the bank was robbed yesterday.2. A boy sister is in my class was in the bank at that time. 76/143
  • 3. The man robbed the bank had two pistols.4. He wore a mask made him look like Mickey Mouse.5. He came with a friend waited outside in the car.6. The woman gave him the money was young.7. The bag contained the money was yellow.8. The people were in the bank were very frightened.9. A man mobile was ringing did not know what to do.10. A woman daughter was crying tried to calm her.11. The car the bank robbers escaped in was orange.12. The robber mask was obviously too big didnt drive.13. The man drove the car was nervous.14. He didnt wait at the traffic lights were red.15. A police officer car was parked at the next corner stopped and arrested them VOCABULARY 77/143
  • 5 PLANNING AND EVALUATION Giving Medical Advice Vocabulary for symptoms Theme: Body Talk 78/143
  • UTSVTable 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 79/143
  • September 20121. Description 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 couldface difficult situations. It is necessary that learners establish a micro peer teaching,where they are going to learn by interacting with classmates. Media e-learning isimportant in order to complement their knowledge. Other techniques as materialsuse and pronunciation training are required to cover the cognitive development thatlearners need. The teacher has to play as a counselor and lead the students into anenvironment of awareness of the language,2. Description of class and courseThis, material is designed for learners in a level 6 course. Most of the learners arestudents between the ages of 18 and 25, with some age exceptions. The class isfocused on let the learners use the present and the impersonal for giving medicaladvice. For this reason it is necessary to make a review of the present tense and theimpersonal con IT IS……. TO…Thus, students are going to be able to expressmedical advice by making use of time expressions and new vocabulary aboutillness and symptoms. The book needed for this class is open mind 6 fromMacmillan editorial; covering the unit 9, page 92.3. Topic – Writing Information on a Medical Form4. Aims of the lesson - Talk about injuries - Asking for and giving medical advice - Asking for clarification - Describing health problems - Making suggestions. 80/143
  • 5. Personal aims i) To provide information about health. j) To let students know about caring about thier health and some prevetion for some illness. k) To let students establish communication patterns where they could make medical advice. l) To motivate and encourage the students to experiment with the language. m) To promote learner autonomy.6. Procedure The utsv is focused on communicative approach development; which is achieved through a constant interaction between students. This topic is focused in the unit 9, “BODY TALK” (p. 87). In this section learners have to make use of a medical form. They also have to give some advice for some symptoms by using body talk and illness expressions. It is necessary to review the present and the vocabulary for symptoms and diseases in order to let them interact in a context. The first thing to do is remember the structure and characteristic of medical conditions, medical vocabulary, and of course symptoms. The first exercise is an icebreaker. All the students must be organized in a horseshoe form. The main idea is practicing the new vocabulary and recycle the previous vocabulary that the students learnt in the past.. The activity consists in creating a filling a medical form. The teacher has to provide the first idea by showing a real medical prescription. Ask the students to work in pairs and discuss in what situation people have to fill in medical forms . Listen to some ideas from class . Possible situations : when starting a new job, when enrolling in a school, college or university, when taking out an insurance policy, or when applying for a driver´s license , etc.. Then, it is necessary a small introduction about how the medical topic, I mean illness, symptoms atc,,. The next activity is in the book (p.91). In order to clarify the topic, it is necessary that students listen a conversation in this page, and make a full inferring about the usage of the medical advice in the real life arter that the SS will brainstorm about similar situation in a doctor´s office. The conversation also shows a few time expressions that students could use. After 81/143
  • this activity, it is necessary a quick review about the topic so far, it is necessary to have a small feedback and clarify the grammar. After that, they have to continue working with the rest of the activities of the page. Once they finished, the teacher provides clarification and mistakes corrections on the activities, more feedback time is required to answer to learners´ doubts. After this activity the SS will listen to a dialogue between a patient and a doctor so that they get into these atmosphere and use their imagination for this topic.. They are going to see some pictures, and then they have to describe the situation accordinf to the topic o f the unit. MEDICAL FORM . For the last activity, learners have to make a medical form and a prescription to a partner. They have to write their illness, the symptoms and the possible pieces of davice thy need for healing this medical problem.. Then they have to deliver the medical form to a partner. Learners have to response the medical form with a prescrioption performing as doctors. The teacher has to point the mistake and correct it, and then they have to read the prescription to the class. To finish the session, the teacher has to provide a complete feedback for the entire class, and provide homework in the workbook page 54 section 5. The teacher has to check the homework, and provide feedback of it next session.7. Conclusions This topic is helpful to make use of a grammatical structure into a different usage. For this reason it is important that learners get aware about how much to they know about the symptoms and injuries or diseases , and then use it for different purpose in the class to give help or to express symptoms.. It is also a good opportunity to let students evaluate themselves because they already know this topic since it is obvious they have gone to the doctor and they have this experience in mind. They just need to put ii into a classroom context. The topic enforces vocabulary already known by the students, and they acquire new vocabulary. The aim is to provide more complex activities that are going to make students analyze situations. In the end, learners are going to feel more satisfied to face more difficult contexts like this topic.8. Self Evaluation The class is designed to cover some grammar points related to medical situartions. The activities provides an important section where students are able to make correction. As this area specifies, it is important to have evaluation (as soon as possible). However, instant evaluation turns complex when having groups with many students. For that reason, evaluation could be considered as an extra class activity for the teacher; providing results next session. Digital environment is helpful to cover this task. As a very quick evatuation of the topic, 82/143
  • the students participate everyday at the end of the class in a daily oralevaluation. This is a very useful tool in the teaching area because you canrealize that SS really catch the theme, the way you expected.. By clarifying thetopic where learners could have problems, the ss will feel more comfortable withthe new structures they learnt . 83/143
  • 9. Lesson PlanT = teacher / S = studentsPhases of Activities Social Media/mate Aim of activity TimLearning Form rials e (min s)Icebreaker/ - S. Have to seat in a horse shoe form in --group -None - To introduce 5Medical order to make the activity; the group have the topic.Form to imagine past event of medical situations -to elicit introduce new - T. has to explain the instructions of the vocabulary about activity. medical form - T. has to start with a real prescription a a role-play situation - S. has to continue with the description of their own experienceExtension of . - -course book - To identify and 40theme T. explains that S. have to listen a small individu -attachment fill in a medical conversation where they have to infer the al forma grammatical structure and usage of the main topic. -to extend - T. solves doubts and questions and vocabulary. clarifies the information. -S. have to complete the rest of the -listen to the activities of the page -Group pronunciation - T. answers S. questions and doubts. - Ss. have to work individually, they have to use the listening section and pronounce . Then they have to talk to rest of the class and share and compare a dialogue they have to prepare about medical situationsPersonalisati -S. have to medical prescription and a -group - None -write a 15on medical forma, they have to work on it prescription and with a partner. a medical form - The students play the role of patient and - Provide doctor respectively. feedback of the lesson -T. has to provide a conclusion of the class - provide (Feedback), and homework in the homework workbook 84/143
  • Certificación de tutores de docentes de idiomas10. Attachments
  • Language awareness 86/143
  • Certificación de tutores de docentes de idiomasLanguage awareness 87/143
  • Task 6: SELF-ASSESSMENT AND DEVELOPMENT Topic: Writing descriptionsThis lesson we will use feedback rules, difficult classroom situations, progress tests,also students will use a summary of tasks and homeworks specially about writing .As teacher, our purpose is development our student observation skills and in thissection, writing. Dealing with feedback, awareness of one’s own strengths andweaknesses, and awareness of possibilities for further professional development.Students will develop their used to resources and sources of help. Students will usethe knowledge they have learnt so sar.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 skill when they are writing and using all they are learning. They will putforward ideas about the fashion world .The students will have some time to read theinformation in the skills box .Language awareness 88/143
  • Certificación de tutores de docentes de idiomasTable of Contents: 1. Description of the area 2. Description of class and course 3. Theme and motivation 4. Aims of the project 5. Planning 6. Procedure 7. Conclusions 8. Evaluation of the project and self-evaluation 9. Lesson plans and attachmentsLanguage awareness 89/143
  • 1. Description of the area This area includes Development of observation skills, dealing with feedback, awareness of ones own strengths and weaknesses , awareness of possibilities for further professional development and the resources and sources of help.2. Description of class and course This course is level 6. Where students will be able to understand and write descriptions and use relative clauses. They will note the different between object relative clause and subject relative clause . Students will use the past vocabulary and the teacher will use the feedback in order to be able to write a description. 3. Topic: Writing Descriptions Theme and motivation The real motivation for this course was the students start thinking about how to make composition using new vocabulary and the object relative clause and the subject relative clause. We believe that it is a success lesson because our students get more interesting about their improvement because they are learning more complex structure for writing skills. It will help our students to describe and definite TV shows, programs, and film and other like plays, performance and other thins like that. We believe that the students will be motivated when they define their personal plans and learn from them and as teachers we can help them to use different resources and sources to get clear their goals. how much effort did those talent people did and attitudes they had when they did such amazing discovers.Language awareness 90/143
  • Certificación de tutores de docentes de idiomas4. Aims of the lesson - Students will feedback relative clause - Talk about TV shows, programs, plays , etc… - talk about ways of entertainment - understand and use relative clauses - Create brainstorm ideas in a group. - developing autonomous learning and self-awareness5. Personal aims u) To 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 own teaching. v) To receive and make use of feedback on my teaching performance w) To incorporate the systematic sharing of ideas with colleagues to promote best practice in our way of teaching and our classrooms x) To access the relevant support systems that will enable me to develop further and find solutions to my teaching problems. y) To put forward ideas on how to ensure continuous professional development. z) To promote learner autonomy.Language awareness 91/143
  • 6. Procedure You should look up this information on page 103 from level 6 . 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 everyday, 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 teaching, put forward ideas on how to ensure continuous 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 to read the instructions, andask them to complete the task individually and tghen to compare with a partnertheir answer, and discussing any difference. Check the answer with the class. Notethat the topic sentence is , in this case, two sentences. An alternative way ofexpressing this as a single sentence would be PROJECT RUNAWAY IS MYFAVORITE REALITY TV SHOW . Ask the ss to why the writer has chosen to starther paragraph with a question (eg. To raise the level of interest)Ask the students what their plans for the writing, example Tv show a play etc... Askthem to work in pairs and make a list of the programs they like. Don’t expect them toproduce any future forms here ( If they write things like . Have the students look atthe statements again and think about members of their family and the like the haveabout television. Have them work in pairs and talk about their family and friends inthis way: My sister always plans everything very carefully, but my friends do notmake plans.Present slides to the students and remind them of the form of the presentprogressive: the verb be + the -ing form of the verb and remember to them it will beused for future arrangements. We opened the book (p. 118) and individually thestudents choose a present progressive sentence from the conversation in this pageand write it on the board. Elicit the same sentence using different pronouns. Focuson the contractions of the verb to be. Ask the students to read the conversation againand underline all the examples of the present progressive. Elicit the answers from theclass, emphasize that we use the present progressive for the future to talk aboutplans that are definite.The next step have the students look at the picture (p. 103). Ask some questions toset the scene. Tell the students that they will hear a conversation between the twopeople in the picture and that some words as well as the singular, as these are theones which are heard in the recording. Check the meaning and pronunciation ofthese words, chorally and individually. Encourage the students to write the keywords. After that, we can open the book (p.103) read the instructions and the threetarget 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 theLanguage awareness 92/143
  • Certificación de tutores de docentes de idiomasstudents to the grammar table, and point out the future form with going to. Elicit that itis always proceeded by the simple present form of be and followed by the base formof the verb, tell the students should practice in the worksheet 12A, tell them thedifference between the present progressive and going to when talking about futureplans. Tell students that we use the present progressive when the plans are definite.Emphasize that we use the going to form to express plans in the form of intentions(things that we strongly want to do).Finally ask the students to keep their books closed. Elicit from them what differentskills they have practiced while suing this book. Elicit speaking, reading, listening,and writing. Ask them which of these skills is the easiest and which is the mostdifficult, and shy. Then ask them what general areas of language they havepracticed. Elicit grammar, vocabulary and pronunciation. Ask them which of thesethey think is the most important, and why. Finally, have them say which skills andareas of language they like the most/least and why.7. ConclusionsI think this lesson encouraged students to know and what is their purpose in life, whatplans they have in life, and they can describe some situation about play, comicprograms and in general about television. The students can understand and useobject relative clause and subject to talk about and describing TV shows, and usethis description to use all the knowledge learnt before.8. Self EvaluationI try to do this lesson authentic, using slides in a language classroom, give studentsdifficult classroom situations, encouraging and motivating the students to learn anduse the language and I also incorporate learning task and activities which encourageand facilitate learner autonomy and take into account learners’ learning styles andcultural expectations. I also incorporate the systematic sharing of ideas withcolleagues to promote best practice and access the relevant support systems thatwill enable me to develop further and find solutions to my teaching problems. One ofthe most important facts, I put forward ideas on how to ensure continuousprofessional development.Language awareness 93/143
  • 9. Lesson planPhases of Activities Social Form Media/material Aim of activity TimeLearning s (mins)Language awareness 94/143
  • Certificación de tutores de docentes de idiomas -Before lesson begins, T. askEngage Students: the students what they --group -board -engageIntroduction to know about TV - book (p.117) students intheme: - coloured topic. 10 Writing pens - introducedescription theme. - Talking and write -plenary -S. look atPre-teach description the 10grammar: statements Relative again andpronouns - image think about -T. Using slides and present -Indivitual (p.119) as many tV vocabulary shows as they -In pairs discuss about Tv remenber shows -grammar 10 chart (121) -S. Discussing about -S. To fashion world present andLanguage practiceWrap-up -Plenary how to write -worksheet descrition 25 -S. Writing about intentions 12A about TV and resolutions - Pairs programs -T. To provide anConclusion: opportunity(Encourage the for studentsknowledge about - worksheet to assess 20history of some 12B their ownimportant events progressfor the TV and and helpentertainment ) them -groups according to their results 15 -plenary -S. practice present perfect and simple past question forms. -S. develop empathy with other cultures. -develop critical cultural awareness, evaluating own and other culture and the entertainment the students have in their own hometownLanguage awareness 95/143
  • 10. ATTACHMENTLanguage awareness 96/143
  • Certificación de tutores de docentes de idiomas DOSSIER FOR STUDENTS AS TECHNICIAN UNIVERSITY SUPERIORS IN MAINTENANCE CAREER. BY ROSA MARGARITA MIJANGOS SANTIAGOLanguage awareness 97/143
  • Dossier for UT Students as Technician University Superiors in Maintenance CareerCONTENTSTask 1: LANGUAGE AWARENESS – Topic: Breaking the rules!9. Task 2: LANGUAGE AND CULTURE - Learning Past Progressive10. Sensitising students to different cultural standards11. Using was supposed to/ were supposed to/was/were hoping to12. 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 98/143
  • 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
  • Task 1: LA Certificación de tutores de docentes de idiomas NGUAGE AWARENESSTable 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 100/143
  • Certificación de tutores de docentes de idiomas Task 1: LANGUAGE AWARENESS 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 aa) To revise and practice question forms of the verb WAS/WERE GOING TO bb) To criticize behavior in the past progressive. cc) To talk about events or meetings. dd) To talk about not started hobbies or interests. ee) To give advice5. Personal aims ff) To provide an interesting lessons that students enjoy. gg) To explain the past progressive structures that the students use easily. hh) To encourage the students to enjoy a second language. ii) To provide grammar structures for giving advice. 101/143
  • Task 1: LA Certificación de tutores de docentes de idiomas NGUAGE 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 102/143
  • 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. 103/143
  • Task 1: LA Certificación de tutores de docentes de idiomas NGUAGE 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) 104/143
  • 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. 105/143
  • Task 1: LA Certificación de tutores de docentes de idiomas NGUAGE 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. . 106/143
  • 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 j) 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. . 107/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOK10. Attachments
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOK 109/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOKUTSV JANUARY, 2013 Task 2: LANGUAGE AND CULTURE Theme: WAS / WERE GOING TO 13. Learning Past Progressive 14. Sensitising students to different cultural standards 15. Using was supposed to/ were supposed to/was/were hoping to 16. Learning vocabulary of ideas, events or meetings, education or career choices, hobbies or interests, non visited places. 110/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOKTable of Contents: l) Description of the area m) Description of class and course n) Topic o) Aims of the lesson p) Personal aims q) Procedure r) Conclusions s) Self evaluation t) Lesson plan u) Attachments 111/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOK k.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. l.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 m.Topic :was-were going to n.Aims of the lesson k) Talking about unusual jobs l) Talking about work and the workplace m) Agreeing/disagreeing with a lecturer´s ideas. n) Talking about having your own business o) Describing your perfect workplace p) Evaluating job candidates q) Practicing a job interview o.Personal aims jj) To promote students for being critical. kk) To provide a very funny lesson. ll) To encourage students to communicate their ideas. 112/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOK mm) To introduce the grammar structure in an easily way. p.ProcedureFor the correct development of this lesson, Teacher gave Students a moment toread the instruccions carefully after that teacher made sure they understoodconfession(telling the truth about something you did that was wrong). Then teacherPointed out that the car was driving the wrong way along one-way street. Teacherasked what the woman with the dog was doing(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 read instructionsand the grammar explanation to the class. Teacher try to focus on the form of thestructure. And teacher pointed out that was the past form of be going to(was-were)For the moment of personalization teacher checked the answers with the class.Teacher pointed out that jaywalking was a dangerous or illegal way of crossing astreet at a place where cars do not normally stop.Teacher asked students to do exercise individually and then compare their answersin pairs, discussing any differences and students answered each question inplenary.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’tdoing using new verbs. Teacher asked students to look at the Words in thelanguage box. If you were supposed to do something. The meaning is very similar tothe idea to of a past intention. It suggests to check answers with the class. Note thatthe topic sentence is, in this case,two sentences. An alternative way for expressingthis as a single sentence would be PROJECT RUNAWAY is my favorite reality TVshow. And then students why the writer has chosen to start her paragraph with aquestion (e.g.to raise the level of interests).When the teacher try to Ask Ss to complete the grammar table individually, byreferring t the text in Ex. After that teacher nominated a Student to read theinstruction and the grammar explanation to the class.and the question was in thesimple past. The response to the question must therefore also refer to the pastprogressive. Students had to complete the grammar table individually by referring tothe text in Ex. A and then compared their answers in pairs, discussing anydifferences. As following step teacher gave Students a few minutes to think about some thingsthey were going to do in the past but he didn´t and why they didn´t do them. Next ofthese activities teacher asked students to work in pairs and tell their partner about 113/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOKthe things they didn’t do, using the phrases in teh box. When this activity finishedteacher corrected any errors in the use of was /were going to.For concluding with this part, it was taking into account to do put students into groupsof five or six, and students had te read each other’s descriptive paragraphs forencouraging them to think of reasons why they would or wouldn’t want to watch theshow and as a final task listen to the ideas from the class. q.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. r.Self EvaluationIt tried to build a very interesting lesson using some culture attitudes for completingthe activities and teacher tried to share and listened student´s comments. It requirednot only to have a good knowledge about any topic, it needs t have culturalknowledge from the own country as the same way as other ones. s.LESSON PLAN “Culture”T = teacher / S = students TimPhases of Media/ e SocialLearning Activities Aim of activity Form (min materials s)Icebreaker/ 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 communication 114/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOKExtension 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. 115/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOKTransfer 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. 10.- Attachments 116/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOK 117/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOKTask 3 JANUARY 2013UTSVLANGUAGE LEARNING PROCESSESTALKING ABOUT UNUSUAL JOBS GERUND PHRASESTheme: Gerund as subject and object 118/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOKUTSV January 2013Table of Contents: l) Description of the area m) Description of class and course n) Topic o) Aims of the lesson p) Personal aims q) Procedure r) Conclusions s) Self evaluation t) Lesson plan u) Attachments 119/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOK 18. Description of the area This area covers the needs that students require when they are learning a language. It is focused on correcting mistakes and a same time gives the students all the tools for help them to learn through self-learning in order to improve their own learning process. 19. Description of class and course This work has been designed for learners in level 3. Most of students are studying so they are between ages of 18 and 24, and some students older than them. This lesson has been designed to help students to comprehend the main ideas in oral exercises. The main purpose is to encourage using the gerund phrases as subject and object, .At the end they must be able to talk about unusual jobs and different work and workplace. For completing this activity teacher should use Open Mind 3 from MacMillan editorial, covering unit 12, page 127. 20. Topic: Gerund Phrases as subject and object. 21. Aims of the lesson -Talking about unusual jobs -Talking about work and workplace -Agreeing and disagreeing with a lecturer’s ideas. 22. Personal aims n) To help students to use different gerund phrases as subject and object. o) To help them to make the difference between both uses. p) To help students to write descriptions. q) To recycle some job vocabulary r) To guide students to use communication patterns to use the vocabulary with gerund phrases. s) To motivate and encourage the students to do a good use with the language. t) To promote student´s autonomy. 120/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOK 23. 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. 24. Conclusions I consider this topic important because it is necessary to differentiate all the gerund phrases, which are objects and which are subject (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 121/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOK knowledge (vocabulary). Finally they have to use new knowledge. At the end, they are going to learn progressively, and they are going to realize. 25. 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. 26. Lesson Plan TimPhases of Social Media/ eLearning Activities Aim of activity (min Form 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. 122/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOKExtension 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.. 123/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOKTransfer 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. 124/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOK10. Attachments 125/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOK 126/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOK Task 4: LANGUAGE TEACHING UTSV Task 4: LANGUAGE TEACHING Topic: Stress Patterns with Non separable phrasal verbs.Task 4: LANGUAGE TEACHING 127/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOKTable of Contents: 17. Description of the area 18. Description of class and course 19. Topic 20. Theme and motivation 21. Aims of the project 22. Planning 23. Procedure 24. Conclusions 25. Evaluation of the project and self-evaluation 26. Lesson plans and attachments 128/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOKTask 4: LANGUAGE TEACHING- 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. - 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 asks studentswhat they think happens in a show like this (people exchange jobs for a short period).Teacher asks students if they know any other shows like this.It thinks that students are motivated because they like this kind of TV shows and inthis 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 nn) To Practice a job interview 129/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOK 6. Personal aims oo) To motivate students to present and talk about people who they admired. pp) To explain the structure for use the separable and nonseparable verbs. qq) To motivate and encourage the students to experiment with the language. rr) To promote learner autonomy. ss) 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. 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 130/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOK I also incorporate learning task and activities which encourage and facilitatelearner autonomy and take into account learners’ learning styles and culturalexpectations. As a teacher I have to encourage students to use some of the phrasalverbs and gerund phrases verbs and gerund phrases from this unit. I give student thebetter tools to use the verbs and apply them in the real context.9.-Lesson plan TimPhases of Social Media/ eLearning Activities Aim of activity (min Form 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. . 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. 131/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOKDefining 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.Consolidati 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. 132/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOKConclusion 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. 10. ATTACHMENT 133/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOK 134/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOK 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.: 135/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOKTable 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 136/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOK 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 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 Open Mind 3. They joined the course for passing their English class as a subject and for being able to understand English songs but in this case teacher may decide to draw attention to the bulleted steps at the beginning of the section which break down the soft skill. 3. - Topic: Preparing for a job interview 4.-Theme and motivation: Organization and planning in this case the student’s motivation is focused with this kind of activities, because the teacher teaches the lifestyle section to remember that the skills developed can be applied in contexts beyond the English classroom. It means that teacher gives students important tool for help them to find solutions in real life or contexts. 5. - Aims of the project - Evaluating job candidates -practicing a job interview 137/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOK 6. - Planning: Teacher draws the student’s attention to the picture of the man being interviewed. Teacher asks students to think about how the man might be feeling and to make a few notes to describe him. Teacher asks them to compare their ideas in pairs. Teacher listens to ideas from several students, e.g. he probably feels nervous and uncomfortable because he is in a job interview. 7.-Procedure Focus on some of the vocabulary in the text. Write these words and phrases on the board: give notice, link (verb) honest, calm. Teacher asks students to work in pairs and find synonyms or 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). Later teacher asks students to read the instruction and the question carefully, make sure they understand that they need to provide a reason for their decision. Emphasize that there are no incorrect answers, the answers 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 for each questions to make sure that they are answering the interview questions in the best possible way. Teacher ask students to look at the How to say it box. Teacher encourages the students to use the expressions when answering the interviewer’s questions. Teacher asks them to read the questions in Ex., again and prepare their answers to the questions. Teacher is a monitor whiles students are 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 138/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOK 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)Icebreaker/ 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). 139/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOKExtension 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.Focus 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. 140/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOKConsolidati 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. 141/143
  • Certificación de tutores de docentes de idiomasUTSV TRAINEE HANDBOOK 10.-Attachments 142/143
  • UTSV TRAINEE H Certificación de tutores de docentes de idiomasANDBOOK 143/143