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Dossier maria martinez

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Language Dossier

Language Dossier

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  • 1. Ma. G. Martínez C.Complete Sample Dossier for Training Language Teachers Level 1 13
  • 2. CONTENTSTask 1: LANGUAGE AWARENESS – Topic: What do you do? – Two syllable nouns pronunciation.Task 2: LANGUAGE AND CULTURE - Topic: Down timeTask 3: LANGUAGE LEARNING PROCESSES - Topic: Talking about family (speaking activities)Task 4: LANGUAGE TEACHING - Topic: Different strokesTask 5: PLANNING AND EVALUATION - Topic: Here, There and EverywhereTask 6: SELF-ASSESSMENT AND DEVELOPMENT – Topic: Day in, day out (difficult classroom situations)
  • 3. UTSV Task 1: LANGUAGE AWARENESS To learn information questions with Who and articles a and an. Who is a doctor? Who is an engineer? Theme: WHAT DO YOU DO? JANUARY 2013
  • 4. UTTable of Contents: 1. Description of the area 2. Description of class and course 3. Topic 4. Aims of the lesson 5. Correction 6. Procedure 7. Conclusions 8. Self evaluation 9. Lesson plan 10. Attachments
  • 5. 1. Description of the areaThis area includes to Analysis of phonology, grammatical and lexical structuresand use of related basic terminology, to link between linguistic competence andcommunicative competence, to target language description and appropriateterminology, language description being understood as a system of abstractelements, constructions, and rules, to awareness of language systemsdifferences to application of this awareness to teaching and learning experience(i.e. analysis of learning materials)2. Description of class and courseThis course is level 1 course. There are twenty students between the ages of 18and 21, 15 male and 5 female. Three of the ladies like to talk and express theirfeelings in English. The other two ladies join the class but they admit that theydo not like English language because the pronunciation is difficult for them. Tenmale students join the English class they say they like English but it is not theirfavorite subject. The other eight male students say they do not like thegrammar.The group meets on Monday mornings from 12 to 1:40 p.m. The course book isOpenMind 1. The reasons for joining the course were to accredit their Englishclass but also communicate with friends abroad, for being able to have a normalconversation about general information, their abilities, professions, their likesand dislikes, routines in present.3. Topic – What do you do?4. Aims of the lesson - To revise and practice articles a and an. - To revise and practice possessive nouns „s and s‟ - To expand vocabulary related to family members and occupations. - To read and talk about jobs, celebrities, family members and ideal careers. - To revise adjectives for describing jobs and adjectives for describing employees. - To revise two-syllable nouns.
  • 6. 5. Personal aims - To provide an interesting, entertaining lesson for the students to enjoy. - To explain the uses of the articles in a simple way that students understand. - To motivate students to experiment with the language. - To promote learner autonomy. - To motivate students to experiment with their skills. - To show students the importance of knowing how to express themselves using general information.6. ProcedureThe topic of the new chapter (Unit 2/p.17) was WHAT DO YOU DO? In thislesson we looked students asking about other people‟s occupation, describingpeople‟s careers, talking about jobs and talking about family members. A goodpart of this lesson directly follows the lesson layout of the Teacher‟s Guidewhich is very practical and has a variety of different pieces of advice that helpimprove teaching. During our UT‟s term, we have been able to discuss and usemany of these strategies and examples, which have made our experience asteachers richer and more useful.For the first exercise, the Icebreaker, I had 3 pictures of famous people (JohnTravolta, Woody Allen and Beyonce). I wrote the celebrities‟ name on the boardworksheets, I asked the students to identify the three famous people in thepictures. The students worked individually to match the people to their mainoccupations. After some minutes the students compared their answers in pairs,then they checked the answers with the class. After that I gave them picturesthat I had cut from magazines. The pictures were of people with differentprofessions, e.g., baseball player, doctor, teacher, police officer, etc. I wrote thecorresponding occupations on pieces of paper and had the students play withthe pictures as a team memory game. I place the pictures and the occupationsface down on a table and asked teams to come up and take turns trying to findmatching pairs. The team that found the most matching pairs won.We now opened the books (p.18) and individually the students looked at the 10pictures of different professions. I had students work individually to match theoccupations with the correct picture. When they finished they checked theiranswers, first in pair, and then with the class. The next exercise was to givetheir opinions on the most (and least) interesting jobs. After doing that, I askedthem to compare the professions using numbers and ranking the pictures from
  • 7. 1 to 10 (in this case from 1 for very dangerous to 10 for not dangerous). Thesecond step of this exercise was making students to number again the picturesbut this time the ranking was for occupations they thought were very interesting(1) and which they thought were not interesting at all (10). I encouraged thestudents to give reasons why they thought the jobs were interesting or notinteresting, e.g., a taxi driver meets a lot of people.It was interesting listening to their opinions and to notice that they are able toexpress themselves in simple sentences. But also it was a good tool to see whothe weaker or shy students were. It was nice to observe them talking abouttheir ideas, and as it was expected the stronger students made more commentsthan the others and they participated more often with different ideas.We continued with a pronunciation exercise. It is important that students knowthe correct pronunciation for the professions because they have to use articlesat the same time. If they are not aware of the correct pronunciation the makethe most common mistakes we all make when learning a second language.I wrote on the board the words teacher and doctor. I asked the students howmany syllables each word had. Then I had students to repeat the wordschorally. After that I asked students to go to page 19 and look at the words. Iplayed the recording once (CD 1 Track 8) and had students just listen with theirbooks closed. Then I had students open their books and draw their attention tothe underlined (stressed) syllables. Then I played the recording again andasked the students to repeat the words with the correct stress. I emphasizedthat the stress is on the first syllable.Some students found the pronunciation of “lawyer” challenging. I asked them torepeat the word several times until they could say it comfortably.As a consolidation exercise the students looked at the Watch out! Box. Iemphasized that with occupations, we always use a or an in English. I remindedthe students that when they see a noun in plural form, it will never have theindefinite article a/an. After that they did the exercise about writing the indefinitearticle when necessary in some sentences. To wrap up I had students repeatthe correct sentences, first chorally and then individually, focusing on the stressof the two-syllable nouns.Finally, I showed the students the pictures of the famous people again. I askedindividual students what does he/she do? And elicited answers, he’s a/an…;she’s a/an… After that I wrote on the board, what_____ _____ do? And Ipointed to the picture again, I had students tell me the missing words in thequestion (does, she). I elicited the answer; she’s a singer, from the class. I hadthe students to ask and answer the questions about the remaining pictures in
  • 8. pairs. When they finished we checked the answers with the class. Forhomework they had page 10 from the workbook, section 2.7. ConclusionsI think this lesson contained a variety of exercises for checking the correctpronunciation of the two-syllable nouns, also the students had the opportunity toask and answer question in simple present about different occupations. Givingthem the opportunity to personalize the subject and talk about something “real”and interesting for them. The activities motivated the students to expand thediscussions, as well as promoting group adhesion. Using visual aids is also verypopular in this group. It helps them remember and produce vocabulary, withoutinhibiting their own input.8. Self EvaluationI tried to make this lesson interesting and fun, providing pictures of people thestudents admire which would appeal to all learner types and promote learnerautonomy. I attempted to encourage the students to participate and it was notdifficult because everybody loves famous people. I motivated the students touse the grammatical structure as a communicative tool to help them completethe task. However, errors continue to be made but with more practice they tentto disappear.
  • 9. 9. Lesson PlanT = teacher / S = students Phases of Social Media/materi Time Learning Activities Aim of activity Form als (mins)Icebreaker/ - T. Write the words teacher and doctor on the - Teacher introduce 1Introduction to board. Ask the students how many syllables N/A theme.theme each word has. Have the students repeat the -two syllable“Talents“ words chorally, and ask them whether the nouns. stress is on the first or the second syllable in each word.Extension of Recognize thetheme T. See the student‟s book page for the audio -Student book stressed script. students syllable. 5 T: play the recording once, and have the - Audio students just listen with their books closed. Then ask them to tell you which syllable is stressed in each word (the first in all cases) T. Have the students open their books and draw their attention to the underlined (stressed) syllables. Then play the recording again, and ask the students to repeat the words with the correct stress. Emphasize that the stress is on the first syllable. T. Note that many learners find the pronunciation of lawyer challenging. You may need to ask the students to repeat this word several times until they can say it comfortably.Personalisation - See the student‟s book page for the audio -individual -Student book - Practice script. Before you have the students work in pronunciation 10 pairs, give them time to practice saying the words individually.Transfer- - put the students into pairs, and have them -individual - practice take turns saying the words. -plenary -Student book pronunciation - Encourage students to listen to their partner‟s and correct 15 pronunciation and make sure that the first stress syllable is stressed. -Collaborative - when the students finish, play the recording learning and have them repeat the words chorally.
  • 10. Consolidation -Look at the watch out box. -individual -S. can see - Ask them to identify the error. Emphasized -student‟s structure clearly. that with occupations, we always use a or an in -plenary book 15 English. - students complete the sentences using a or an. - when the finish have them check the answers with the class. Ask individual students what does he/she do? Elicit answers, he‟s a/an… she‟s a/an…Conclusion - S ask and answer what are the occupations of -individual -Pictures -S. “see” whatand the famous people in the pictures. they have 20Evaluation -plenary learned and that they can apply it.Homework -T. asks S. to complete WORKBOOK(p.10 -individual -workbook -speak abouttask section 2) different occupations.10..Attachments
  • 11. Task 2: LANGUAGE AND CULTURE Theme: DOWN TIME- Sensitising students about the use of different types of words - Reading: Recognizing cognates January 2013
  • 12. Table of Contents: 1. Description of class and course 2. Aims of the lesson 3. Personal aims 4. Procedure 5. Conclusions 6. Self evaluation 7. Lesson plan 8. Attachments
  • 13. LANGUAGE AND CULTURE1. Description of the area This area will aware of socio-cultural and intercultural aspects of language use and language learning, dealing sensitively with difficult classroom situations relating to cultural aspects like music, clothes, art, architecture, food, and customs. Understanding different backgrounds, using different reading strategies for reading comprehension of students.2. Description of class and course This course is the same A1 course as for Language Teaching. Students will be able to understand and use cognates when reading. There are nineteen students between the ages of 19 and 25, 15 male and 4 female. 3 male students come from different classrooms and careers and the rest of them come from the same classroom and career. The group meets on Tuesday mornings between 9.30 and 11 a.m. The course book is Openmind1 (Cambridge). The reasons for joining the course is because is part of the syllabus for University Superior Technician and when they finish the career they have to be able to read different texts and understand at least the main idea and know different information related to culture.3. Aims of the lesson - To talk about hobbies and interests - To recognize words from different countries. - To compare own language with a foreign language.4. Personal aims - To provide an interesting, lively lesson that students will enjoy. - To explain the difference between cognates and false cognates. - To encourage my students to be aware of different type of words. - To promote reading for getting information from other cultures.5. Procedure Before the lesson began, I wrote words that are cognates in the students‟ language, e.g. hotel, television, interesting and program on the board. I asked the students if they recognize these words or parts of them, I told them that some English words were similar to words in their language. I read the information in the skills box in their books to emphasize those sometimes long words in English can be cognates, and students might be able to recognize at least parts of the word and this was particularly useful when reading. Next, I had students to open their books on page 29 and asked them to read the title of the text “do you want a celebrity hobby?” and find a word that was
  • 14. similar to one in their own language (e.g. hobby and celebrity were likely to be cognates). I had students to complete the task by circling or underlining words they recognized. When they had finished we checked the answers with the class. The possible answers were: celebrities, antique, editions, valuable, condition, model, imagination, create, systems, passengers, interested, architecture, reconstruction, probably, design, decorate, art, objects. I encouraged students to read because I believe that “reading” in any language help to extend our knowledge about different topics or disciplines, because the most you read the most you learn about different cultures. The text titled “do you want a celebrity hobby?” described the hobbies of different celebrities around the world for example: the British singer and songwriter Rod Stewart who has achieved numerous solo hits worldwide, but mainly in the U.K. where he has had six consecutive number one albums and he has lived in the U.S. since 1975 or the American actress Sarah Michelle Gellar best known for her role as the character Buffy Summers in the famous TV series Buffy The Vampire Slayer for which she has won many awards and finally Brad Pitt is an American actor and film producer. He is known for his roles in many movies, including Ocean‟s Thirteen and the Curious Case of Benjamin Button. He is married to actress Angelina Jolie. For the next exercise I asked the students to do this exercise individually and then to compare their answers in pairs. The activity consisted in match each celebrity hobby to the correct famous name. I encouraged students to discuss any different answers they had and decide with their partner which one was the correct. Then, I checked the answers with the class. I asked them to explain how the pictures helped them to make their choices (e.g. picture A showed antique books, etc.). Here the students recognized the importance of “knowing” themselves about different cultures aspects for example, music, clothes, art, architecture, food, and customs. To conclude I questioned the students to discuss why was it important to read different types of text and help them to comprehend what they are reading by using reading comprehension strategies like recognizing cognates and also all agreed that it is important to make predictions about any text that you have to read and you can do this using your previous information learned from different sources.6. Conclusions I think this lesson encouraged students to reflect on their own cultural knowledge and in the use of their own language as the use of vocabulary in a foreign language.7. Self-Evaluation I tried to make this lesson interesting and with a real text than can be found in everyday life. It is important for me as a teacher to sensitize students about the importance of developing the competences necessary for reading
  • 15. comprehension and the great need of teaching students different strategies that can be useful for a better comprehension e.g. prediction, use of cognates, scanning, skimming, etc.LESSON PLAN “Culture”T = teacher / S = studentsPhases of Activities Social Form Media/materials Aim of activity TimeLearning (mins)Introduction -Teacher writes some -Plenary -Board, markers To introduce the 5to theme: cognates on the board and themeDown time ask students to recognize them.Sensitizing -Have students to open their -individual -Student book Introducing 10students to books on page 29 and readingread in a asked them to read the title comprehensionforeign of the text. strategies.languageComparing -students complete task 1 -individual -Student book Apply reading 10L1 vs L2 by by circling or underlining strategyRecognizing words they recognized that recognizingcognates are similar in their own cognates languageSensitizing -Encourage students to read Group -N/A Making students 5students as a way to learn about aware aboutabout the different cultures. reading forimportance of gettingreading knowledge from different culturesBrainstormin Elicit information from the Group -N/A Using previous 10g about people in the reading. Have knowledge fromculture them know some facts students about the famous people in the text.Making I asked the students to do Group -N/A Using 15agreement this exercise individually collaborativewhen and then to compare their learninglearning in a answersgroupConclusion Have students to discuss -Plenary -N/A To reinforce the 5 the importance of reading importance of different types of text and reading and use help them to comprehend techniques what they are reading by strategies when using techniques strategies reading a text.
  • 16. 9. Attachments Activity 1 Activity 2
  • 17. UTSV Task 3 LANGUAGE LEARNING PROCESSESTo learn the simple present, and express general information Theme: WHAT DO YOU DO?
  • 18. UTSV Table 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
  • 19. 1. Description of the areaThis area covers the needs that a learner requires when learning a language. It isfocused on correcting their own mistakes and other‟s mistakes, the learner is ableto learn by being autonomous, and using his/her own learning style. The studentsare going to be able to create their own learning strategies in order to interact withtheir classmates and imitate real life situations and in this way they are going toimprove their learning process.2. Description of class and courseThis, material is designed for learners in a level 1 course. Most of the learners arestudents between the ages of 18 and 20, with some age exceptions.This class is going to let students interact in a conversation, and talk about realexperiences. The main purpose is to use of the simple present, including previousvocabulary about occupations and family members. At the end, learners have tobe proficient to express their own ideas and talk about other person besidehimself/herself. The book needed for this class is open mind 1 from Macmillaneditorial; covering the unit 2, page 23.3. Topic - Simple past present4. Aims of the lesson - Students can use previous vocabulary in a conversation. - Students can form questions and negative statements in the simple present. - Students can understand and use simple present. - Students can talk about real people. - Students can use verbs with −s endings for third persons correctly. - Students can understand other people in a real conversation.
  • 20. 5. Personal aims - To show students that they are able to communicate in a real life situation. - To motivate and encourage students to experiment with the language. - To promote learner autonomy and improvisation during a conversation. - To help them to interact with each other and use previous vocabulary in a conversation. - To show students that they can ask and answer questions about general information.6. ProcedureThe utsv is focused on communicative approach development; which is achievedthrough a constant interaction between students. This topic is focused in unit 2,“What do you do?” (p. 23). In this section learners have to use the simple presentto talk about general information and express it by making use of the previousvocabulary seen in class. They also have to understand the main idea in a presentcontext, and also share information related to the topic they are discussing. Forthis reason the first aim that students must cover is getting in contact with verbs inpresent. The book is going to provide clear examples of how to express ideas inpresent, and activities that are going to help the learners to practice.The first exercise is a reminder for previous vocabulary. All have to draw a versionof their family tree. The main idea is reviewing the vocabulary the already saw.The activity consists in drawing the picture and writing who is who in the familytree.After they finish drawing their family tree and writing the names of their familymembers, they have to say the relationship of each person in the drawing. Theywork in pairs. They have to ask and answer questions (e.g., student 1: who isFrancisco?; student 2: he is my father). The next activity is in the book (p.23). Herethe learners are going to listen to a conversation (CD1, track 14) with their booksclosed. I wrote two questions on the board. I played the recording once so thatstudents can look for the answers in the recording. After playing the recordingonce, students compare their answers in pairs. Then, students opened their booksand checked their answers. After understanding the conversation they have to make a similar conversation,using the pattern given by the book but inserting their own information about theirfamily members.Once all students practice the conversation in pairs I asked several students to tellme something about their partner‟s family, e.g., Maria‟s father is a doctor. This is a
  • 21. good time, when all they have finished to correct the mistakes heard during thepractice with the students‟ help.Finally, they are going to go to the Watch out box in their books (pag. 23) toemphasize that we do not say, “This is the pen of Maria” in English.7. ConclusionsPersonally, I consider this topic one of the most important because it is necessaryto understand, use and remember verbs in simple present in the correct form fordifferent subjects (singular and plural). I consider that these activities are helpful tolet students practice in a situation that could be very similar to a real situation. Alsoit helps students to realize about the knowledge that they already have. Finallythey have to use that new knowledge. In the end, they are going to learnprogressively, each one at their own rhythm and they are going to notice it.8. Self Evaluation 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. Activities also have to be related to reality, so they can see that what they are learning in the classroom can be applied to a similar situation outside the classroom. Interaction between the learners is important and has to be taken into account. No matter the topic, it is important to provide confidence to the students, so they can feel eager to interact with each other and make questions and answer them when necessary.
  • 22. 9. Lesson PlanT = teacher / S = studentsPhases of Activities Social Media/material Aim of activity TimeLearning Form s (mins)Icebreaker/ - S. have to draw a picture of their family tree. --group - To introduce the 5drawing - T. has to explain the instructions of the activity. -None topic. - T. has to say that they are only drawing and writing -to elicit vocabulary the names under each picture without any other already known. information.Extension oftheme -S. work in pairs. They have to ask and answer -group -notebook - To review previous 30 questions about the members in their family vocabulary about (relationship and occupations) family members and occupations. -to practice simple present tense for questions and the correct structure for answers for third persons.Personalisation - After finishing the activity S. have to tell the T. -individual - None -Talk about their 20 information about their classmate‟s family members. families. - Provide feedback of the mistakes made during the drill.10.Attachments
  • 23. UTSV Task 4: LANGUAGE TEACHING TOPIC: Different Strokes To revise and practice present simple affirmative sentences with Lifestyles Adjectives vocabulary ….?The Class has to make an action plan for changing any area of their lives for examplebeing green, social relationships, work and study or healthy living, etc. Describe thearea of life to change. Look back through the unit book for ideas. January 2013
  • 24. Task 4: LANGUAGE TEACHINGTable 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
  • 25. Task 4: LANGUAGE TEACHING1. 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 for instructions and explanations and classroom management.2. Description of class and courseThis course is an A1 course. Students will be able to understand and producesimple present sentences with vocabulary adjectives and talk about lifestyles.There are nineteen students between the ages of 19 and 25, 15 male and 4female. 3 male students come from different classrooms and careers and the restof them come from the same classroom and career.The group meets on Tuesday mornings between 9.30 and 11 a.m. The coursebook is Openmind1 (Cambridge). The reasons for joining the course is because ispart of the syllabus for University Superior Technician and when they finish thecareer they have to be able to communicate basic ideas with friends, at work or fortravelling purposes.3. Topic: Different strokes.4. Aims of the lesson- To revise and practice affirmative forms in present simple tense.- To expand vocabulary relating to a green lifestyles and lifestyle adjectives.- Students talk about green lifestyles.- To revise family members vocabulary5. Personal aims- To provide an interesting, lively lesson that students will enjoy.- To explain the use of adjectives in simple steps that the students understand and can easily employ.- To motivate and encourage the students to experiment with the language.- To promote learner autonomy.
  • 26. 6. ProcedureThe topic of the new chapter (Unit 6/p.57) was Different Strokes and in thislesson we looked at “A green lifestyle”. A good part of this lesson directly followsthe lesson layout of the Teacher‟s Guide. This book is an invaluable selection ofguidelines and tips, which not only facilitate lesson planning, but have taught memany useful strategies to improve my teaching and help my studentseveryday.For the first exercise, the opener, I read aloud the words and phrases next to thepictures, and I had the students repeat them. Then I asked the students to look atthe pictures and gave me a few examples for what each category meant. Ielicited answers like social relationships: friends, people having fun;entertainment: relaxing, listening to music, watching movies/TV; food: going torestaurants, cooking at home, eating with friends; exercise: playing sports, goingto the gym, jogging; shopping: buying clothes, books, DVDs, food. (see p 57).Next, I asked them to check the things individually that were a big part of theirlife. I explained to students that a big part of their life meant something that wasimportant in their life. After that, students worked in pairs and they compared thesimilarities or differences in lifestyles. This was a nice introduction and asindividual were keen to see what the others had written about lifestyles, so itmotivated them to study this topic.We now opened the books (p.58) and I read the instructions to the class, andnominated two students to read a model conversation. Reading these aloud gavethe students time to digest the information and reflect on how this information(which can be found throughout the book) can help them. I pointed out thatspeakers in the model sentences added extra information to their answers. Forexample, they did not just said, Food is a big part of my life; they added details tosupport the answer (I like going to restaurants…) I told the class that this was animportant conversation skill. I wrote phrases on the board to help students to addextra information, e.g. I like… I also like…, I often…, and I don’t usually…For each of the categories, I had the class brainstorm different preferences, e.g.Social relationships: Spending time alone, spending time with friends; food:cooking at home, eating in restaurants; exercise: going to the gym, playingsports, etc. Then, I put the students into pairs to discuss their personalpreferences. This social strategy, helps students to learn from each other, notonly benefits group cohesion, but promotes autonomous learning. This exercisediscussing in pairs discuss their personal preferences also allowed the studentsto use the vocabulary they have learned previously. When the pairs finished, Ielicited some ideas from the class and I found out which activities are a big partof the lives of most of the students in the class. Finally, I nominated severalstudents to tell me about their partner, e.g. Exercise is a big part of Martha´s life.She goes to the gym three times a week. Shopping isn‟t a big part of Frank‟s life.He doesn‟t like shopping.At least two students on each pair said 1 sentence. As this is a medium group,we can work more often in plenary, but I use pair work a lot, as peer help can bea strong motivating factor. Also students have the possibility to formulateanswers in a “closed” atmosphere, before presenting ideas in a big group. This isparticularly advantageous for the shy or weaker students. Another advantage isthat students are recycling and using the vocabulary and all students are
  • 27. involved. I reminded my students that they often won´t know or remember theexact word they are looking for, but they can describe what they need by usingother words they know.After the introduction, I make a list of pairs of opposites the students will know,e.g. big/small; long/short, old/new; hot/cold. I wrote the pairs in random order andasked the students to make four pairs of opposites. Then I told them they weregoing to do the same thing with some new adjectives. I explained them what isthe function of adjectives because I did not want the students confusedgrammatical terms.To conduct this exercise I read the instructions to the class. Then I read theadjectives in the box, and had the students repeat them after me.After, I had the students work individually or in pairs to match the words to thepictures. I checked the answers with the class. After that, I asked the students towork in pairs to match the adjectives with their opposites. I checked the answerswith the class (relaxing/stressful; healthy/unhealthy; boring/exciting;wasteful/green.To encourage students to speak using the new vocabulary and also to transferthe vocabulary learnt into a different context, I asked the students to practice inpairs saying what type of lifestyle his/her family had and saying why. E.g. StudentA: My mom has a healthy lifestyle. She plays sports and she eats healthy food.Student B: Really? Well, my dad is 65 now, so his life isn’t very exciting, toperform this activity we reviewed vocabulary for family members. I elicitedvocabulary the students know for other family members and wrote the words onthe board. Then, I put students into pairs to complete the task. At this level it‟simportant to give students time to gather their thoughts. I circulated and gavehelp where required. It is not only a good opportunity to monitor whether thevocabulary has been understood and can be employed, but also shows thestudents that you are a part of the group. When circulated I helped students tocorrect mistakes using the guidelines to correct DT2 activities. To conclude Iasked students to read personal profiles individually on section 2 of the unit toreinforce what they had been studying that day. The activity consisted on readingsome profiles and say where did they think they came from and answer somequestions with the information on the profiles e.g. What do the people have incommon? In what ways are they different? I asked students to compare theiranswers in pairs and we finished this class eliciting some examples of thevocabulary studied that day and asking them when we can use these words.As part of the homework and reinforcement I asked students to write a personalprofile similar to the previous exercise and making activities on Macmillanplatform.7. ConclusionsI think this lesson contained a variety of exercises for revising the present simpleaffirmative form. The conversation model used recycled vocabulary and it was agood idea for integrating old vocabulary in students‟ conversations or activities.The activities used gave them the opportunity to personalize the subject and talkabout something “real” and interesting to each of them motivated them to expand
  • 28. the discussions, as well as promoting group adhesion. Using visual aids like pictures in their book is also very popular in this group. It helps them remember and produce vocabulary, without inhibiting their own input. 8. Self Evaluation I tried to make this lesson interesting and varied, providing material which would appeal to all learner types and promoting learner autonomy wherever I could. I attempted to encourage the students to use the grammatical structure they learned before as a communicative tool to help them complete the task in hand, and they did it very successfully. I also established that errors in using new vocabulary is completely normal and they need to use them to understand when can they use these type of vocabulary. 9. Lesson PlanT = teacher / S = studentsPhases of Activities Social Media/materials Aim of activity TimeLearning Form (mins)Icebreaker/ -Introduce the activity --group Student Book -Introduce 5Introduction to - Students look at pictures theme.theme and brainstorm a few -to elicit“different strokes“ examples for different -pairs vocabulary preferences e.g. social already known. relationships, food, exercise, -plenary etc. -students in pairs discuss their personal preferencesExtension of . Make a list of pairs of -Teacher Board -Extendtheme opposites the students will -Students Markers vocabulary know, e.g., big-small, long- Student Book -Lifestyle short, old-new, hot-cold. adjectives 10 Write the pairs on the board in random order, and ask the students to make four pairs of opposites. Then tell them they are going to learn some more new adjectives - Have the students work - Student book -Recognition of 10Personalization individually or in pairs to Individual vocabulary match the words to the -Pairs pictures (on page 58). -Plenary - Check the answer with the class. - Ask the students to work in pairs to match the adjectives with their opposites. Check the answers with the class.Transfer Ask ss to practice in pairs - N/A S: Use the saying what type of lifestyle Individual information in a his/her family had and -pairs different context 15 saying why. E.g. Student A: -Plenary - provides a My mom has a healthy progressive lifestyle. She plays sports way to build and she eats healthy food. vocabulary Student B: Really? Well, my skills for dad is 65 now, so his life education and
  • 29. isn’t very exciting. for practicing vocabulary -Elicit vocabulary for family studied members from ss write the recently. words on the board.Consolidation -Have ss read personal - -Student book S:Reflect on profiles on section 2 and Individual their lifestyles answer some questions after -pairs and practice the reading with the information -plenary learned 15 on the profiles e.g. What do vocabulary the people have in common? In what ways are they different?Conclusion and I asked students to compare T. Measure theEvaluation their answers in pairs and progress of 20 we finished this class students about eliciting some examples of the numbers of the vocabulary studied that words learned day and asking them when and the concept we can use these words. they studied.Homework task Ask ss to work on activities Individual Internet connection Reinforce at Macmillan platform knowledge. section vocabulary
  • 30. 10. AttachmentsAttachment 1
  • 31. Attachment 2Attachment 3
  • 32. Task 5: PLANNING AND EVALUATIONClass project to manage their time by writing a to-do list with activities for each day ofthe week. Theme: Here, there and everywhere January 2013
  • 33. PLANNING AND EVALUATIONTable 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 attachments
  • 34. PLANNING AND EVALUATION1. Description of the area. This area covers a wide range of needs especially Elementary students. For this area it is necessary to recycle and consolidate the target language of the unit, and to expose the students to vital soft skills that will enable them to become more competitive and successful in their academic and professional lives. It is also important to remember that the skills developed can be applied in contexts beyond the English classroom.2. Description of class and course This course is the same A1 course as for Language Teaching. Students will be able to understand and use cognates when reading. There are nineteen students between the ages of 19 and 25, 15 male and 4 female. 3 male students come from different classrooms and careers and the rest of them come from the same classroom and career. The group meets on Tuesday mornings between 9.30 and 11 a.m. The course book is Openmind1 (Cambridge). The reasons for joining the course is because is part of the syllabus for University Superior Technician and when they finish the career they have to be able to read different texts and understand at least the main idea and know different information related to culture.3. Aims of the project - to recycle and consolidate the target language - to expose the students to vital soft skills4. Personal Aims. - Evaluate students in a different way e.g. by developing a project. - Help my students to plan further learning to suit their needs. - Analyze and assess my students‟ language competence according to the CEFR.5. Planning: The project was to cover the last lesson of the current UT term. Step 1: To understand different problems to manage time Step 2: To write a to-do list and categorize each task Step 3: To make decisions on the order of tasks.6. ProcedureStep 1:To start the lesson I asked students if they had time to do things, or if they sometimesfeel they didn‟t enough time to do all the things they needed to do. I checked that
  • 35. they understood the word busy (a busy person has many things to do and notenough time).I emphasized the importance of effective time management. I also explained theconcept of a to-do list (writing down all the things you have to do in a day or a week)and the benefits of putting these in order of priority (from most important to leastimportant).I asked the students if they wrote to-do lists and, if they did, how they help them plantheir days.The first exercise consisted on looking at the pictures on the quiz on page 44 onstudent book. I asked them which picture showed a calm, organized person. I wentover the meanings and pronunciation of worried and waste time. Then I read theinstructions for the quiz. I made sure the students understood that they needed tochoose one answer for each question. I told them to circle the answer that was truefor them in each case and next I had them to do the exercise individually.I circulated while the students were working, and offered help when needed. Whenstudents finished I had them to calculate their scores according to the chart at thebottom of the quiz. I took a class poll to find out which category the studentsbelonged to. At this point was necessary to explain the concept achieve (dosomething successfully) and attitude (your opinion about something).Step 2:At this step I referred the students to the term to-do list (a list of everything you wantor need to do). I asked the class how many of them made to-do lists regularly.I then, had students look at the example list on student‟s book and I asked them whatthree categories were included in the to-do lists (the day or date, the tasks, theestimated time for each task) I checked that they understood the word task(something that you need to do, often something that is difficult).After, I asked the students to make s similar to-do lists for all the days of the nextweek. I wrote the three categories on the board to remind the students to includethem all. I gave them plenty of time to think about this before moving to step 3 on thislesson.Step 3:At this stage, I nominated four students to read aloud the four categories. I explainedthat this is one possible way of prioritizing tasks when writing a to-do list – important,not important, necessary, and not necessary. I pointed out to the How to say it box,(Is this important? How important is this?, It‟s very important!, I don‟t really needto…and I had the students repeat the sentences chorally and then individually. Next,I put the students into pairs, and told them to exchange to their to-do lists with theirpartner, I encouraged them to use the questions in the How to say box to find outwhether the tasks in their partner‟s to-do list were important or not, and had themwork together to rank the tasks from category 1 to category 3. When they finished Itold them to give the to-do lists back to their partner.To finish this class I asked students to reflect on their lists. I explained that theywould need to reorganize their original to-do lists based on how important each task
  • 36. was. I highlighted the importance of prioritizing. I emphasized that the students mightfind it helpful to balance out their to-do lists if they moved tasks from one day toanother. While the students were doing this task, I circulated and monitored and gavehelp where required.I encouraged them to evaluate each other‟s lists and decide if they had enough timeto do everything they had listed. When the pairs finished, briefly got some feedbackfrom the class. I briefly reminded the class effective time management can help us tobe calm and relaxed, even when we are busy. Making to-do lists, planning;prioritizing can help us to organize our time much more effectively.7. ConclusionsThe project turned out to be a success and an enjoyable way to end the term. Thestudents agreed that know how to manage our time it‟s a good skill than could beapplied not just for classroom but beyond it in their real life.8. Evaluation of the project and self-evaluationThe development of this project was very satisfactory, because this life skill sectionhas the purposes to include a linguistic focus and a soft skill focus and the aim of thefirst is to recycle and consolidate the target language of the unit, and the aim of thesecond is to expose the students to vital soft skills that will enable students tobecome more competitive and successful in their academic and professional lives.However, this project should have taken more than one class because sometimesthe fact of explaining a lot of new terms to students took more time from the originallyplanned time for this classroom situation. On the other hand, this was a greatopportunity to encourage students to reflect on how does categorizing tasks help usto organize our time and on what they had learned or practiced in this section andwhere and how they could apply the strategies outside the classroom. 9. Lesson Plans and Attachments:
  • 37. Lesson Plan: Planning and EvaluationT: Teacher / S: StudentPhases of Activities Social Media/materi Aim of activity TimeLearning Form als (mins)Icebreaker/ - T. asked ssif they have time to do things, or -group -None - To introduce the 5Managing time if they sometimes feel they don‟t have enough topic. time to do all the things they need to do. -to elicit vocabulary -T. explained basic concepts like the word already known and busy, the expression to-do list. to explain new T. emphasize the importance of effective time vocabulary and management. expressions.Extension of -T. askss to look at some pictures on a quiz on - -course book - To analyze own 40theme page 44. Individual activities and T. askss to say which picture shows a calm, evaluate organized person. themselves about T. Read the instructions for answering the quiz. the way they T.askss to do the exercise individually. -group manage their time T. circulate while ss are working, and offer help - -to extend as needed. individual vocabulary. T. When the ss finish, have them calculate - their scores according to the chart at the bottom of the quiz. -Pairs T. take a class poll to find out which category the students belong to. T. Explain any concept that may be necessary for students understanding. Note: the quiz can be done as an interview. (Ask ss to work in pairs and ask each other the questions. They should then write down their partner‟s answers to each question, and figure out their partner‟s score and which category they belong to.
  • 38. Personalisatio T. refer ss to the term to-do -group Course book -writing to-do list. 30n - -Learn sentences T. ask the class how many of them make to-do individuall for evaluating lists regularly. y priority in tasks T. have students to look at the example list on student‟s book. T. check any difficult term. T. asked the students to make similar to-do lists for all the days of the next week (alternative: ask the students to make a to-do list for just two or three days of the next week) T. Nominate 4 students to read aloud the four categories (important, not important, necessary, not necessary) Explain that this is a way of prioritizing tasks when writing a to-do list. I point out to the How to say it box, (Is this important? How important is this?, It‟s very important!, I don‟t really need to… T. Have students to repeat the sentences chorally and then individually. T. put the students into pairs, and tell them to exchange their to-do lists with their partner T. Have them work together to rank the tasks from category 1 to category 3.Conclusion T. class I asked students to reflect on their lists - Course book -Reflect on their 15 individual management time T. highlight the importance of prioritizing. -pairs Encourage them to evaluate each other‟s lists and decide if they have enough time to do everything they have listed. When the pairs finish, briefly get some feedback from the class. T, Briefly remind the class effective time management can help us to be calm and relaxed, even when we are busy. Making to-do lists, planning; prioritizing can help us to organize our time much more effectively.Step 1:(a) Quiz management timeStep 2:(a) To-do list formatStep 3:
  • 39. a) Schedule for managing time.Attachment 1
  • 40. Attachment 2Attachment 3
  • 41. Task 5: SELF-ASSESSMENT AND DEVELOPMENT Topic: Day in, day out.This lesson we will use feedback rules, difficult classroom situations. As teacher, ourpurpose is to observe the student‟ skills, dealing with feedback, awareness of one‟sown strengths and weaknesses, and awareness of possibilities for furtherprofessional development.Students will be able to reflect and draw conclusion from observations and self-observation in order to gain a better understanding of their own skills. JANUARY 2013
  • 42. SELF-ASSESSMENT AND DEVELOPMENTTable 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 attachments
  • 43. SELF-ASSESSMENT AND DEVELOPMENT1. 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 a level 1 course. Where students will be able to understand and use the simple present, frequency adverbs and prepositions of time to talk about interesting activities. In this lesson students will talk about when things happen, they will learn to organize and plan activities (time management) and also the will learn to describe weekday and weekend routines.3. Topic: day in, day out. Theme and motivation The real motivation for students about this course was seeing that they can apply what they practice in class in a real life situation. We believe that it is a successful lesson because students get more interested in their activities and also they show interest in their classmates‟ activities. Students will feel motivated when they share their interest with other students.4. Aims of the lesson - Students describe weekdays and weekend routines. - Talk about interesting activities - talk about unusual activities - talk about the frequency they do their activities - Use prepositions of time correctly.5. Personal aims - To receive feedback on my teaching performance - To give constructive feedback to colleagues - To share ideas with colleagues to promote best practice - To promote learner autonomy.
  • 44. 6. ProcedureYou can find this topic in the unit 4 (p. 41). A good part of this lesson directly followsthe lesson layout of the Teacher‟s Guide. During UT‟s term, the English academy hasbeen able to discuss and share ideas to promote best practice.For the first exercise, the icebreaker, ask the students to look at the picture on page41. Ask them what a routine is. Then explain them that they will hear Mark talking toJanet about his routine. Don‟t expect them to produce any complicated sentenceshere; it is just to let them know what is the audio listening about.Before starting this exercise students have already practice simple present in pastsessions and also they just saw and learn how to use frequency adverbs andprepositions of time. Students opened the book (p. 41) and individually they read thequestions at the end of the conversation. After doing that, I played the recording onceand checked progress. I asked if they need to listen to the recording again andchecked the answers with the class.The next step is to walk around the classroom and ask each person to tell them twointeresting or unusual things their classmates do each week. Students have to find asmuch as they can. Give students a little time to think about the interesting or unusualthings they do. (e.g., suggest sports or hobbies). To give them a better idea of whatthe objective of the class is, I asked two students to read the model conversationaloud. When they finished, all the class start to walk around the classroom.When students finish the exercise, I asked for the first volunteers to share someinteresting things they learned about their classmates. As students give theiranswers, I encourage the rest of the class to ask questions to find out moreinformation about their classmates‟ interests. It is interesting to write on the boardsome interesting or unusual activities to help them stimulate and increase theirvocabulary.Finally, I asked the students how they felt during the activity, if the activity was easyor difficult for them. If they found useful the vocabulary during the activity. If they thinkthey could find a similar situation in real life. They all agreed that was fun, interestingand they probably will face a similar situation in the future 7. ConclusionsI think this lesson encouraged students to experiment with the language, to use theprevious vocabulary and grammar they learned. I consider that this lesson was usefulfor them because it made them realize that there is a purpose, that they can use it ina real life situation. The objective in general of this course is that students realize thatthey can apply the language, the can use the activities practiced in the classroom tointeract outside the class. 8. Self Evaluation
  • 45. I try to do this lesson authentic, using slide in a language classroom, giving studentsreal life situations, encouraging and motivating the students to learn and use thelanguage and I also incorporate listening task and activities which encourage andfacilitate learner autonomy and interaction between the members of the class. Theseactivities take into account learners‟ learning styles and cultural expectations. I alsoshared ideas with colleagues to promote the improvement in our classrooms andstudents. This is also important to find solutions to difficulties in teaching during aclass.
  • 46. 9. Lesson plan Phases of Social Media/materi Time Learning Activities Aim of activity Form als (mins)Icebreaker: - Before lesson begins, T. ask students to look - group -engage 5Routines at a picture. - book image students in - T. ask what a routine is. (p.41) topic. - S. share their ideas. - introduce theme.Extension of T. explain that students will hear a conversation Identify routinestheme between Mark and Janet about his routine.. -Student book and interesting students activities. 10 S. read the questions at the end of the conversation. - Audio T. play the recording once and check progress. T. play the recording again and check the answers with the class.Personalisation - Students walk around the classroom and ask -individual -Student book - Practice simple each person to tell them two interesting things present 35 or unusual things they do each week. questions, use - Before doing that, two students read the the vocabulary model conversation aloud. and prepositions of time during a - After reading the conversation T. gives a little conversation. time to think about the interesting or unusual things that they do.Transfer- - encourage students to circulate, asking and -individual - practice answering questions about their activities. -plenary -N/A questions and answers in 15 simple presentConsolidation -when students finish asking and answering -individual -S. can see questions around the classroom, ask for the first -N/A report what they volunteers out of several to share some -plenary found out 15 interesting or unusual things they learned about their classmates.Conclusion - as students give their answers, encourage the -individual -N/A -S. “see” whatand rest of the class to ask questions to find out they have 10Evaluation more information about their classmates‟ -plenary learned and that interest. they can apply -write on the board some interesting or unusual it. activities to help them stimulate and increase their vocabulary.
  • 47. 10.Attachments