Handbook maria martinez

TASK 4.6 PART 3 HANDBOOK

PREPARING A TEACHER HANDBOOK

Aim: To design a training manual for a teacher training.

María G. Martinez


GENERAL INFORMATION

The aims of the training
The requirements
Which language the training is offered in and for
Requirements of the trainee
Application form for trainees interested
A questionnaire
Course rules

STRUCTURE AND TIMING

CONTENTS

CERTIFICATE
General information
Application form for certification
Application form for lesson observation

MANUAL
Dossiers Explanation
Instructions for dossier Elaboration

EVALUATION
Teaching dossiers checklists
Class Observation checklist
Evaluation Procedure and Assessment criteria
Trainer Evaluation checklist

MATERIAL
Reading List
Dossiers Examples
Materials

María G. Martinez


GENERAL INFORMATION

Aims of the training

This Trainee handbook (TH) is designed and produced by María G. Martínez
Caamaño member of the English Academy from Technological University of
Southest of Veracruz (UTSV), which has provided examinations in English for
speakers since 2006.

The teacher in training should know: concepts related to pronunciation training,
listening comprehension, understanding different accents, learning spoken and
written language, planning and preparing dossier in language awareness,
language and culture, language learning processes, language teaching,
planning and evaluation and self-assessment and development.

This handbook also will encourage teachers in their professional development
by providing steps in a developmental framework for teachers of English.

The requirements
The trainee handbook is suitable for:

- Teachers in training who teach levels 1 - 9 in the Technological
University of Southest of 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 3.

- English as an additional language teacher who work with non-native
speaker learners in mainstream classes.

Which language the training is offered in and for

This trainee handbook is offered only in English language for helping teachers
in training to develop their own teaching dossiers. The TH includes the
language used as English teachers and their activities. It guides to understand
and design a dossier for the 6 areas, for any topic and level 1-9 that they
choose to work on.

Requirements of the trainee

María G. Martinez


All the candidates taking this training will normally have experience of teaching
English to speakers of other languages. 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 report on the training.

- All trainees must answer the questionnaire to integrate their profile.

- Trainees‟ must update 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.

María G. Martinez


Application form for interested trainees

Personal Information

Salutation First Name Last name

Email

( ) ( )
Phone Mobile phone
/ /
Birth day Birth month Birth year

Citizenship

F M
Gender

Marital Status

City

Country

Zip / Postal code
Education and Experience

Title of Bachelor

Years of Years as a teacher
experience

Certification Band /Score

Signature

María G. Martinez


A questionnaire

NAME:__________________________________________________________

Instructions: Choose the best answer

1. 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 it

2. Do you understand the principles of language learning and teaching?

a) Yes b) Sometimes c) No d) I need to improve

in it

3. Do you select the appropriate teaching points from teaching materials to suit

different levels?


in it

4. Do you provide your students with clear and effective explanations in a way

that is helpful to them?


in it

5. Do you use grammar books, platforms or websites effectively to provide your

students with clear answers?


in it

6. Do you provide to my students styles and strategies for learning?

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in it

7. Do you give your students feedback on their language competence in a way

that is appropriate and helpful?


in it

8. Do you encourage and motivate your students to improve?


in it

9. Do you define the aims of my lesson and understand how to achieve them?


in it

10. Do you use a variety of exercise types?


in it

11. Do you use various media forms appropriately asmoodle, whiteboard,

smartboard, etc?


in it

María G. Martinez


Course rules

This training handbook includes all the rules to do this certification possible.

- All traineesinterested trainees need an application form before starting
the training.

- Trainees‟ updated CVs with their application form

- We are required to send a quarter progress report on the training,
depending the English level that they‟re teaching.

- All trainees must answer the questionnaire to integrate 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.

STRUCTURE AND TIMING

Face to face

The face to face program provides you an opportunity to settle down in the
University of Technological of south-east from Veracruz class to explore
experiential learning in a small class setting. This trainee handbook can be
developed in different structures or way to teaching.

The training will include “train the trainer” programmes. This course also comes
with a set of a manual where it describes and explain how to do the dossier in
six different areas and it will explain the topic of the dossier as Language
Awareness, Language and Culture, Language Learning Processes, Language
Teaching, Planning and Evaluation, Self-Assessment and Development.

Members of the English academy will explain to the trainees what are the aims
of the each lesson, it will give an example of the description of a class, it also
will explain what are the correct procedure to do the dossier and the conclusion

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of the lesson. It is also important for trainees to know all attachments or
resources that they could use to develop their classes.

All the material or resources to support are showed face to face by the English
Academy will also be made available. The ultimate objective should be to create
increased the best methodology and strategies for teaching, so that all trainees
can utilise the information for improvement of their quality of teaching, and to
create scope for teaching skills development.

All nine members of the English academy will be instructors who will teach in
the face to face format. We should not forget all benefits of face to face training
which are though face to face communication, additional information is available
such as the deducting through body language, tone, volume and modulations of
voice. Sometimes technology often does not facilitate the right type of
information being shared 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 the instructor valuable information about how they are
progressing, areas in which they are doing well and those that would benefit
from further input. Face to face also delivery allows trainees to share their
personal experiences, thoughts and challenges in relation to the content. This
can be a rich source of learning and one that many trainees miss when
undertaking distance education.

The timing for this program using face to face training will be twice a week,
three hours per day, counting 60 hours in total.

Blended course

The benefits of face to face courses are well documented elsewhere on this
handbook. 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 less recommended for absolute beginner teachers

There are many factors which may lead a trainee to go for online training,
however, factors which include convenience, cost, access, location, learning
styles and preferences.

Online courses do enable you to gain a useful insight into this handbook, and
where there is a lower minimum requirement for the qualifications of teachers,
these courses can serve as a 'passport' into teaching. Online courses give a
foundation which is ideal for helping to orientate potential teachers who may be
going off on a short term teaching mission, where teaching English is not being
seen as a long-term career, nor to provide a sustainable source of income,
where teaching might take place on a casual or volunteer basis.
María G. Martinez


This kind of course will take more time because it will required more practice for
face to face and online practices. It should count 60 hours in total.

Online course

With our busy lives, conventional employee training can become a repetitive,
time-consuming task for all involved. In-person classroom training requires that
everyone involved get together at the same time/place, and the teacher must be
paid for his/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
are living busy lives, these Web-based applications can be reached from home
or any other Internet-accessible computer anytime! No more scheduled training
sessions to work 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
most accurate, relevant information reaches trainees.
Affordable: Companies with a large volume of high-turnover positions where
continuous training is necessary can save thousands with online training
programs. They eliminate classroom related costs and materials' expenses.
Now trainers can develop the course content, present it once and go on to the
next project. Trainers only 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 is often higher than in a classroom setting. They can still have opportunities
to email or call the teacher to ask questions, although many online courses now
offer an updatable FAQ section where they can look first for answers to the
most commonly asked questions, which reduces repetitive questions.
Reporting: Most applications, like Osmosis, are customizable. The reporting
tools are also customized to suit the company. During the analysis phase of the
project, specialists determine what components are most important and develop
easy ways to gather the exact data needed for grading.

This kind of course will take more time because it will required more practice for
face to face and online practices. It should count 60 hours in total.

Weekend course

María G. Martinez


The way for this training will be only apply on weekends, it gives to teachers all
the information that they need to know but on weekends so they will be able to
develope their work and put in practices their experimental work in the week
with their students.

Compact course

In this course, we use the summary of all the methodologies and strategies for
teaching, it also focus in the meaning of the main concepts and includes a lot of
examples about to how make the dossiers. Talking about compact course is
spending the same hours for having this course but the insensitive for learning
and practice increase, it means that teachers will have to spend more time
practicing and doing research that reading or assist face to face to a course. It
will be more practical than theoretical.

CONTENTS

This handbook helps the teachers in training to develop their own teaching
dossier. It is really practical for trainees; it will help in order to design teacher‟s
teaching dossiers. This manual contents general information such as the aims
of the training, the requirements of the trainee, the application form for trainees
interested, the questionnaire 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 and Self-Assessment and Development in all the trainees teachers
in order to guide to meet, understand and design six dossier for different areas,
for any topic and level they 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,

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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 of
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

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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 I'm teaching at the end of the course. At the
last area but not the least
6. 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 solutions to my teaching problems and to put forward
ideas on how to ensure continuous professional development at the end of
the course.

CERTIFICATE

General Information

Getting 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 abilities and understanding to increase the cognitive process in the
way that they teach, it also helps all the communications strategies to develop
the intercultural understanding.

María G. Martinez


The global necesity to learn another language, specially English, as teacher, we
should motivate our student the importance of this language at present and
getting this certification will help teachers to do that kind of motivation.

This certification will provide to teachers to develop their own teaching
strategies or metodologies for teaching. Getting this certification, teachers will
improve how to correct mistakes from their students in class, it is really
important to teachers use social 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 dossiers 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 course

The candidates receive a certificate for Trainee Teachers. Candidates
performance is reported to the European Competence Systems Certificate and
evaluate it by this important and international organization. This one will be who
decided is the certification has been successful and it will let the teachers know
about it.

María G. Martinez


Application form for certification

Fill in the boxes with your information, all required fields must be completed or
your form will be returned.

LAST NAME (as photo ID)

FIRST NAME (as photo ID)

ADDRESS. LINE 1

ADDRESS. LINE 2

CITY

COUNTRY ZIP CODE

PHONE NUMBER GENDER
MAL FEMALE
E
DATE OF BIRTH NATIVE LANGUAGE
MO D YEA
NTH A R
Y

María G. Martinez


Application form for lesson observation

Date / Time: Duration:
Teacher: Level. & Subject: No. in Class:

Support Staff: Observer:
Context:

Where the teaching was effective, it was Where the teaching was not so effective it
because: was because:

Where the learning was effective, it was Where the learning was not so effective it
because: was because:

Agreed areas for development

María G. Martinez


MANUAL

Dossiers Explanation

The first area is Language Awareness. Here the trainee is going to be able to
describe the language taught in class, and making reference about appropriate
terminology. The apprentice is going to learn how to select the appropriate
teaching points from materials, in order to share the principles of language
learning; also he/she is going to learn how to provide effective explanations to
the learners through the use of appropriate methodological tools. By doing this,
is necessary to make use of reference materials which are going to provide
clear information related to the language.

Instructions for dossier Elaboration
Cover.- Your dossier must contain a cover where you specify the area that you
are going to work with. Provide the title, the date, and the name of the person
that is elaborating the dossier.

Description of the area.- Here you have to explain the characteristics of the area
that you are developing, providing just a brief explanation about the area in no
more than a full page.

Description of the class and course.- here you have to explain the participants
of the class. You have to include number of students that are in the class, the
level of the learners, their age; the characteristics of the course like the goals of
the session, the topic, and the order which is going to be performed.

Topic.- You have to provide the main topic that you are using to elaborate your
dossier.

Aims of the lesson.- provide the objectives that learners have to achieve at the
end of the lesson according to the topic.

Personal aims.- provide the personal objectives that you want to achieve at the
end of the lesson.

Procedure.- In this section you have to describe all the activities of the class.
This description has to be very detailed. It must be described in order, and
explaining what should the learners do and the dynamic issues. It is important
to add the materials that students need in every activity. It must cover the whole
class, from the introduction to the conclusion.

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Conclusion.- here you have to write a general conclusion about the way you
developed the dossier. You have to provide your thoughts about the aims you
completed, and if it is necessary changing anything.

Self evaluation.- in this section you have to elaborate a personal evaluation
about your performance and if you found any problem during the dossier
creation. You have to include what you have learnt, and what do you think you
could improve for future activities.

Lesson plan.- here you have to include the lesson plan that you elaborated for
the dossier. You have to consider all the activities of the class, the material that
you are going to use, the time for each activity, and how is going to be the
interaction per activity.

Attachments.- in this section you have to include all the extra materials that you
are going to use for the class; they could be worksheets, flashcards, pictures,
etc.

Dossier Format

Cover.-

“ENGLISH LEVEL”

Objectives of the lesson

Topic

Theme:

“NAME OF THE AREA”

Date

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Body.-

You have to consider this format:

Font: Arial 12
Line space: 1.5
Include a content table.
Note: 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 page

EVALUATION

Teaching dossiers checklists

Teaching Dossier Area: Language Awareness

Necessary point to cover Covered? Observation/comment

yes no

The teacher is completely familiar with the
basic tools for language analysis.

The teacher is able to make general
comparisons between the source language
of the learners and the target language.

The teacher can deploy this knowledge in
his/her teaching, using it in particular for the
planning of language lessons and language
courses.

The teacher is able to check his/her
knowledge of the language system and to
further develop it, using relevant reference
sources.

Uses correct and appropriate terminology to
describe language.

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Formulates learning objectives clearly and
comprehensibly for language lessons and
parts of language lessons

Analyses language and help learners to
understand language structures

Perceives and understand difficulties related
to the structures of the target language
which learners encounter and to provide
appropriate didactical and methodological
measures to deal with such problems

Provides grammatical explanations which
are readily comprehensible and accessible
to his/her learners

Teaching Dossier Area: Language and Culture


Yes No

The teacher is aware of socio-cultural and
intercultural aspects in language use and
language production.

The trainer is able to sensitive learners to
cultural differences.

Shows empathy with/sensitivity to the
cultural background(s) of the learners

Promotes sensitivity towards cultural
differences whilst avoiding cultural
stereotypes in his/her learners.

Integrates socio-cultural and intercultural
topics into the language lessons.

María G. Martinez


Teaching Dossier Area: Planning and Evaluation


Yes no

Is the teacher able to plan and evaluate
language lessons within the context of a
given curriculum/syllabus.

Understands the institutional context of
his/her teaching activities and is familiar
with the overall training programmes
offered within his/her institution.

Understands the levels of competence
defined in the European Framework of
Reference, is familiar with the main
language examinations offered in the
target language and is able to prepare
learners to take such examinations.

States general aims and objectives for a
course or a series of lessons

Defines aims and objectives for a lesson
and integrate them in the context of a
course

Plans lessons, selecting appropriate
learning tasks and activities to suit the
aims and objectives of the lesson

María G. Martinez


Teaching Dossier Area: Language Acquisition


Yes no

The teacher is aware of the most
important concepts related to current
theories of language acquisition, can
recognise development patterns in the
target language, and is able to integrate
these into the planning of language
lessons, thus structuring and supporting
the language learning process.

Integrates learners' previous learning
experience in his/her language lessons

Presents learning materials in a lively and
relevant manner

Takes into consideration the needs and
interests of the learners

Recognises the level of language
competence of the learners

Anticipates possible language problems
and show evidence of envisaged solutions
in his/her planning

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Teaching Dossier Area: Global Evaluation


yes No

Combines theoretical knowledge with
practical language teaching

Acquires basic methodological-didactic
competence and skills and know when
and how to apply them

Understands the different aspects and
problems related to modern language
teaching

Reflects and analyse own teaching,
based on practical examples, and draw
conclusions for own further development.

Tries out and evaluate new and
alternative solutions.

Learns from others.

Works together with others.

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Class Observation checklist

Name 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 Evaluation

Necessary point to cover Result Observation/

1 2 3 4 5 Comment

Before the lesson takes part:

The planning of the lesson

The choice of material, activities
and tasks

Reflection on potential problems

Well designed materials

During 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 of instruction

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Context appropriate?

classroom management

social forms

atmosphere

Confidence provider

Content organized

Relates concept to students
needs and experience

After the lesson:

topics to be discussed

Commitments

Proper and clear feedback

Personal feedback (if needed)

Evaluation Procedure and Assessment criteria

The evaluation criteria for the trainee are going to be according to the way
which evaluation is held in the institution. The evaluations‟ university is divided
in two parts, 70% practice and 30% theoretical knowledge. Based on this, the
observation must be considered by following the practical part. It is important
that the trainee provides practical activities, more than grammar explanation.
Also, the institution is focused on communicative approach; for this reason, the
interaction must be by speaking practices.

The evaluation criteria would be obtained by taking into account the next
activities:

Class preparation, class development, and class ending. The first part must
contain the 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
trainee and the students. It is necessary to catch student‟s attention by

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providing interesting information for them. One of the most important points to
consider in this part is clarifying doubts and questions properly, as well as
providing clear explanations about grammar structures and communication
patterns.
Finally, the class ending must cover a feedback about the topic. It is important
that during this section of the class, students clarify all the doubts. It is needed a
general review of the session as well.

In order to achieve a satisfactory evaluation of 70% of practice, and 30%
theoretical knowledge, the teacher has to achieve those three sections in every
session. For that reason, 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%

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Trainer Evaluation checklist

Name 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 Evaluation

Point 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.

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.

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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 evaluations

MATERIAL

A reading list

1.- 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=1

2.- Language awareness: an international project, Dolors Masats; see the article at:
http://jaling.ecml.at/pdfdocs/articles/English.pdf

3.- 100+ ideas to promote language awareness, Joe Debono; see the article at:
http://www.newburypark.redbridge.sch.uk/langofmonth/activitiesbooklet.pdf

4.- Culture and Language, Edward P. Lazear; see the full article at: http://faculty-
gsb.stanford.edu/lazear/personal/PDFs/culture%20and%20language.pdf

5.- 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.pdf

6.- Factor affecting the language learning process, Bilqees Shabbir; see the complete
article at: http://www.usindh.edu.pk/irjah/irjah_37/6.%20Bilqees%20Shabbir.pdf

7.- Interpreting communicative language teaching, Sandra J. Savigon; see the
complete article at: http://yalepress.yale.edu/yupbooks/pdf/0300091567.pdf

8.- Planning, conducting, and evaluating parenting education programs, Karen
DeBond; see the full article at:
http://www.ces.ncsu.edu/depts/fcs/temp/parent_ed/pdfs/planning%20family%20progra
ms.pdf

9.- Self-assessment and development planning; you can see the full article at:
http://dera.ioe.ac.uk/4104/1/self-assessment-and-development-planning.pdf

María G. Martinez


Dossiers Examples

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

María G. Martinez


Table of Contents:

- Description of the area

- Description of class and course

- Topic

- Aims of the lesson

- Correction

- Procedure

- Conclusions

- Self evaluation

- Lesson plan

- Attachments

María G. Martinez


LANGUAGE AWARENESS

1.Description of the area

This area includes to Analysis of phonology, grammatical and lexical structures
and use of related basic terminology, to link between linguistic competence and
communicative competence, to target language description and appropriate
terminology, language description being understood as a system of abstract
elements, constructions, and rules, to awareness of language systems
differences to application of this awareness to teaching and learning experience
(i.e. analysis of learning materials)

2. Description of class and course
This course is level 1 course. There are twenty students between the ages of 18
and 21, 15 male and 5 female. Three of the ladies like to talk and express their
feelings in English. The other two ladies join the class but they admit that they
do not like English language because the pronunciation is difficult for them. Ten
male students join the English class they say they like English but it is not their
favorite subject. The other eight male students say they do not like the
grammar.

The group meets on Monday mornings from 12 to 1:40 p.m. The course book is
OpenMind 1. The reasons for joining the course were to accredit their English
class but also communicate with friends abroad, for being able to have a normal
conversation about general information, their abilities, professions, their likes
and dislikes, routines in present.

3. Topic – What do you do?
4. Aims of the lesson
b) To revise and practice articles a and an.
c) To revise and practice possessive nouns „s and s‟
d) To expand vocabulary related to family members and occupations.
e) To read and talk about jobs, celebrities, family members and ideal
careers.
f) To revise adjectives for describing jobs and adjectives for describing
employees.
g) To revise two-syllable nouns.

María G. Martinez


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. Procedure

The topic of the new chapter (Unit 2/p.17) was WHAT DO YOU DO? In this
lesson we looked students asking about other people‟s occupation, describing
people‟s careers, talking about jobs and talking about family members. A good
part of this lesson directly follows the lesson layout of the Teacher‟s Guide
which is very practical and has a variety of different pieces of advice that help
improve teaching. During our UT‟s term, we have been able to discuss and use
many of these strategies and examples, which have made our experience as
teachers richer and more useful.

For the first exercise, the Icebreaker, I had 3 pictures of famous people (John
Travolta, Woody Allen and Beyonce). I wrote the celebrities‟ name on the board
worksheets, I asked the students to identify the three famous people in the
pictures. The students worked individually to match the people to their main
occupations. After some minutes the students compared their answers in pairs,
then they checked the answers with the class. After that I gave them pictures
that I had cut from magazines. The pictures were of people with different
professions, e.g., baseball player, doctor, teacher, police officer, etc. I wrote the
corresponding occupations on pieces of paper and had the students play with
the pictures as a team memory game. I place the pictures and the occupations
face down on a table and asked teams to come up and take turns trying to find
matching pairs. The team that found the most matching pairs won.

We now opened the books (p.18) and individually the students looked at the 10
pictures of different professions. I had students work individually to match the
occupations with the correct picture. When they finished they checked their
answers, first in pair, and then with the class. The next exercise was to give
their opinions on the most (and least) interesting jobs. After doing that, I asked

María G. Martinez


them to compare the professions using numbers and ranking the pictures from
1 to 10 (in this case from 1 for very dangerous to 10 for not dangerous). The
second step of this exercise was making students to number again the pictures
but 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 the
students to give reasons why they thought the jobs were interesting or not
interesting, e.g., a taxi driver meets a lot of people.

It was interesting listening to their opinions and to notice that they are able to
express themselves in simple sentences. But also it was a good tool to see who
the weaker or shy students were. It was nice to observe them talking about
their ideas, and as it was expected the stronger students made more comments
than the others and they participated more often with different ideas.

We continued with a pronunciation exercise. It is important that students know
the correct pronunciation for the professions because they have to use articles
at the same time. If they are not aware of the correct pronunciation the make
the 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 how
many syllables each word had. Then I had students to repeat the words
chorally. After that I asked students to go to page 19 and look at the words. I
played the recording once (CD 1 Track 8) and had students just listen with their
books closed. Then I had students open their books and draw their attention to
the underlined (stressed) syllables. Then I played the recording again and
asked the students to repeat the words with the correct stress. I emphasized
that the stress is on the first syllable.

Some students found the pronunciation of “lawyer” challenging. I asked them to
repeat the word several times until they could say it comfortably.

As a consolidation exercise the students looked at the Watch out! Box. I
emphasized that with occupations, we always use a or an in English. I reminded
the students that when they see a noun in plural form, it will never have the
indefinite article a/an. After that they did the exercise about writing the indefinite
article when necessary in some sentences. To wrap up I had students repeat
the correct sentences, first chorally and then individually, focusing on the stress
of the two-syllable nouns.

Finally, I showed the students the pictures of the famous people again. I asked
individual 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 I

María G. Martinez


pointed to the picture again, I had students tell me the missing words in the
question (does, she). I elicited the answer; she’s a singer, from the class. I had
the students to ask and answer the questions about the remaining pictures in
pairs. When they finished we checked the answers with the class. For
homework they had page 10 from the workbook, section 2.

7. Conclusions
I think this lesson contained a variety of exercises for checking the correct
pronunciation of the two-syllable nouns, also the students had the opportunity to
ask and answer question in simple present about different occupations. Giving
them the opportunity to personalize the subject and talk about something “real”
and interesting for them. The activities motivated the students to expand the
discussions, as well as promoting group adhesion. Using visual aids 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 fun, providing pictures of people the
students admire which would appeal to all learner types and promote learner
autonomy. I attempted to encourage the students to participate and it was not
difficult because everybody loves famous people. I motivated the students to
use the grammatical structure as a communicative tool to help them complete
the task. However, errors continue to be made but with more practice they tent
to disappear.

María G. Martinez


9. Lesson Plan
T = teacher / S = students
Phases of
Social Time
Learning Activities Media/materials Aim of activity
Form (mins)

Icebreaker/ - T. Write the words teacher and doctor on the board. - Teacher introduce theme. 1
Introduction to Ask the students how many syllables each word has. N/A -two syllable
theme Have the students repeat the words chorally, and ask nouns.
“Talents“ them whether the stress is on the first or the second
syllable in each word.
Extension of T. See the student‟s book page for the audio script. Recognize the
theme T: play the recording once, and have the students just -Student book stressed syllable.
listen with their books closed. Then ask them to students
tell you which syllable is stressed in each word 5
(the first in all cases) - Audio
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.

h) See the student‟s book page for the audio
Personalisation script. Before you have the students work in pairs, -individual -Student book - Practice
give them time to practice saying the words pronunciation 10
individually.

Transfer- - put the students into pairs, and have them take turns -individual - practice
saying the words. -plenary -Student book pronunciation and
- Encourage students to listen to their partner‟s correct stress 15
pronunciation and make sure that the first syllable is -Collaborative
stressed. learning
- when the students finish, play the recording and
have them repeat the words chorally.
Consolidation -Look at the watch out box. -individual -student‟s book -S. can see
- Ask them to identify the error. Emphasized that with structure clearly.
occupations, we always use a or an in English. -plenary 15
- 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 and - S ask and answer what are the occupations of the -individual -Pictures -S. “see” what
Evaluation famous people in the pictures. they have learned 20
-plenary and that they can
apply it.
Homework task -T. asks S. to complete WORKBOOK(p.10 section 2) -individual -workbook -speak about
different
occupations.

María G. Martinez


10..Attachments

María G. Martinez


Task 2:

LANGUAGE AND CULTURE

Theme: DOWN TIME

- Sensitising students about the use of different types of words
- Reading: Recognizing cognates

January 2013

María G. Martinez


Table of Contents:



3. Personal aims

4. Procedure

5. Conclusions

6. Self evaluation

7. Lesson plan

8. Attachments

LANGUAGE AND CULTURE
María G. Martinez


1. 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.

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.

- 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

María G. Martinez


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
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

María G. Martinez


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
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”

Phases of Activities Social Form Media/materials Aim of activity Time
Learning (mins)

Introduction -Teacher writes some -Plenary -Board, markers To introduce the 5
to theme: cognates on the board and theme
Down time ask students to recognize
them.
Sensitizing -Have students to open their -individual -Student book Introducing 10
students to books on page 29 and reading
read in a asked them to read the title comprehension
foreign of the text. strategies.
language
Comparing -students complete task 1 -individual -Student book Apply reading 10
L1 vs L2 by by circling or underlining strategy
Recognizing words they recognized that recognizing
cognates are similar in their own cognates
language
Sensitizing -Encourage students to read Group -N/A Making students 5
students as a way to learn about aware about
about the different cultures. reading for getting
importance of knowledge from
reading different cultures
Brainstormin Elicit information from the Group -N/A Using previous 10
g about people in the reading. Have knowledge from
culture them know some facts students
about the famous people in
the text.
Making I asked the students to do Group -N/A Using 15
agreement this exercise individually collaborative
when and then to compare their learning
learning in a answers
group
Conclusion 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.

María G. Martinez

9. Attachments

Activity 1

Activity 2


UTSV Task 3:

LANGUAGE LEARNING PROCESSES

To learn the simple present, and express general information

Theme: WHAT DO YOU DO?



Table 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



2.Description of the area

This area covers the needs that a learner requires when learning a language. It is
focused on correcting their own mistakes and other‟s mistakes, the learner is able
to learn by being autonomous, and using his/her own learning style. The students
are going to be able to create their own learning strategies in order to interact with
their classmates and imitate real life situations and in this way they are going to
improve their learning process.

3.Description of class and course

This, material is designed for learners in a level 1 course. Most of the learners are
students 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 real
experiences. The main purpose is to use of the simple present, including previous
vocabulary about occupations and family members. At the end, learners have to
be proficient to express their own ideas and talk about other person beside
himself/herself. The book needed for this class is open mind 1 from Macmillan
editorial; covering the unit 2, page 23.

3.Topic - Simple past present

• 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.
8. 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.
9. Procedure

The utsv is focused on communicative approach development; which is achieved
through 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 present
to talk about general information and express it by making use of the previous
vocabulary seen in class. They also have to understand the main idea in a present
context, and also share information related to the topic they are discussing. For
this reason the first aim that students must cover is getting in contact with verbs in
present. The book is going to provide clear examples of how to express ideas in
present, 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 version
of 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 family
tree.

After they finish drawing their family tree and writing the names of their family
members, they have to say the relationship of each person in the drawing. They
work in pairs. They have to ask and answer questions (e.g., student 1: who is
Francisco?; student 2: he is my father). The next activity is in the book (p.23). Here
the learners are going to listen to a conversation (CD1, track 14) with their books
closed. I wrote two questions on the board. I played the recording once so that
students can look for the answers in the recording. After playing the recording
once, students compare their answers in pairs. Then, students opened their books
and 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 their
family members.

Once all students practice the conversation in pairs I asked several students to tell
me something about their partner‟s family, e.g., Maria‟s father is a doctor. This is a
good time, when all they have finished to correct the mistakes heard during the
practice with the students‟ help.

Finally, they are going to go to the Watch out box in their books (pag. 23) to
emphasize that we do not say, “This is the pen of Maria” in English.

10. Conclusions


Personally, I consider this topic one of the most important because it is necessary
to understand, use and remember verbs in simple present in the correct form for
different subjects (singular and plural). I consider that these activities are helpful to
let students practice in a situation that could be very similar to a real situation. Also
it helps students to realize about the knowledge that they already have. Finally
they have to use that new knowledge. In the end, they are going to learn
progressively, each one at their own rhythm and they are going to notice it.

11. 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.


12. Lesson Plan

Phases of Activities Social Media/material Aim of activity Time
Learning Form s (mins)

Icebreaker/ - S. have to draw a picture of their family tree. --group -None - To introduce the 5
drawing - T. has to explain the instructions of the activity. 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 of -S. work in pairs. They have to ask and answer - To review previous
theme questions about the members in their family -group -notebook vocabulary about 30
(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 l - None -Talk about their 20
information about their classmate‟s family members. families.
- Provide feedback of
the mistakes made
during the drill.

10.Attachments


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 example
being green, social relationships, work and study or healthy living, etc. Describe the
area of life to change. Look back through the unit book for ideas.

January 2013


Task 4:

LANGUAGE TEACHING

Table of Contents:



3. Topic


5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10. Attachments


LANGUAGE TEACHING


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 teacher's and learners' role in a learner-centered
approach, use of target language for instructions and explanations and
classroom management.


This course is an A1 course. Students will be able to understand and produce
simple present sentences with vocabulary adjectives and talk about lifestyles.
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 communicate basic ideas with friends, at work or for
travelling purposes.
3. Topic: Different strokes.


- 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 vocabulary

5. 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.

6. Procedure
The topic of the new chapter (Unit 6/p.57) was Different Strokes and in this
lesson we looked at “A green lifestyle”. 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 have taught me
many useful strategies to improve my teaching and help my students everyday.
For the first exercise, the opener, I read aloud the words and phrases next to the
pictures, and I had the students repeat them. Then I asked the students to look at
the pictures and gave me a few examples for what each category meant. I
elicited answers like social relationships: friends, people having fun;
entertainment: relaxing, listening to music, watching movies/TV; food: going to
restaurants, cooking at home, eating with friends; exercise: playing sports, going
to 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 their
life. I explained to students that a big part of their life meant something that was
important in their life. After that, students worked in pairs and they compared the
similarities or differences in lifestyles. This was a nice introduction and as
individual were keen to see what the others had written about lifestyles, so it
motivated them to study this topic.
We now opened the books (p.58) and I read the instructions to the class, and
nominated two students to read a model conversation. Reading these aloud gave
the 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 that
speakers in the model sentences added extra information to their answers. For
example, they did not just said, Food is a big part of my life; they added details to
support the answer (I like going to restaurants…) I told the class that this was an
important conversation skill. I wrote phrases on the board to help students to add
extra 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, playing
sports, etc. Then, I put the students into pairs to discuss their personal
preferences. This social strategy, helps students to learn from each other, not
only benefits group cohesion, but promotes autonomous learning. This exercise
discussing in pairs discuss their personal preferences also allowed the students
to use the vocabulary they have learned previously. When the pairs finished, I
elicited some ideas from the class and I found out which activities are a big part
of the lives of most of the students in the class. Finally, I nominated several
students 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 be
a strong motivating factor. Also students have the possibility to formulate
answers in a “closed” atmosphere, before presenting ideas in a big group. This is
particularly advantageous for the shy or weaker students. Another advantage is
that students are recycling and using the vocabulary and all students are
involved. I reminded my students that they often won´t know or remember the
exact word they are looking for, but they can describe what they need by using
other 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 and
asked the students to make four pairs of opposites. Then I told them they were
going to do the same thing with some new adjectives. I explained them what is
the function of adjectives because I did not want the students confused
grammatical terms.
To conduct this exercise I read the instructions to the class. Then I read the
adjectives 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 the
pictures. I checked the answers with the class. After that, I asked the students to
work in pairs to match the adjectives with their opposites. I checked the answers
with the class (relaxing/stressful; healthy/unhealthy; boring/exciting;
wasteful/green.
To encourage students to speak using the new vocabulary and also to transfer
the vocabulary learnt into a different context, I asked the students to practice in
pairs saying what type of lifestyle his/her family had and saying why. E.g. Student
A: 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, to
perform this activity we reviewed vocabulary for family members. I elicited
vocabulary the students know for other family members and wrote the words on
the board. Then, I put students into pairs to complete the task. At this level it‟s
important to give students time to gather their thoughts. I circulated and gave
help where required. It is not only a good opportunity to monitor whether the
vocabulary has been understood and can be employed, but also shows the
students that you are a part of the group. When circulated I helped students to
correct mistakes using the guidelines to correct DT2 activities. To conclude I
asked students to read personal profiles individually on section 2 of the unit to
reinforce what they had been studying that day. The activity consisted on reading
some profiles and say where did they think they came from and answer some
questions with the information on the profiles e.g. What do the people have in
common? In what ways are they different? I asked students to compare their
answers in pairs and we finished this class eliciting some examples of the
vocabulary 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 personal
profile similar to the previous exercise and making activities on Macmillan
platform.


7. Conclusions

I think this lesson contained a variety of exercises for revising the present simple
affirmative form. The conversation model used recycled vocabulary and it was a
good idea for integrating old vocabulary in students‟ conversations or activities.
The activities used gave them the opportunity to personalize the subject and talk
about something “real” and interesting to each of them motivated them to expand
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 Plan
Phases of Activities Social Media/materials Aim of activity Time
Learning Form (mins)

Icebreaker/ -Introduce the activity --group Student Book -Introduce theme. 5
Introduction to - Students look at pictures and -to elicit
theme brainstorm a few examples for vocabulary
“different strokes“ different preferences e.g. social -pairs already known.
relationships, food, exercise,
etc. -plenary
-students in pairs discuss their
personal preferences
Extension of theme -Make a list of pairs of opposites -Teacher Board -Extend
the students will know, e.g., big- -Students Markers vocabulary
small, long-short, old-new, hot- Student Book -Lifestyle
cold. Write the pairs on the adjectives 10
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 -Individual Student book -Recognition of 10
Personalization individually or in pairs to match -Pairs vocabulary
the words to the pictures (on -Plenary
page 58).
-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 -Individual N/A S: Use the
saying what type of lifestyle -pairs information in a
his/her family had and saying -Plenary different context - 15
why. E.g. Student A: My mom provides a


has a healthy lifestyle. She progressive way
plays sports and she eats to build
healthy food. Student B: Really? vocabulary skills
Well, my dad is 65 now, so his for education and
life isn’t very exciting. for practicing
-Elicit vocabulary for family vocabulary
members from ss write the studied recently.
words on the board.
Consolidation -Have ss read personal profiles -Individual -Student book S:Reflect on their
on section 2 and answer some -pairs lifestyles and
questions after reading with the -plenary practice the
information on the profiles e.g. learned 15
What do the people have in vocabulary
common? In what ways are they
different?
Conclusion and I asked students to compare T. Measure the
Evaluation their answers in pairs and we progress of 20
finished this class eliciting some students about
examples of the vocabulary the numbers of
studied that day and asking words learned
them when we can use these and the concept
words. they studied.

Homework task Ask ss to work on activities at Individual Internet connection Reinforce
Macmillan platform section knowledge.
vocabulary

10. Attachments


Attachment 1


Attachment 2

Attachment 3


Task 5:

PLANNING AND EVALUATION

Class project to manage their time by writing a to-do list with activities for each day of
the week.

Theme: Here, there and everywhere

January 2013



Table of Contents:



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

UTSV TRAINEE HANDBOOK

1. 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.

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 skills

4. 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. Procedure

Step 1:
To start the lesson I asked students if they had time to do things, or if they
sometimes feel they didn‟t enough time to do all the things they needed to do. I
checked that they understood the word busy (a busy person has many things to do
and not enough time).
I emphasized the importance of effective time management. I also explained the
concept 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 least
important).
I asked the students if they wrote to-do lists and, if they did, how they help them plan
their days.
The first exercise consisted on looking at the pictures on the quiz on page 44 on
student book. I asked them which picture showed a calm, organized person. I went
over the meanings and pronunciation of worried and waste time. Then I read the
instructions for the quiz. I made sure the students understood that they needed to
choose one answer for each question. I told them to circle the answer that was true
for 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. When
students finished I had them to calculate their scores according to the chart at the
bottom of the quiz. I took a class poll to find out which category the students
belonged to. At this point was necessary to explain the concept achieve (do
something 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 want
or 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 what
three categories were included in the to-do lists (the day or date, the tasks, the
estimated 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 next
week. I wrote the three categories on the board to remind the students to include
them all. I gave them plenty of time to think about this before moving to step 3 on this
lesson.
Step 3:
At this stage, I nominated four students to read aloud the four categories. I explained
that 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 need
to…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 their
partner, I encouraged them to use the questions in the How to say box to find out
whether the tasks in their partner‟s to-do list were important or not, and had them
work together to rank the tasks from category 1 to category 3. When they finished I
told 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 they
would need to reorganize their original to-do lists based on how important each task
was. I highlighted the importance of prioritizing. I emphasized that the students might
find it helpful to balance out their to-do lists if they moved tasks from one day to
another. While the students were doing this task, I circulated and monitored and gave
help where required.
I encouraged them to evaluate each other‟s lists and decide if they had enough time
to do everything they had listed. When the pairs finished, briefly got some feedback
from the class. I briefly reminded 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.
7. Conclusions
The project turned out to be a success and an enjoyable way to end the term. The
students agreed that know how to manage our time it‟s a good skill than could be
applied not just for classroom but beyond it in their real life.
8. Evaluation of the project and self-evaluation
The development of this project was very satisfactory, because this life skill section
has the purposes to include a linguistic focus and a soft skill focus and 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 soft skills that will enable students to
become more competitive and successful in their academic and professional lives.
However, this project should have taken more than one class because sometimes
the fact of explaining a lot of new terms to students took more time from the originally
planned time for this classroom situation. On the other hand, this was a great
opportunity to encourage students to reflect on how does categorizing tasks help us
to organize our time and on what they had learned or practiced in this section and
where and how they could apply the strategies outside the classroom.
9. Lesson Plans and Attachments:

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