SlideShare a Scribd company logo
1 of 18
Download to read offline
1
Complete Dossier for ELTACS Master Trainer Course Participants




                  CONTENTS




         Task 1: LANGUAGE AWARENESS

         Task 2: LANGUAGE AND CULTURE

         Task 3: LANGUAGE LEARNING PROCESS

         Task 4: LANGUAGE TEACHING

         Task 5: PLANNING AND EVALUATION

         Task 6: SELF-ASSESSMENT AND DEVELOPMENT




Adapted by: Fabiola Pérez Palma.
2



       ICC/EUROLTA Certification




                                                                                                                  Task 1:




                                                 LANGUAGE AWARENESS




                                               Theme: Talking about vacation.




                                                      Table of Contents:

                  Description of the area
                  Description of class and course
                  Topic
                  Aims of the lesson
                  Personal aims
                  Procedure
                  Conclusions
                  Self-evaluation
                  Lesson plan
                  Attachments


                                                    Description of the area




                This area deals with the analysis of phonology, grammatical and lexical structures and the use

                of related basic terminology. Embodied in this area is the target language description (system

                 of abstract elements, constructions and rules) and appropriate terminology. It also includes

                 the analysis of learning materials as well as the delivery of clear and effective explanations

                to help students to understand better. Furthermore, it considers the effective use of reference

                               materials and the awareness of language systems differences.




Adapted by: Fabiola Pérez Palma.
3




                                               2. Description of class and course




                    This group is made up by 25 students, 19 girls and 6 boys. Their ages range between 18

                and 22 years old. Their English level is basic and corresponds to A1. Students have not enough

       command of the language (English) since they have studied in Public Schools, where students most of the time do

                                         not take advantage of learning a new language.

                    This group has English class on Tuesdays and Thursdays from 9:00 a.m. to 10:40 a.m.




                                                              3. Topic




                                                       “Present Progressive”




                                                       4. Aims of the lesson




                                                    Talking about vacations




                                                         5. Personal aims




                    To help students to develop self-confidence to talk with others in L2 through a lively and

                                                        encouraging lesson.




                                                            6. Procedure




         Before the class started, I pasted pictures depicting people performing different action activities (Attachment).

        1.   Cut up Worksheet 8 into activities, or make your own. One student comes to the front of the class, draws a
             piece of paper with an activity on it, and acts out the activity silently. The class tries to guess what he/she is
                                                                   doing.

               The Ice breaker was a good start because students were very participative in the miming activity.

        2.   The students can take turns acting out the activities, or you can divide the class into teams. A student from
                each team presents the activity to his/her team. If the team guesses correctly in the allotted time (30



Adapted by: Fabiola Pérez Palma.
4
             seconds), the team scores a point. You may also allow the other team to “steal” after the time limit is up. This
                                                    keeps all students involved.

       NOTE: If you make up your own activities rather than using the worksheet, make the activities involved. “Jumping”
                       is too easy even for low levels. “Jumping on your left foot” is better.

                          Also, they drew a mind map in order to review the topic of the previous class.




        Another ice breaker you could use is to play the Lyric “Lemon Tree” so the students have to fill in the blanks using
                                            the verbs that end in –ing form.

                   All the students were involved, they sang and practice the pronunciation and spelling rules.




                      The discovery activity went well as the students were able to understand the concept

       of “present progressive” for describing actions that are taking place at the moment. I used different colorful papers
                             to highlight the interrogative, negative and affirmative form.




                  The personalization stage fulfilled its purpose, which was to help students to see the practical

         use of this grammar structure in their daily lives. In addition they wrote down some paragraphs guessing what

                                 their families or relatives were doing at the moment of the class.




                                                          7. Conclusions




                    This lesson gave students a lot of opportunities to practice the grammar structure and the

        Pronunciation & spelling. Furthermore, they acknowledged the importance of being able to describe the situations

                                          or activities that are happening at the moment.

          The use of music, realia and miming help students understand better the topic and they got fun while learning

                                                              English.




                                                        8. Self-Evaluation




                        In spite the fact that students understood the grammar point and succeeded in the

            correct use of present progressive, I think that I should have brought extra material and more classroom

                                                         arrangement tips.




Adapted by: Fabiola Pérez Palma.
5




                                                          Lesson Plan

Subject : Idioma Extranjero 1       Time: 60 minutes      Level: A1        Student: 25

Time

             Language or              Present progressive (affirmative, interrogative and negative form)
             grammar objective

             Functional objective     Talking about vacations



5 minutes    Warm-up activity         Teacher organizes small teams by giving them a number from 1 to 3, so we
                                      can have 3 teams of 5 students each one.

                                      Teacher sets the game. Teacher gives a puzzle to each team. Then teacher
                                      gives the instructions.

                                            1. Give each team a puzzle.
                                            2. Teacher explains the rules of the game. “You’re going to make the
                                               puzzle while the music is playing. The first team who finishes the
                                               puzzle is the winner, and there is a prize”.


7.5 minutes Vocabulary to be          Vocabulary Referent             Concept questions
            elicited
                                      Run           Miming                   Where do you run?
                                                                             Who runs in the morning?

                                      Read          Miming                   What do you read?
                                                    /Realia                  Where do you usually read?

                                      Eat           Miming                   How many times do you eat in a day?
                                                                             What time do you eat
                                                                             breakfast/lunch/dinner?




         Adapted by: Fabiola Pérez Palma.
6
                                   Dance        Miming                  Where do you dance?
                                                                        Who likes to dance?

                                   Play soccer Miming                   Who plays soccer in the classroom?
                                                                        When do you play soccer?

5 minutes    Focus question                 Where is Armi?

10 minutes Presentation plan       Teacher shows a Power Point presentation on board to explain inductively
                                   the meaning and structure of the PRESENT PROGRESSIVE. Teacher reads the
                                   2 uses of the present progressive. Then, students choose the best option
                                   according to the uses of present continuous.

                                   Teacher explains the present progressive structure using color papers with
                                   positive and negative sentences.

8 minutes    All activities and    Activity 1. Put the words and phrases in the correct order to form sentences,
             instructions          using the present progressive.

                                       1)   Susana / writing /a / is / letter
                                       2)   taking / Alex and Joe / classes / are / karate
                                       3)   isn’t / Paola / this / working / week
                                       4)   are / videogames / playing / they
                                       5)   aren’t / sandwiches / making / Alice and Conchita

10 minutes                         Activity 2. Complete the sentences using the words in the box. Use Present
                                   Progressive in affirmative or negative form.

                                   drink / eat / watch / work / do

                                       1)   I can’t watch TV. I _________ my homework.
                                       2)   Dora is in the kitchen. She _________ soda.
                                       3)   Joe is on a diet this month. He _________ cake or cookies.
                                       4)   Shhh! Cocoyeyo ______________ a really good show on TV.
                                       5)   Mike __________ in the International Office. He likes his job.

15 minutes Production activities   Teacher asks students to imagine they are on vacation. Students work
                                   individually and answer these questions:

                                            Where are you?
                                            What are you doing?( 2 activities)

                                   Then, teacher asks students to work in pairs, and have to agree in only one
                                   place and 2 activities for both of them.

                                   Teacher goes back to the slide where the e-mail is. He will introduce the


        Adapted by: Fabiola Pérez Palma.
7
                                 parts of the e-mail (opening, body, closing).

                                 Students write an e-mail to their teacher following the e-mail structure from
                                 the focus question exercise. Students have to go to the computer lab in
                                 order to do the activity.




Motivation Need                  In order to produce the activity, students will have to think about the place
                                 they want to go and the activities they are doing.



          Value                  Teacher will give three extra-points to all the students who send the email
                                 to the teacher one day before the next class.

          Expectation            Teacher will create the belief to each student that at the end of the class
                                 they will be able to write an e-mail expressing their activities they are doing
                                 at the moment. Besides students will gain confidence about communicating
                                 in a foreign language even they are in basic levels.




       Adapted by: Fabiola Pérez Palma.
8




                                   Attachments




Adapted by: Fabiola Pérez Palma.
9




What are they doing? – Present progressive

 Put students into groups of four or five. Give each group a set of cards face down. Students take
 turns to take a card and mime what s/he is doing. The winner takes the card.




   He’s phoning his wife.           She’s washing her hair.               They’re dancing.




      They’re having an             She’s waiting for a train.        They’re getting married.
         argument.




  He’s cleaning the stairs.           She’s running a race.                   It’s raining.




Adapted by: Fabiola Pérez Palma.
10

 They’re studying English.         She’s thinking about her     He’s watching a sad
                                             dog.                     movie.




  She’s brushing her hair.           He’s riding a camel.     They’re playing computer
                                                                       games.




     She’s sunbathing.             He’s cooking spaghetti.     She’s feeding her cat.




    He’s learning to drive          She’s taking a photo.           It’s snowing.




Adapted by: Fabiola Pérez Palma.
11




Adapted by: Fabiola Pérez Palma.
12


                      TASK 1.                                              TASK 1.

Listen to the song Lemon Tree by Fool's Garden           Listen to the song Lemon Tree by Fool's
   and complete the sentences with the Present              Garden and complete the sentences
 Participle to form the Present Continuous tense.      with the Present Participle to form the Present
                                                                     Continuous tense.
I'm______________here in a boring room
It's just another rainy Sunday afternoon               I'm______________here in a boring room
I'm__________my time I got nothing to do               It's just another rainy Sunday afternoon
I'm______around I'm __________for you but              I'm__________my time I got nothing to do
nothing ever happens - and I wonder                    I'm______around I'm __________for you but
                                                       nothing ever happens - and I wonder
I'm__________around in my car
I'm______________too fast I'm ___________too           I'm__________around in my car
far                                                    I'm______________too fast I'm
I'd like to change my point of view                    ___________too far
                                                       I'd like to change my point of view
I feel so lonely I'm ___________for you
but nothing ever happens - and I wonder                I feel so lonely I'm ___________for you
I wonder how I wonder why                              but nothing ever happens - and I wonder
yesterday you told me 'bout the blue blue sky          I wonder how I wonder why
and all tall that I can see is just a yellow lemon-    yesterday you told me 'bout the blue blue sky
tree                                                   and all tall that I can see is just a yellow lemon-
I'm _________my head up and down                       tree
I'm turning turning turning turning turning around     I'm _________my head up and down
and all that I can see is just another lemon-tree      I'm turning turning turning turning turning
I'm______here I miss the power                         around
                                                       and all that I can see is just another lemon-tree
I'd like to go out, take a shower                      I'm______here I miss the power
but there's a heavy cloud inside my head
I feel so tired put myself into bed                    I'd like to go out, take a shower
where nothing ever happens - and I wonder              but there's a heavy cloud inside my head
                                                       I feel so tired put myself into bed
Isolation - is not good for me                         where nothing ever happens - and I wonder
Isolation - I don't want to sit on a lemon-tree
                                                       Isolation - is not good for me
I'm_____around in a desert of joy                      Isolation - I don't want to sit on a lemon-tree

Baby, anyhow I'll get another toy                      I'm_____around in a desert of joy
and every thing will happen -and you'll wonder
                                                       Baby, anyhow I'll get another toy
                                                       and every thing will happen -and you'll wonder
I wonder how I wonder why
yesterday you told me 'bout the blue blue sky
and all tall that I can see is just a yellow lemon-    I wonder how I wonder why
tree                                                   yesterday you told me 'bout the blue blue sky
I'm                                                    and all tall that I can see is just a yellow lemon-
my head up and down                                    tree
I'm turning turning turning turning turning around     I'm
and all that I can see is just another lemon-tree      my head up and down
                                                       I'm turning turning turning turning turning
                                                       around
                                                       and all that I can see is just another lemon-tree




Adapted by: Fabiola Pérez Palma.
13




                                   VOCABULARY TO ELICIT




Adapted by: Fabiola Pérez Palma.
14




Adapted by: Fabiola Pérez Palma.
15




                                   Activity: Where is Armi?



Adapted by: Fabiola Pérez Palma.
16

                                   Reading activity

       Hi Lorenzo!!

       It’s Monday, so we are taking Wanda’s class. How are you?

     My brother is in the kitchen. He is eating a delicious hamburger.
He isn’t reading his book.

      My father is dancing with my mom, and my dog cowboy is
running in the yard. My sister is playing soccer with her friends. They’re
not good at playing, but they’re having fun. Fortunately they are very
patient.

       How are things with you?

       Love, Armi.




       Present Progressive



       The present progressive can indicate:

       a)things happening at the moment

       Example:

   1. I am reading a good book          (Affirmative sentence)

   2. Amy is eating a hamburger.

   3. My mom is NOT dancing right now. (Negative sentence)

   4. We are NOT studying English.

   5. Is My mom eating a hamburger? (Interrogative sentence)

Adapted by: Fabiola Pérez Palma.
17




Adapted by: Fabiola Pérez Palma.
18




Adapted by: Fabiola Pérez Palma.

More Related Content

What's hot

What's hot (17)

Context and culture in language teaching
Context and culture in language teachingContext and culture in language teaching
Context and culture in language teaching
 
Lessonplan
Lessonplan Lessonplan
Lessonplan
 
Norma patricia martinez caamaño
Norma patricia martinez caamañoNorma patricia martinez caamaño
Norma patricia martinez caamaño
 
23 8-11
23 8-1123 8-11
23 8-11
 
25 8-11
25 8-1125 8-11
25 8-11
 
Classroom management and learning style
Classroom management and learning styleClassroom management and learning style
Classroom management and learning style
 
Unit plan
Unit planUnit plan
Unit plan
 
Lesson Plan for Writing Skill (descriptive)
Lesson Plan for Writing Skill (descriptive) Lesson Plan for Writing Skill (descriptive)
Lesson Plan for Writing Skill (descriptive)
 
22 8-11
22 8-1122 8-11
22 8-11
 
Lesson note kpd3016
Lesson note kpd3016Lesson note kpd3016
Lesson note kpd3016
 
16 8-11
16 8-1116 8-11
16 8-11
 
Topic lesson 1
Topic lesson 1Topic lesson 1
Topic lesson 1
 
Sample of writing lesson plan
Sample of writing lesson planSample of writing lesson plan
Sample of writing lesson plan
 
2012 Classroom Makeover Day 2
2012 Classroom Makeover Day 22012 Classroom Makeover Day 2
2012 Classroom Makeover Day 2
 
21 7-11 bi
21 7-11 bi21 7-11 bi
21 7-11 bi
 
Mikro lesson plan
Mikro lesson planMikro lesson plan
Mikro lesson plan
 
Klessonplan
KlessonplanKlessonplan
Klessonplan
 

Viewers also liked

Assignment2.5 fabiola pérez_palma
Assignment2.5 fabiola pérez_palmaAssignment2.5 fabiola pérez_palma
Assignment2.5 fabiola pérez_palmaFabiola Perez
 
Assignment2.3 fabiola pérez_palma
Assignment2.3 fabiola pérez_palmaAssignment2.3 fabiola pérez_palma
Assignment2.3 fabiola pérez_palmaFabiola Perez
 
Company Profile
Company ProfileCompany Profile
Company Profilebaskoros
 
Company Profile E M A I L
Company  Profile  E M A I LCompany  Profile  E M A I L
Company Profile E M A I Lbaskoros
 
3 2 task_format_fabiola_perez_palma_utcancun
3 2 task_format_fabiola_perez_palma_utcancun3 2 task_format_fabiola_perez_palma_utcancun
3 2 task_format_fabiola_perez_palma_utcancunFabiola Perez
 
Blue Brain_Nikhilesh+Krishna Raj
Blue Brain_Nikhilesh+Krishna RajBlue Brain_Nikhilesh+Krishna Raj
Blue Brain_Nikhilesh+Krishna RajKrishna Raj .S
 
4 6 1_fabiola_pérez_palma
4 6 1_fabiola_pérez_palma4 6 1_fabiola_pérez_palma
4 6 1_fabiola_pérez_palmaFabiola Perez
 
Assignment2.1 fabiola perez_palma
Assignment2.1 fabiola perez_palmaAssignment2.1 fabiola perez_palma
Assignment2.1 fabiola perez_palmaFabiola Perez
 
Cln presentation cognition + affect = effect - marda kirn v3 10.12.10
Cln presentation   cognition + affect = effect - marda kirn  v3 10.12.10Cln presentation   cognition + affect = effect - marda kirn  v3 10.12.10
Cln presentation cognition + affect = effect - marda kirn v3 10.12.10MardaKirn
 
Assignment4.6 parte3
Assignment4.6 parte3Assignment4.6 parte3
Assignment4.6 parte3Fabiola Perez
 
4 2 fabiola_perez_palma
4 2 fabiola_perez_palma4 2 fabiola_perez_palma
4 2 fabiola_perez_palmaFabiola Perez
 
Assignment1 fabiola perez_palma
Assignment1 fabiola perez_palmaAssignment1 fabiola perez_palma
Assignment1 fabiola perez_palmaFabiola Perez
 
Assignment3 fabiola perez_palma
Assignment3 fabiola perez_palmaAssignment3 fabiola perez_palma
Assignment3 fabiola perez_palmaFabiola Perez
 
Cln presentation cognition + affect = effect - marda kirn 10.12.10
Cln presentation   cognition + affect = effect - marda kirn  10.12.10Cln presentation   cognition + affect = effect - marda kirn  10.12.10
Cln presentation cognition + affect = effect - marda kirn 10.12.10MardaKirn
 
Cln presentation cognition + affect = effect - marda kirn v3 10.12.10
Cln presentation   cognition + affect = effect - marda kirn  v3 10.12.10Cln presentation   cognition + affect = effect - marda kirn  v3 10.12.10
Cln presentation cognition + affect = effect - marda kirn v3 10.12.10MardaKirn
 
Space Mouse_Krishna Raj
Space Mouse_Krishna RajSpace Mouse_Krishna Raj
Space Mouse_Krishna RajKrishna Raj .S
 

Viewers also liked (17)

Assignment2.5 fabiola pérez_palma
Assignment2.5 fabiola pérez_palmaAssignment2.5 fabiola pérez_palma
Assignment2.5 fabiola pérez_palma
 
Assignment2.3 fabiola pérez_palma
Assignment2.3 fabiola pérez_palmaAssignment2.3 fabiola pérez_palma
Assignment2.3 fabiola pérez_palma
 
Company Profile
Company ProfileCompany Profile
Company Profile
 
Company Profile E M A I L
Company  Profile  E M A I LCompany  Profile  E M A I L
Company Profile E M A I L
 
3 2 task_format_fabiola_perez_palma_utcancun
3 2 task_format_fabiola_perez_palma_utcancun3 2 task_format_fabiola_perez_palma_utcancun
3 2 task_format_fabiola_perez_palma_utcancun
 
Blue Brain_Nikhilesh+Krishna Raj
Blue Brain_Nikhilesh+Krishna RajBlue Brain_Nikhilesh+Krishna Raj
Blue Brain_Nikhilesh+Krishna Raj
 
4 6 1_fabiola_pérez_palma
4 6 1_fabiola_pérez_palma4 6 1_fabiola_pérez_palma
4 6 1_fabiola_pérez_palma
 
Assignment2.1 fabiola perez_palma
Assignment2.1 fabiola perez_palmaAssignment2.1 fabiola perez_palma
Assignment2.1 fabiola perez_palma
 
Cln presentation cognition + affect = effect - marda kirn v3 10.12.10
Cln presentation   cognition + affect = effect - marda kirn  v3 10.12.10Cln presentation   cognition + affect = effect - marda kirn  v3 10.12.10
Cln presentation cognition + affect = effect - marda kirn v3 10.12.10
 
Assignment4.6 parte3
Assignment4.6 parte3Assignment4.6 parte3
Assignment4.6 parte3
 
4 2 fabiola_perez_palma
4 2 fabiola_perez_palma4 2 fabiola_perez_palma
4 2 fabiola_perez_palma
 
Assignment1 fabiola perez_palma
Assignment1 fabiola perez_palmaAssignment1 fabiola perez_palma
Assignment1 fabiola perez_palma
 
Assignment3 fabiola perez_palma
Assignment3 fabiola perez_palmaAssignment3 fabiola perez_palma
Assignment3 fabiola perez_palma
 
Cln presentation cognition + affect = effect - marda kirn 10.12.10
Cln presentation   cognition + affect = effect - marda kirn  10.12.10Cln presentation   cognition + affect = effect - marda kirn  10.12.10
Cln presentation cognition + affect = effect - marda kirn 10.12.10
 
Cln presentation cognition + affect = effect - marda kirn v3 10.12.10
Cln presentation   cognition + affect = effect - marda kirn  v3 10.12.10Cln presentation   cognition + affect = effect - marda kirn  v3 10.12.10
Cln presentation cognition + affect = effect - marda kirn v3 10.12.10
 
Ahmedkorra cv
Ahmedkorra cvAhmedkorra cv
Ahmedkorra cv
 
Space Mouse_Krishna Raj
Space Mouse_Krishna RajSpace Mouse_Krishna Raj
Space Mouse_Krishna Raj
 

Similar to 4 6 1_fabiola_pérez_palma

Similar to 4 6 1_fabiola_pérez_palma (20)

Flipping fantastic
Flipping fantasticFlipping fantastic
Flipping fantastic
 
Rph skm
Rph skmRph skm
Rph skm
 
Listening Lesson Plan
Listening Lesson PlanListening Lesson Plan
Listening Lesson Plan
 
Classroom Activities - Chapter 2
Classroom Activities - Chapter 2Classroom Activities - Chapter 2
Classroom Activities - Chapter 2
 
Task based language teaching
Task based language teachingTask based language teaching
Task based language teaching
 
Topic lesson 1
Topic lesson 1Topic lesson 1
Topic lesson 1
 
Multilevelclasses fri am_bilbao
Multilevelclasses fri am_bilbaoMultilevelclasses fri am_bilbao
Multilevelclasses fri am_bilbao
 
3 8-11
3 8-113 8-11
3 8-11
 
Course Books Analyses 1
Course Books Analyses 1Course Books Analyses 1
Course Books Analyses 1
 
Reading Process From Understanding To Teaching
Reading Process From Understanding To TeachingReading Process From Understanding To Teaching
Reading Process From Understanding To Teaching
 
Dossier rosa mijangos copia
Dossier  rosa mijangos   copiaDossier  rosa mijangos   copia
Dossier rosa mijangos copia
 
Esl lesson format
Esl lesson formatEsl lesson format
Esl lesson format
 
SIOP Interaction
SIOP InteractionSIOP Interaction
SIOP Interaction
 
Reading project finished. (1)
Reading project finished. (1)Reading project finished. (1)
Reading project finished. (1)
 
Dossier nivel5 vela_sarricolea_arriaga
Dossier nivel5 vela_sarricolea_arriagaDossier nivel5 vela_sarricolea_arriaga
Dossier nivel5 vela_sarricolea_arriaga
 
Teacher Training Seminar on TEYL
Teacher Training Seminar on TEYLTeacher Training Seminar on TEYL
Teacher Training Seminar on TEYL
 
18 8-11
18 8-1118 8-11
18 8-11
 
Tips on classroom management
Tips on classroom managementTips on classroom management
Tips on classroom management
 
小学英语说课稿(英文万能版)
小学英语说课稿(英文万能版)小学英语说课稿(英文万能版)
小学英语说课稿(英文万能版)
 
The silent way
The silent wayThe silent way
The silent way
 

More from Fabiola Perez

Sesión 2 actividad procedimental
Sesión 2 actividad procedimentalSesión 2 actividad procedimental
Sesión 2 actividad procedimentalFabiola Perez
 
Diagnóstico para el apoyo de estudiantes en e learning
Diagnóstico para el apoyo de estudiantes en e learning Diagnóstico para el apoyo de estudiantes en e learning
Diagnóstico para el apoyo de estudiantes en e learning Fabiola Perez
 
Actividad conceptual 2 fabiola perezpalma
Actividad conceptual 2 fabiola perezpalmaActividad conceptual 2 fabiola perezpalma
Actividad conceptual 2 fabiola perezpalmaFabiola Perez
 
Assignment2.4 fabiola pérez_palma
Assignment2.4 fabiola pérez_palmaAssignment2.4 fabiola pérez_palma
Assignment2.4 fabiola pérez_palmaFabiola Perez
 
Assignment2.2 fabiola pérez_palma
Assignment2.2 fabiola pérez_palmaAssignment2.2 fabiola pérez_palma
Assignment2.2 fabiola pérez_palmaFabiola Perez
 
Assignment 2 fabiola_perez_palma
Assignment 2 fabiola_perez_palmaAssignment 2 fabiola_perez_palma
Assignment 2 fabiola_perez_palmaFabiola Perez
 
4 3 class observation checklist_fabiola_pérez_palma
4 3 class observation checklist_fabiola_pérez_palma4 3 class observation checklist_fabiola_pérez_palma
4 3 class observation checklist_fabiola_pérez_palmaFabiola Perez
 
3 3 task_fomat_fabiola_perez_palma
3 3 task_fomat_fabiola_perez_palma3 3 task_fomat_fabiola_perez_palma
3 3 task_fomat_fabiola_perez_palmaFabiola Perez
 

More from Fabiola Perez (8)

Sesión 2 actividad procedimental
Sesión 2 actividad procedimentalSesión 2 actividad procedimental
Sesión 2 actividad procedimental
 
Diagnóstico para el apoyo de estudiantes en e learning
Diagnóstico para el apoyo de estudiantes en e learning Diagnóstico para el apoyo de estudiantes en e learning
Diagnóstico para el apoyo de estudiantes en e learning
 
Actividad conceptual 2 fabiola perezpalma
Actividad conceptual 2 fabiola perezpalmaActividad conceptual 2 fabiola perezpalma
Actividad conceptual 2 fabiola perezpalma
 
Assignment2.4 fabiola pérez_palma
Assignment2.4 fabiola pérez_palmaAssignment2.4 fabiola pérez_palma
Assignment2.4 fabiola pérez_palma
 
Assignment2.2 fabiola pérez_palma
Assignment2.2 fabiola pérez_palmaAssignment2.2 fabiola pérez_palma
Assignment2.2 fabiola pérez_palma
 
Assignment 2 fabiola_perez_palma
Assignment 2 fabiola_perez_palmaAssignment 2 fabiola_perez_palma
Assignment 2 fabiola_perez_palma
 
4 3 class observation checklist_fabiola_pérez_palma
4 3 class observation checklist_fabiola_pérez_palma4 3 class observation checklist_fabiola_pérez_palma
4 3 class observation checklist_fabiola_pérez_palma
 
3 3 task_fomat_fabiola_perez_palma
3 3 task_fomat_fabiola_perez_palma3 3 task_fomat_fabiola_perez_palma
3 3 task_fomat_fabiola_perez_palma
 

4 6 1_fabiola_pérez_palma

  • 1. 1 Complete Dossier for ELTACS Master Trainer Course Participants CONTENTS Task 1: LANGUAGE AWARENESS Task 2: LANGUAGE AND CULTURE Task 3: LANGUAGE LEARNING PROCESS Task 4: LANGUAGE TEACHING Task 5: PLANNING AND EVALUATION Task 6: SELF-ASSESSMENT AND DEVELOPMENT Adapted by: Fabiola Pérez Palma.
  • 2. 2 ICC/EUROLTA Certification Task 1: LANGUAGE AWARENESS Theme: Talking about vacation. Table of Contents: Description of the area Description of class and course Topic Aims of the lesson Personal aims Procedure Conclusions Self-evaluation Lesson plan Attachments Description of the area This area deals with the analysis of phonology, grammatical and lexical structures and the use of related basic terminology. Embodied in this area is the target language description (system of abstract elements, constructions and rules) and appropriate terminology. It also includes the analysis of learning materials as well as the delivery of clear and effective explanations to help students to understand better. Furthermore, it considers the effective use of reference materials and the awareness of language systems differences. Adapted by: Fabiola Pérez Palma.
  • 3. 3 2. Description of class and course This group is made up by 25 students, 19 girls and 6 boys. Their ages range between 18 and 22 years old. Their English level is basic and corresponds to A1. Students have not enough command of the language (English) since they have studied in Public Schools, where students most of the time do not take advantage of learning a new language. This group has English class on Tuesdays and Thursdays from 9:00 a.m. to 10:40 a.m. 3. Topic “Present Progressive” 4. Aims of the lesson Talking about vacations 5. Personal aims To help students to develop self-confidence to talk with others in L2 through a lively and encouraging lesson. 6. Procedure Before the class started, I pasted pictures depicting people performing different action activities (Attachment). 1. Cut up Worksheet 8 into activities, or make your own. One student comes to the front of the class, draws a piece of paper with an activity on it, and acts out the activity silently. The class tries to guess what he/she is doing. The Ice breaker was a good start because students were very participative in the miming activity. 2. The students can take turns acting out the activities, or you can divide the class into teams. A student from each team presents the activity to his/her team. If the team guesses correctly in the allotted time (30 Adapted by: Fabiola Pérez Palma.
  • 4. 4 seconds), the team scores a point. You may also allow the other team to “steal” after the time limit is up. This keeps all students involved. NOTE: If you make up your own activities rather than using the worksheet, make the activities involved. “Jumping” is too easy even for low levels. “Jumping on your left foot” is better. Also, they drew a mind map in order to review the topic of the previous class. Another ice breaker you could use is to play the Lyric “Lemon Tree” so the students have to fill in the blanks using the verbs that end in –ing form. All the students were involved, they sang and practice the pronunciation and spelling rules. The discovery activity went well as the students were able to understand the concept of “present progressive” for describing actions that are taking place at the moment. I used different colorful papers to highlight the interrogative, negative and affirmative form. The personalization stage fulfilled its purpose, which was to help students to see the practical use of this grammar structure in their daily lives. In addition they wrote down some paragraphs guessing what their families or relatives were doing at the moment of the class. 7. Conclusions This lesson gave students a lot of opportunities to practice the grammar structure and the Pronunciation & spelling. Furthermore, they acknowledged the importance of being able to describe the situations or activities that are happening at the moment. The use of music, realia and miming help students understand better the topic and they got fun while learning English. 8. Self-Evaluation In spite the fact that students understood the grammar point and succeeded in the correct use of present progressive, I think that I should have brought extra material and more classroom arrangement tips. Adapted by: Fabiola Pérez Palma.
  • 5. 5 Lesson Plan Subject : Idioma Extranjero 1 Time: 60 minutes Level: A1 Student: 25 Time Language or Present progressive (affirmative, interrogative and negative form) grammar objective Functional objective Talking about vacations 5 minutes Warm-up activity Teacher organizes small teams by giving them a number from 1 to 3, so we can have 3 teams of 5 students each one. Teacher sets the game. Teacher gives a puzzle to each team. Then teacher gives the instructions. 1. Give each team a puzzle. 2. Teacher explains the rules of the game. “You’re going to make the puzzle while the music is playing. The first team who finishes the puzzle is the winner, and there is a prize”. 7.5 minutes Vocabulary to be Vocabulary Referent Concept questions elicited Run Miming Where do you run? Who runs in the morning? Read Miming What do you read? /Realia Where do you usually read? Eat Miming How many times do you eat in a day? What time do you eat breakfast/lunch/dinner? Adapted by: Fabiola Pérez Palma.
  • 6. 6 Dance Miming Where do you dance? Who likes to dance? Play soccer Miming Who plays soccer in the classroom? When do you play soccer? 5 minutes Focus question Where is Armi? 10 minutes Presentation plan Teacher shows a Power Point presentation on board to explain inductively the meaning and structure of the PRESENT PROGRESSIVE. Teacher reads the 2 uses of the present progressive. Then, students choose the best option according to the uses of present continuous. Teacher explains the present progressive structure using color papers with positive and negative sentences. 8 minutes All activities and Activity 1. Put the words and phrases in the correct order to form sentences, instructions using the present progressive. 1) Susana / writing /a / is / letter 2) taking / Alex and Joe / classes / are / karate 3) isn’t / Paola / this / working / week 4) are / videogames / playing / they 5) aren’t / sandwiches / making / Alice and Conchita 10 minutes Activity 2. Complete the sentences using the words in the box. Use Present Progressive in affirmative or negative form. drink / eat / watch / work / do 1) I can’t watch TV. I _________ my homework. 2) Dora is in the kitchen. She _________ soda. 3) Joe is on a diet this month. He _________ cake or cookies. 4) Shhh! Cocoyeyo ______________ a really good show on TV. 5) Mike __________ in the International Office. He likes his job. 15 minutes Production activities Teacher asks students to imagine they are on vacation. Students work individually and answer these questions: Where are you? What are you doing?( 2 activities) Then, teacher asks students to work in pairs, and have to agree in only one place and 2 activities for both of them. Teacher goes back to the slide where the e-mail is. He will introduce the Adapted by: Fabiola Pérez Palma.
  • 7. 7 parts of the e-mail (opening, body, closing). Students write an e-mail to their teacher following the e-mail structure from the focus question exercise. Students have to go to the computer lab in order to do the activity. Motivation Need In order to produce the activity, students will have to think about the place they want to go and the activities they are doing. Value Teacher will give three extra-points to all the students who send the email to the teacher one day before the next class. Expectation Teacher will create the belief to each student that at the end of the class they will be able to write an e-mail expressing their activities they are doing at the moment. Besides students will gain confidence about communicating in a foreign language even they are in basic levels. Adapted by: Fabiola Pérez Palma.
  • 8. 8 Attachments Adapted by: Fabiola Pérez Palma.
  • 9. 9 What are they doing? – Present progressive Put students into groups of four or five. Give each group a set of cards face down. Students take turns to take a card and mime what s/he is doing. The winner takes the card. He’s phoning his wife. She’s washing her hair. They’re dancing. They’re having an She’s waiting for a train. They’re getting married. argument. He’s cleaning the stairs. She’s running a race. It’s raining. Adapted by: Fabiola Pérez Palma.
  • 10. 10 They’re studying English. She’s thinking about her He’s watching a sad dog. movie. She’s brushing her hair. He’s riding a camel. They’re playing computer games. She’s sunbathing. He’s cooking spaghetti. She’s feeding her cat. He’s learning to drive She’s taking a photo. It’s snowing. Adapted by: Fabiola Pérez Palma.
  • 11. 11 Adapted by: Fabiola Pérez Palma.
  • 12. 12 TASK 1. TASK 1. Listen to the song Lemon Tree by Fool's Garden Listen to the song Lemon Tree by Fool's and complete the sentences with the Present Garden and complete the sentences Participle to form the Present Continuous tense. with the Present Participle to form the Present Continuous tense. I'm______________here in a boring room It's just another rainy Sunday afternoon I'm______________here in a boring room I'm__________my time I got nothing to do It's just another rainy Sunday afternoon I'm______around I'm __________for you but I'm__________my time I got nothing to do nothing ever happens - and I wonder I'm______around I'm __________for you but nothing ever happens - and I wonder I'm__________around in my car I'm______________too fast I'm ___________too I'm__________around in my car far I'm______________too fast I'm I'd like to change my point of view ___________too far I'd like to change my point of view I feel so lonely I'm ___________for you but nothing ever happens - and I wonder I feel so lonely I'm ___________for you I wonder how I wonder why but nothing ever happens - and I wonder yesterday you told me 'bout the blue blue sky I wonder how I wonder why and all tall that I can see is just a yellow lemon- yesterday you told me 'bout the blue blue sky tree and all tall that I can see is just a yellow lemon- I'm _________my head up and down tree I'm turning turning turning turning turning around I'm _________my head up and down and all that I can see is just another lemon-tree I'm turning turning turning turning turning I'm______here I miss the power around and all that I can see is just another lemon-tree I'd like to go out, take a shower I'm______here I miss the power but there's a heavy cloud inside my head I feel so tired put myself into bed I'd like to go out, take a shower where nothing ever happens - and I wonder but there's a heavy cloud inside my head I feel so tired put myself into bed Isolation - is not good for me where nothing ever happens - and I wonder Isolation - I don't want to sit on a lemon-tree Isolation - is not good for me I'm_____around in a desert of joy Isolation - I don't want to sit on a lemon-tree Baby, anyhow I'll get another toy I'm_____around in a desert of joy and every thing will happen -and you'll wonder Baby, anyhow I'll get another toy and every thing will happen -and you'll wonder I wonder how I wonder why yesterday you told me 'bout the blue blue sky and all tall that I can see is just a yellow lemon- I wonder how I wonder why tree yesterday you told me 'bout the blue blue sky I'm and all tall that I can see is just a yellow lemon- my head up and down tree I'm turning turning turning turning turning around I'm and all that I can see is just another lemon-tree my head up and down I'm turning turning turning turning turning around and all that I can see is just another lemon-tree Adapted by: Fabiola Pérez Palma.
  • 13. 13 VOCABULARY TO ELICIT Adapted by: Fabiola Pérez Palma.
  • 14. 14 Adapted by: Fabiola Pérez Palma.
  • 15. 15 Activity: Where is Armi? Adapted by: Fabiola Pérez Palma.
  • 16. 16 Reading activity Hi Lorenzo!! It’s Monday, so we are taking Wanda’s class. How are you? My brother is in the kitchen. He is eating a delicious hamburger. He isn’t reading his book. My father is dancing with my mom, and my dog cowboy is running in the yard. My sister is playing soccer with her friends. They’re not good at playing, but they’re having fun. Fortunately they are very patient. How are things with you? Love, Armi. Present Progressive The present progressive can indicate: a)things happening at the moment Example: 1. I am reading a good book (Affirmative sentence) 2. Amy is eating a hamburger. 3. My mom is NOT dancing right now. (Negative sentence) 4. We are NOT studying English. 5. Is My mom eating a hamburger? (Interrogative sentence) Adapted by: Fabiola Pérez Palma.
  • 17. 17 Adapted by: Fabiola Pérez Palma.
  • 18. 18 Adapted by: Fabiola Pérez Palma.