Dossier nivel5 vela_sarricolea_arriaga

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Dossier nivel5 vela_sarricolea_arriaga

  1. 1. Dossier for UT Students as Technician University Superiors in Chemical CareerCONTENTSTask 1: LANGUAGE AWARENESS – Topic: Live and LearnTask 2: LANGUAGE AND CULTURE - Topic: Taking care of BusinessTask 3: LANGUAGE LEARNING PROCESSES - Topic: Then and NowTask 4: LANGUAGE TEACHING - Topic: Decision, Decision.Task 5: PLANNING AND EVALUATION - Topic: Let’s eatTask 6: Group Project - SELF-ASSESSMENT AND DEVELOPMENTThrough the grapevine
  2. 2. UTSV Task 1: LANGUAGE AWARENESS To revise and practice the present perfect to talk about life experiencesHave you been..? Has he gone ….? Who have gone to….? I haven’t…. that yet? Theme: LIVE AND LEARN
  3. 3. ENERO 2013UTTable 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 1. Description of the area 3/65
  4. 4. 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 is a level 5 course. There are seventeen students between the ages of 19 and 23, 6 male and 11 female. Five of the ladies like to talk and express their feelings in English. The other six ladies joined the class but they admitted that they do not like English and the male students joined the English course saying that they like English as any other of their subjects. The group meets on Tuesday mornings between 9:30 and 11:10 a.m. The course book is OpenMind 3. The reasons for joining the course were to accredited their English class but also communicate with friends abroad, for being able to have a normal conversation about their abilities, places, their lives in the past and their plan in the near future. 3. Topic – Live and Learn 4. Aims of the lesson 1.To revise and practice present perfect. 2.To revise and practice Yet and Already. 3.To expand vocabulary relating to life experiences. 4.To talk about things you have been doing lately. 5.To ask for more information on a related topic. 6.To discuss personal action plans.5. Personal aims 7.To provide an interesting, lively lesson suitable for students. 8.To balance and mix the grammar and communicative goals. 4/65
  5. 5. 9.To motivate and encourage the students to experiment with the language. 10.To promote learning autonomy. 11.To motivate and encourage the students to further more in their learning. 12.To provide an interesting look back to their life experience.6. ProcedureThe topic of this chapter is LIVE AND LEARN (p.7 Unit 1) in which the studentstalk about their life experience and past events reflecting on what their life hasbeen so far and including good and bad things. For the purpose of this lessonstudents practice and use the present perfect in order to be able tocommunicate with each other. They are given with both contextualize andframe grammar exercises. The book is part of a variety of other resources usedduring the lessons. Some other elements are digital presentations, flash cards 5/65
  6. 6. and posters. As common agreement, the professors decided to use equalmethodology.The first activity for the class is an ice breaker in which the teacher show somepictures to the students attached with some quotes of famous people.Describing what is life compared to a road or a trip. Then students make teamsand talk about which of the phrases and images best explain what life is afterthe group work they have to share their opinion with all the class and at theend come up with one opinion. After this activity comes the vocabulary. Theteacher refers to the book (p.8). Here Students have to look at some picturesand match some sentences in a box. The new words are verb and activities soafter they finish the teacher ask questions related to the vocabulary. Studentshave to stand up and go around the classroom asking who can do theactivities. Then the teacher asks who can do what and close this part of thevocabulary.Now is time for a listening. Students go to page 8 from their books where theyhave to listen and check the correct options for the ten things you must dobefore turn 30 but only the ones Tony has done so far students have theopportunity to listen up to 3 times before the teacher starts asking for the rightoptions. After they answer they have to ask each other from the list of thingswhat they have done so far. After some minutes the teacher asks somestudents about the things they have done so far. The next part of the class issome grammar where students look at a chart with the rules and examples ofpresent perfect. Students take notes and ask questions. Now they have tocomplete a written exercise. All together have to verify the answers and as theexercise is a dialogue. Students role play the dialogue.The next part of the class is a pronunciation practice in which students have tolisten between two different sounds and notice the change on every word.After they listen they have to repeat and practice some sentences using thenew sounds learned. The next part of the class is a reading. The teacherpresents some introductory questions for the students. After they reflect andanswer the questions they have to read and find the main idea of everyparagraph. The teacher must take some time to ask and listen to their opinionabout the text.The next part of the class is a vocabulary practice where students must read atext and check some works in the text after notice the words. They have tomatch them with their correct definition and answer a written exercise. Theteacher must move around the classroom and check if the students have anyquestions relate to the text. Once they finish they have to use the new words insentences they make for this purpose the teacher can make a “sentencechain” It is a group activity where students make a circle and try to make asentence using specific vocabulary. The previous text talks about a practice 6/65
  7. 7. and progress in activities so after the exercise students set in a circle and askwhat they can do to progress from an intermediate level to an advance level.After this the students have to listen to a conversation between two peoplewho talks about their progress in tennis one is an intermediate level and theother is an advance level. Students must make a list of the advice the advanceplayer gives to the other. Students get to listen 3 times the dialogue and thenthe teacher checks the answers.After the listening activity students sit in pair and answer some questionshaving the opportunity to express their opinion. The teacher must movearound the classroom and listen to the students.Finally students must read an email between two friends and tell why Melissahas not written Sean lately. The text includes some sentences in presentperfect mark on bold. The teacher gives students some minutes to answer andthen ask students why Melissa has not written to Sean lately. After h He/Shetakes some participation. The teacher asks them to look at a chart thatincludes the form of the present perfect. After check and answer somequestions students must complete a written exercise using present perfect.The teacher must check and correct the exercise.The homework, another consolidation task, was the home study exercisesfrom WORKBOOK (see p. 10 of workbook) and students are ask to write aboutone great experience they have lived to be talked and presented for the nextclass. Teacher encourages them to bring some pictures to have a betterpresentation.8. Self EvaluationI tried to make this lesson interesting and fun, providing material with colorsand images which would appeal to all learner types and promoting learnerautonomy wherever I could. I attempted to encourage the students to use thegrammatical structure as a communicative tool to help them complete the taskin hand. However, I have established that errors continue to be made and Iintend to include exercises in the future to practice this grammatical form.9. Lesson PlanT = teacher / S = students Phases of Social Media/mat Aim of Time Learning Activities Form erials activity (mins) 7/65
  8. 8. Icebreaker/ - The class watch some presentation --group Set the 10Introduction and answer some questions. Digital communicatito theme - Groups share their opinion about this presentatio ve tone of the„What is life topic and come to a conclusion. n class.like“ - All the class share their opinion and decide what is the best definition of life -plenary showed in the presentation.Vocabulary -S open their books on p. 8 and -Student -Present new complete the chart with words from a - book vocabulary box. individu and practice 10 - T ask students questions about the al proper new vocabulary and ask them who can pronunciation do what activities from chart. -partner -plenaryListening -S go to p. 8, listen and check the - -Student -Talk about activities they have already done individu book the things 5 before turn 30 al -Speakers they have -S have 3 chances to listen and done in their complete the exercise - life so far. -T check their answers with the class plenaryFocus on -S. check the chart on page 9 and - - practiceGrammar complete exercise C individu -Student circumlocutio -T check the answers and S practice al book n. 5 the dialog. -plenary -Study the form of the the present perfect tense and practice pronunciation .Focus on -S. look at 2 phonetic elements. Listen -plenary -S. practicePronunciatio and repeat. -board specific 5n -T check the correct pronunciation and -speakers pronunciation correct mistakes 8/65
  9. 9. Reading -T presents some introductory - -S. practice questions before entering to the Individu -board reading and reading. al -student serch for 15 -S. read and define in the text what is book specific the main idea of every paragraph -plenary information -T. ask and listen to their opinionVocabulary -S. read a text and match the new - -Student -drillingpractice words with their definition individu book questions, -S. use the text’s vocabulary to talk al short about their experience -group answers 15 -plenary -vocabulary. -reflect on and talk about what abilities, skills and talents.Conclusion -T. asks S. write about their life - -worksheet -Listen toand experience. individu 3 specific info. 20Evaluation -S. listen and write a list of specific al -student - Follow up info. book with a -S talk about what they can do to -plenary conversation become betterHomework -T. asks S. to complete - -workbook -speak abouttask WORKBOOK(p.10) and students write individu -note book personal about a great event in their life. al facts. - prepare a presentation for the next -reflect on class vocabulary needed. -encourage active participation. 9/65
  10. 10. 10. Attachments 10/65
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  13. 13. UTSV Task 2: LANGUAGE AND CULTURE Topic: Taking care of Business around the world. Have / get something done Sensitising students to different business cultural standards 13/65
  14. 14. Using this/that/these/those adjectives Learning vocabulary of words for evaluating services and products in different countriesJANUARY 2013 UTSVTable of Contents: 5. Description of the area 6. Description of class and course 7. Topic 8. Aims of the lesson 9. Personal aims 10. Procedure 11. Conclusions 14/65
  15. 15. 12. Self evaluation13. Lesson plan14. Attachments 15/65
  16. 16. 1. Description of the areaThis area will awareness of socio-cultural and intercultural aspects oflanguage use and language learning, dealing sensitively with difficultclassroom situations relating to intercultural differences, understandingdifferent backgrounds (therefore different study methods) of students, cross-cultural communication, the students will notice how to get things done bydealing with importat responsibilities and chores in intercultural situations. e.g.work-related situations (phases as sorry, I can’t today. I have to take care ofbusiness) and will put an application of this knowledge to the teachingsituation. 2. Description of class and course This is the same group as for the language learning proccess, This, material is designed for learners in a level 5 course. Most of the learners are students between the ages of 17 and 24, with some age exceptions. There are eighteen students between the ages of 19 and 23, 6 male and 12 female. Six of the ladies like to talk and express their feelings in English. The other six ladies joined the class but they admitted that they do not like English language to much and the male students joined the English course saying that they don’t dislike English but it’s not their favorite subject. This class is going to let students talk about getting things done, talk about small businesses, give their opinion about services and products in the different countries, regions or professional areas that they have been working, they will also talk about problems in their community which are similar to another communities in other countries or regions. At the end, learners will be able to understand and use the phrases have / get something done and they will also be able to evaluate salespeople, services and products. The book needed for this class is Open Mind 3 from Macmillan editorial; covering the unit 4, page 34-41.The group meets on Monday mornings between 9:30 and 11:10 a.m. Thecourse book is OpenMind 3. The reasons for joining the course were toaccredited their English class but also communicate with friends abroad, forbeing able to have a normal conversation about how they can get things doneby dealing with important responsibilities and chores and they often use politeexpression to reject some invitation, because they are too busy, and they alsonotice the difference between how taking care of business and give theiropinion about service and products when people have different cultures andtraditions.As there are no new students this term and all know each other well, thetheme of other countries/other people is a great topic to get everyone talkingabout different traditions and cultures. 3. Topic - Taking care of Business around the world 4. Aims of the lesson 16/65
  17. 17. - To understand and use the phrases have / get something done in different countries or regions.- To evaluate slaespeople, services and products in countries which have different traditions and cultures.- To talk about unusual business people in different countries.- To consider cultural standards in different countries, using business vocabulary.- To find ways of turning problems into opportunities with different cultural standards in other countries. 17/65
  18. 18. 5. Personal aims- 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 encourage my students to become critically aware of different cultural standards.- To promote empathy with other cultures. 18/65
  19. 19. 6. ProcedureBefore the lesson began, you wrote the topic “Develop technology in theworld” on the board and pasted some images with different technology objectsas tablets, smart phones and other objects that they’re used in differentcountries. Then the professor walked around the group letting each studenttake 1 flashcard, some students will have a card with a flag in it and they willfind the match with a technology development that occurs in that country. Thisexercise was intended to awaken the students´ interest in the theme, which itwill do, and they quickly found their partners and sat down in pairs.The next step was to complete the word wheels with things the groupsassociated with their culture cards. They will have to find different technologiesobjects that common people use in these countries. As professors we wantedthe students to initially reflect on their own culture and make a comparationabout other countries and Mexico. This is not always easy as we often seeand do things at an unconscious level, but it´s our cultural background,experiences and values which make us see and do things in a certain way andget things done by dealing with important responsibilities and chores. It wasinteresting to see that all groups mentioned the usual stereotypes associatedwith Mexico. Then they present those images to the rest to group and explainthe different technologies that are being developed in Mexico and in thedifferent countries.I now spread out a list of chores that a personal maintenance center has todo(p.39) and the students gathered around. I asked “What are the differentchores or responsabilities that you have to do at home or at your work?” Therewere some very interesting observations and the students were reflecting onsimilarities and differences to their own culture, using have/get somethingdone phrases. At this stage, I kept correction of the grammar element to anabsolute minimum, repeating what the student said, in the correct form, as partof the conversation only where understanding would otherwise be difficult.Thus the conversation flow continued smoothly and the students were notinhibited in any way (Attachment 1).The students returned to their seats and we looked at the grammar structure inmore detail with the help of the transparency (p. 39) I had also copied this forthe students as a grammar sheet, so that they could make notes or commentsas they wished. I tried to keep the rules and terminology simple. I didn´t wantthe students confused and overwhelmed by difficult terms they couldn´t graspor understand. I also hoped that the use of different colours (have / get) todemonstrate how the two tenses are formed would help students understandand remember the rules.For the next exercise the students worked in pairs, asking each other aboutsome differences between how things have or get done at home, normal 19/65
  20. 20. chores or activities. Here the students recognised the importance of “adapting”themselves to different cultural or tradition situations. One said he “I am havingmy house painted or we had this sculpture done by a local artist, etc” to makeit easier for both sides to communicate. All agreed that it is important to findout something about the country and people and understand what differentways to do things, chores or activities. They had all experienced “culturalotherness” and had compared this experience with matters usually taken forgranted in their own culture at home.To conclude I asked the students to discuss in groups which of these activitiesor chores are “most common done” in their houses and why they had readdifferent traditions which are not typical for them. Here we determined thatculture is not just something concerned with different countries, but alsodifferent groups of people. 7. ConclusionsI believe that this lesson encourage our students to know different culturalattitudes referring to responsibilities, chores and business, and it also improvein them patient, tolerance and respect on their own culture. I also like bespontaneous with my students and why even play a STOP game, where theyneed to run and have fun, but they will learn about different countries and theircultures using the grammar “have/get something done” and they talk aboutdifferent way to deal with different countries, they will learn vocabulary aboutit. 8. Self EvaluationI tried to make this lesson different from the rest. Joining in these activities,and hearing the students´ comments, made me reflect on my own culturalattitudes and made me aware of the importance of developing thecompetences necessary for intercultural interaction and dialogue. 20/65
  21. 21. 9. LESSON PLAN “Culture” 21/65
  22. 22. Phases of Activities Social Form Media/materials Aim of activity Time Learning (mins ) -Before lesson begins, T. writes theme -board -engage students in Engage different countries/different cultures on -group - sets of cards topic. Students: board. with county - introduce theme. Introduction to - S. divided into groups of 3 or 4 with names and flags -S. reflect on culture in 10 theme: county cards. - Workbook 4 own country. “different - Each group flashcard - coloured pens, countries/differ - Groups make a search about the scissors -S.use clothing ent cultures“. country on the card and match with vocabulary, (Reflecting on their technology development -plenary comparatives and own culture) - Discuss results in plenary superlatives to describe it. -S. reflect on -T. places pictures of other countries on life/people in other Pre-teach central desk. countries and grammar: - T. asks S. “how things are acknowledge 10 (comparing done in your house? what did -plenary similarities and cultures) you notice about the country differences. and how people done things? -Grammar -S. relate observations. structure (p. 39) -T. explains grammar -grammar sheet structure -S. revise structure -T/S see and comment grammar and ask questions if structure in more detail with the help of required. the transparency. -S. practice and use -student book phrases as have/get Present -In pairs using have/get something (p.39) something done. 10 Grammatical done, S. ask each other questions -plenary -S. talk about Structure about a country visited (on holiday, differences with other business, etc.) and a person/people country. they met there. -S. reflect on and -Most interesting discuss in plenary. evaluate their Grammar behaviour and Practice response to cultural have/get -In groups S. discuss if these actions situations and 25 something are “normal practice” in their culture encounters. done -S. discuss why they perhaps chores or (Exploring tradition which were “not normal” for - plenary - Student’s book -S. practice have/get intertercultural them. (p.39) something done competence) -encourage awareness and evaluation of own Grammar culture and other Comparatives -plenary cultures. and -S. develop empathy 20 superlatives with other cultures. Conclusion: -develop critical (Reflect on -groups cultural awareness, cultural evaluating own and differences -plenary other cultures. and similarities) 15T = teacher / S = students 22/65
  23. 23. 10. Attachments 23/65
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  25. 25. Task 3 January 2013UTSV LANGUAGE LEARNING PROCESSES To learn used to and too / either, so / neither Theme: Then and Now 25/65
  26. 26. UTSVTable of Contents: 1. Description of the area 2. Description of class and course 3. Topic 4. Aims of the lesson 5. Personal aims 6. Procedure 7. Conclusions 8. Self evaluation 9. Lesson plan 10. Attachments 26/65
  27. 27. September 20121. Description of the areaThis area covers the needs that a learner requires when learning a language. It isfocused on correcting mistakes, and provides a social background where the learneris able to learn by being autonomous, and using his/her own learning style. Thus,students are going to be able to create their own learning strategies in order toimprove the learning process.2. Description of class and courseThis, material is designed for learners in a level 5 course. Most of the learners arestudents between the ages of 17 and 24, with some age exceptions.This class is going to let students understand main ideas in a conversation, and talkabout previous experiences and their present. The main purpose is to make use ofthe used to and too / either and so / neither. At the end, learners have to beproficient to express past ideas and in a present time. The book needed for thisclass is Master mind 1 from Macmillan editorial; covering the unit 2, page 17-26.3. Topic - Used to4. Aims of the lesson - Student can use used to to talk about the past. - Student can use too, either, so and neither to express agreement. - Student can put multiple adjectives in the correct order. - Student can talk about memories connected to the senses. - Student can read and understand a simple academic text. - Student can identify emotion and attitude in people’s voices. - Student can prepare and evaluate a short presentation. - 27/65
  28. 28. 5. Personal aims - To let learners to be aware of past contexts where they could interact. - To let students establish communication patterns where they could make use of the simple past tense. - To motivate and encourage the students to experiment with the language. - To promote learner autonomy.6. Procedure The utsv is focused on communicative approach development; which is achieved through a constant interaction between students. This topic is focused in the unit 2, “Then and now” (p. 17). In this section learners have to make use of describing possession. They also have to talk about childhood memories and simulates with other people and giving feedback on a presentation. The first exercise is an icebreaker. Encourage the students to think back to when they were children: what they liked to do, the friends they had, what they didn’t like, etc. Ask to the students to look at the pictures. Give them a moment to study the situations. Put the students in pairs and ask them to talk about what the children are doing in each of the pictures (attachment) , example, Picture 1, the little girl is holding into her mother. Ask to the students to describe the personality of the child shown in each picture. Elicit adjectives to describe each one. The next activity is in the book (p.18). Here the learners are going to practice and complete the conversation with the correct forms of used to. They have to read a small text where they have to infer the grammar structure used to. After understanding the structure they have to identify in the text this grammar point. After they finish, it is necessary a full review of the exercises in the page in order to correct mistakes and clarify questions and doubts. Once all the doubts are covered, the learners have to get together in pairs. They are going to talk about what they used to look like and things you used to do when they were 15 years old. By pair can work in a worksheet name “ Experience scavenger hunt” (Attachments, Worksheet 1), each pair take a chart and take turns asking each other questions and having short conversation. Make notes of the answers. Tell the rest of your class about your partner’s answers and write in your notebook your partner’s answer in complete sentences. Students have to learn new vocabulary; they are going to remember some activities that they used to do in the past and they will remember their 28/65
  29. 29. expirences. They will notice that they lives have changed in a positive way. To finish this subject, write in the whiteboard the question “Why did I decided to change my life?” and discuss in class and make the student to reflect how their lives have changed and how they made those changes possible. Finally, there is going to be a quick review about the class and a conclusion about the topic.7. Conclusions Personally, I consider this topic one of the most important because it is necessary to understand and make to students to reflect the changes that they have had in their lives. I consider that these activities are helpful to let students realize about the knowledge and the experience that they posses already, then they acquire more knowledge (vocabulary) and notice the positive changes that they have made in their personal and professional lives. Finally they have to use that new knowledge. In the end, they are going to learn progressively, and they are going to notice it.8. Self Evaluation The main objective of all the lessons is having a communicative approach, for this reason it is important that learners interact between them. Activities have to be different, interesting, and valuable for the students. Grammar is boring for most of the students; so, the grammar activities have to be joyful and related to the daily life, otherwise they are going to forget it and dispose the information. Interaction with the learners has to be taken into account. No matter the topic, it is important to provide confidence to them, so they could feel eager to interact and make questions when necessary. Students will take into account and incorporate into my teaching the educational experiences that they have had previously. As professors will provide for our students individual learner styles and strategies in the teaching. We shouldn’t forget to give our students feedback on their language competence in an appropriate and helpful way, taking into account the state of language development they are as well as the stage aim we are trying to achieve in a particular stage of a lesson. 29/65
  30. 30. 9. Lesson PlanT = teacher / S = studentsPhases of Activities Social Media/mate Aim of activity TimLearning Form rials e (min s)Icebreaker/ - S. Think back to when they were--group - To introduce 10remember children: what they liked to do, the -Pictures / the topic.expirences friends they had, what they didn’t flashcards -to elicit like, etc. vocabulary - T. Ask to the students to look at the already known. pictures. - T. Give them a moment to study the situations. Put S in pairs and ask them to talk about what the children are doing in each of the pictures.Extension oftheme -S. turn to p. 18 of their book. - -course - To identify the 40 T. explains that S. are going to individu book structure used practice and complete the al -attachment to. conversation with the correct -remember their forms of used to. experience in - S. have to read a small text -group their past. -reading a where they have to infer the paragraph and grammar structure used to. - learn new After understanding the individu vocabulary. structure they have to identify al in the text this grammar point. -Group when they have finished it. -Pairs -S. compare the information they understood, and infer the structure requested. T. solves doubts and questions and clarifies the information. -S. have to complete the rest of the activities of the page - T. answers S. questions and doubts. 30/65
  31. 31. Personalisati -S. have to work in pairs, S. are going -group - None -Talk about past 15on to talk about what they used to look experiences. like and things you used to do when - Provide they were 15 years old. feedback of the -T. has to provide a conclusion of the lesson class (Feedback)10. AttachmentsIcebreaker picturesWORKSHEET 1. EXPERIENCE SCAVENGE HUNT 31/65
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  33. 33. Task 4: LANGUAGE TEACHINGTable of Contents: 1. Description of the area 2. Description of class and course 3. Topic 4. Theme and motivation 5. Aims of the project 6. Planning 7. Procedure 8. Conclusions 9. Evaluation of the project and self-evaluation 10. Lesson plans and attachments Task 4: LANGUAGE TEACHING1. Description of the area 33/65
  34. 34. This area includes Selection of appropriate methods to suit learning and teaching objectives, evaluation, selection and adaptation of teaching and learning materials to suit the aims of the lesson, evaluation of language learning tasks, use of media, definition of teachers and learners role in a learner-centered approach, use of target language versus lingua franca for instructions and explanations and classroom management2. Description of class and course This course is a B1 course. Where students will be able to talk about advertising and ads, ask for help and expressing shopping preferences. This course will help to face situations in which they have to make complaints and persuading others. The focus on form includes indirect questions and the distinction between the use or articles and no articles. Students learn vocabulary about problems and solutions with products and online shopping.3. Topic: Buying power4. Theme and motivation The motivation for this course is self explanatory. We live in a world where buying products and being always with the latest advance in technology is a priority and every now and then bad products make us go back to the store and complain. As much as this situation could look remote it is real and possible. Students will be ready to face scenarios like these and use the proper register to communicate and convince. This is an advance class so the conversation and simulations develop with a certain pace that make the communicative context more realistic. 34/65
  35. 35. 5. Aims of the lesson - Recognize the use of articles and the absence of them - Being able to use indirect questions - Learn specific vocabulary to talk about problems with products - Identify different kinds of advertising - Distinguish between the phonetic differences of a long i sound and a short I sound. - Simulate a shopping online situation. - listen to and understand details in a life story - Increase vocabulary. - Correct issues in the pronunciation. - Developing autonomous learning and self-awareness6. Personal aims 13.Provide an interesting, lively lesson students will enjoy. 14.To motivate students to present and talk about people who they admired. 15.To explain the structure in simple steps that the students understand and can easily employ. 16.To motivate and encourage the students to experiment with the language. 17.To promote learner autonomy. 18.To promote learners to study about important events in their lives. 35/65
  36. 36. 7. ProcedureStudents start the chapter 3 from page 27 of their book. For this chapterstudents are required to have some experience on shopping whereas onstores or online if not they should ask some friends or family to talk aboutthese situations. Most of the students who get to these levels sticktogether which brings to the class a great deal of camaraderie and properworking atmosphere. At this point students have a lower charge ofgrammar and they are push to overcome their plateau in all the otherphases.For the first activity the teacher show some pictures to the students inorder to set the topic on course. For this class the picture is about NewYork downtown with its huge buildings and colorful advertisings. Studentsare asked about the very first thing they notice on the pictures and theadvertisings are quickly remarked. Now the teacher can ask how importantpublicity is these days. This part of the class could be done with realpictures or digital pictures. After they have a chance to participate they aresit in small groups and talk about their own towns or city. The teacher mustlead the conversation to talk about advertising.The second part of the class is language in context where students willread a text form page 28 and find the sentences where articles are neededand the sentences where they are not needed as well as the information nthe text. After talk about the content in the text students are asked to fill achart with the rules of the use of articles. The next exercise is a practicewhere they have to define if the sentence needs an article or not.The next step is clarify the meaning of new vocabulary through the use ofdifferent means and we are able to check our students have understood(p.110) with this vocabulary we can manage the class effectively in a widevariety of context taking into consideration the learnes’ needs and level ofthe language competence as well as mixed abilities.The next step of the class is the phonetic practice where the students haveto listen and discriminate two kinds of sound the long I sound and theshort I sound. Students listen to some words and they have to tell whichsound is which if they show some difficulties the teacher can lead them tofind out the right answer. Then they have to practice the pronunciation ofevery sound.For the last part of the class students check some sentences of referring topeople complaining on stores about some products. After practicing thepronunciation and clarifying doubts students perform a role play whereone of the students play the part of a sales person and the other play thepart of the unhappy costumer. The objective of each is to persuade theother and for this they have to use the previous vocabulary andexpressions. Every team performs and the others listen and take notes toask or give their opinion. Then the other groups play the role and so on. 36/65
  37. 37. 7. Conclusions I think this lesson encouraged students become more assertive and yet polite when they have to complain about something. They are also aware of the economic world that lies behind a simple process as a purchase. It is also a good exercise for the to express their negative opinion about something with out compromising politeness. 8. Self Evaluation I try to do this lesson authentic by using pictures in a language classroom, give students difficult classroom situations, encouraging and motivating the students to learn and use the language and I also incorporate learning task and activities which encourage and facilitate learner autonomy and take into account learners’ learning styles and cultural expectations. Phases of Social Media/mat Aim of Time Learning Activities Form erials activity (mins)Icebreaker/ - The class watch some presentation --group Set the 10Introduction and answer some questions. Digital communicatito theme - Groups share their opinion about this presentatio ve tone of the„What is life topic and come to a conclusion. n class.like“ - All the class share their opinion and decide what is the best definition of life -plenary showed in the presentation.Vocabulary -S open their books on p. 8 and -Student -Present new complete the chart with words from a - book vocabulary box. individu and practice 10 - T ask students questions about the al proper new vocabulary and ask them who can pronunciation do what activities from chart. -partner -plenaryListening -S go to p. 8, listen and check the - -Student -Talk about activities they have already done individu book the things 5 before turn 30 al -Speakers they have -S have 3 chances to listen and done in their complete the exercise - life so far. -T check their answers with the class plenary 37/65
  38. 38. Focus on -S. check the chart on page 9 and - - practiceGrammar complete exercise C individu -Student circumlocutio -T check the answers and S practice al book n. 5 the dialog. -plenary -Study the form of the the present perfect tense and practice pronunciation .Focus on -S. look at 2 phonetic elements. Listen -plenary -S. practicePronunciatio and repeat. -board specific 5n -T check the correct pronunciation and -speakers pronunciation correct mistakesReading -T presents some introductory - -S. practice questions before entering to the Individu -board reading and reading. al -student serch for 15 -S. read and define in the text what is book specific the main idea of every paragraph -plenary information -T. ask and listen to their opinionVocabulary -S. read a text and match the new - -Student -drillingpractice words with their definition individu book questions, -S. use the text’s vocabulary to talk al short about their experience -group answers 15 -plenary -vocabulary. -reflect on and talk about what abilities, skills and talents. 38/65
  39. 39. Conclusion -T. asks S. write about their life - -worksheet -Listen toand experience. individu 3 specific info. 20Evaluation -S. listen and write a list of specific al -student - Follow up info. book with a -S talk about what they can do to -plenary conversation become betterHomework -T. asks S. to complete - -workbook -speak abouttask WORKBOOK(p.10) and students write individu -note book personal about a great event in their life. al facts. - prepare a presentation for the next -reflect on class vocabulary needed. -encourage active participation. 39/65
  40. 40. Task 5 PLANNING AND EVALUATION Second Conditional Hope and Wish Theme: Decisions, Decisions 40/65
  41. 41. UTSVTable of Contents: 1. Description of the area 2. Description of class and course 3. Topic 4. Aims of the lesson 5. Personal aims 6. Procedure 7. Conclusions 8. Self evaluation 9. Lesson plan 10. Attachments 41/65
  42. 42. 1. Description of the areaThis area covers a wide range of needs that learners need, specially theadvanced students. For this area it is necessary to provide social forms wherelearners could face difficult situations. It is necessary that learners establish amicro peer teaching, where they are going to learn by interacting withclassmates. Media e-learning is important in order to complement theirknowledge. Other techniques as materials use and pronunciation training arerequired to cover the cognitive development that learners need. The teacherhas to play as a counselor and lead the students into an environment ofawareness of the language,2. Description of class and courseThis, material is designed for learners in a level 5 course. Most of the learnersare students between the ages of 17 and 24, with some age exceptions.The class is focused on let the learners use the second conditional forwhishes and hopes. Thus, students are going to be able to express imaginarysituations.The book needed for this class is open mind 3 from Macmillan editorial;covering the unit 5, page 57.3. Topic – Second Conditional.4. Aims of the lesson - Talking about making decisions and dilemmas - Evaluating advice giving by others - Talking about hopes and wishes - Explaining a decision you made - Discussing how you act and react 42/65
  43. 43. 5. Personal aims - To provide some dilemmas to make decisions using the second conditional. - To let students responding dilemmas and disscusing some advices. - To let students establish communication patterns where they could make hopes and wishes. - To motivate and encourage the students to experiment with the language. - To promote learner autonomy.6. Procedure This topic is focused in the unit 6, “Decisions, Decisions” (p 57). In this section learners have to make use of the second conditional to express advice, hope and wishes. In the first exercise the teacher gives the students a cartoon captions, and they have to analyze and say what they understand about the phrase, the teacher have to give the first example to encourage the students. Then the students have to do the activity in the book (p.57) this activity is similar to the first, but in this case they have to think which cartoons is the funniest and they have to write down the reasons of their choices, if necessary, focus on some of the language in the captions. For example, At a marriage ceremony, the bridge and groom are asked if they will take the other person as their husband /wife. The traditional answer is I do. The expressions I´m outta here is a very informal expression, short for I´m out of here, and meaning I´m leaving. You can continue in the same way with the rest of cartoon. Then elicit some ideas from the class. The teacher have to make sure the students tell why they think a particular cartoon is the funniest. The teacher write on the board “When was the last time you found it difficult to make decision?”. Give students a couple of minutes to think about the last time they had to make a difficult decision and to make a few notes. Elicit some ideas from the class. Find out what kinds of situations 43/65
  44. 44. they had to make difficult decisions in, and what helped them finally decide in the end. The next activity is check and understand the second conditional (p.58), in this activity the students have to listen a conversation to identify the second conditional grammar, check that the students understand the meaning of the word afford. If you can’t afford something, e.g., a new camera, you don´t have enough money to pay for it. Explain the students we use second conditional to talk about imaginary or hypothetical situations in the present and that the if clause can be first or second in the sentence, point out the use of the comma when the if clause comes first. Make sure that the students understand the expression If I were you, it is clearly impossible for me to be you, soothe situation is completely imaginary or hypothetical. Provide to the students some situations and ask them say what they would do if they were in these situations, monitor, correct mistakes and answer to learners´ doubts. As the next activity the teacher does a survey about internet activities. After the students answer the survey they have to check the activity in the book (p.61), they have to read an online chat between two sisters, and answer a question, then the teacher are going to check hope and wish grammar (p.61),the teacher focus on the use of I wish + the simple past to talk about things we would like to be different in the present and focus on the use of I wish + could then the teacher have to point out that hope is different from wish because it is followed by the simple present. For the last activity, learners have to write about one important decisions that they have to make in their life, and write the situations that they want to change, then they have to share in front of the class and the teacher have to help them to correct mistakes.7. Conclusions The topic helps to learners to know how decisive they are. For this reason it is important that learners get aware about how much to they know about the main topic. They´ll learned the grammar as good way to express and give some advice and analyze some decisions and dilemmas that they front in their life. The topic enforces vocabulary already known by the students, and they acquire new vocabulary. The aim is to provide more 44/65
  45. 45. complex activities that are going to make students analyze situations. In the end, learners are going to feel eager to face more difficult contexts, they are going to use self correction, and become autonomous gradually.8. Self Evaluation The class is designed to cover some grammar points related to the second conditional. The activities provides an important section where students are able to make peer correction. As this area specifies, it is important to have evaluation (as soon as possible). However, instant evaluation turns complex when having groups with many students. For that reason, evaluation could be considered as an extra class activity for the teacher; providing results next session. Digital environment is helpful to cover this task. In the case of eurocsys platform, it is easy to obtain the results based on learners´ performance. According to the information showed in the platform, the teacher is able to enforce the weaknesses of the class, by clarifying the topic where learners could have problems. The aims cited before are easy to obtain; however, it takes time to cover them all, especially in the same class. Thus, it is necessary to invest extra time for grading and evaluating. 45/65
  46. 46. 9. Lesson PlanT = teacher / S = studentsPhases of Medi Time SocialLearning Actvities a/mat Aim of activity (min Form erials s)Icebreaker/ - T. Have the students look at some cartons, read --group introduce theme. 15Introductio the captions, and decide which one they think is Carto -to elicit situationsn to theme the funniest. ons they had to make¨Decisions, 1. Focus on some of the language in the difficultdecisions” captions. Ask students to compare their choices decisionsin. in pairs. -plenary - Elicit some ideas from the class. Make sure the - Cross-cultural students tell you why they think a particular communication cartoon is the funniest.Extension 20of theme T. With slides the professor teach meaning, form Stude -extend and pronunciation of vocabulary individu nt “responding to al, book dilemmas” S. Go to the page 58 of their book (atteched) and partner, vocabulary. work individually and match the expressions in the plenary -reading aloud box to the statements they describe. (drilling grammar and vocab.) correct T. Tell your students to write an imaginary or any pronunciation hypothetical situations in the present, using the errors. second conditional.. 15Personalis T.Read the instruccions to the class. Have the -partner - -giving reasons foration students read the questions carefuly Stude decisions. first.Nominate a student to read the categories - nt -talk about aloud to the class. plenary book imaginary -Give them a couple of minutes to work situations in the individually and make notes on each of the present. questions. - Practice in the - Ask them to work into groups of four or five to do rhythm of second the task. They have to use second conditional. conditional. - Monitor while the students are working, and give - Motivate to help as required. students to improve - When the students finish discussing the questions, elicit some ideas from the class 46/65
  47. 47. Defining T.Have the students listen to the recording and - - practice 15words underline the stressed words in the sentence. individu - pronunciation. - Elicit a few examples from the class. Correct any al Stude -students elicit errors in the pronunciation of the words that are -plenary nt imaginary or stressed. book hypothetical a)If you had a job, you could stay in college. situations in the b) if you didn’t have a job, you couldn´t stay in present. college. T. play the recording. Ask the studentes to tell you what they can , and ask the students to mark the intonation using arrows up and down. - Play the recording again, pausing after each sentence so that the students can repeat it. Make sure they say each sentence with a raising intonation at the end of the if clause and a falling intonation at the end of the main clause. -ask the students to work in pairs and practice saying the sentences to each other. -Listen some examples from the class.Focus on -Focus on the use of I wish + the simple past - -Students can 20Grammar to talk about things we would like to be plenary boar see structure different in the present. d,gra clearly. -Focus on the use of I wish + could. mma -Each student explains them that hope is different from r makes decisions. wish because it is followed by the simple sheet present. T.Use the board to explain the grammar about hope and wish.Transfer -Ask the students to work individually and - -S. practices the then to compare their answers in pairs, Individu - structure in a discussing any differences. ally & boar controlled form. 15 - Check the answers, nominate students to pairs d -pre-teach write their sentences on the board. Have the - vocabulary for class check the sentences and make gram next exercise. corrections as necessary. mar -Talk about 1.Ask to your students to read through the work wishes and model sentences. Point out that they can sheet hopes. use I wish…,I hope…, and the second conditional in this exercise. 2.Give them two or three minutes to make some notes before you ask them to work in pairs.Consolida T. Elicit the meaning of decisive (able to - - -drillingtion make a decision quickly and confidently). plenary work questions, match Elicit the opposite (indecisive) . sheet answers “You’ -vocabulary. 15 T. Ask to your students if they think they are ve -reflect on and decisive or indecisive. make talk about wishes T. Elicit the meaning of I´m out of there! The decis and hopes. (I leave th. place quickly. ions” T. Check that the students understand hope for the best (to hope that a bad situation will have the best result that is possible) 47/65
  48. 48. Conclusio Put the students into groups of three - Stud -Talk by groupsn and or four to write how they think they individu ent’s about their 20Evaluatio could change to respond to some al book experiencesn situations better. At the end the about making students have to give constructive - decisions. advices. plenary -T. Give the - Write three things you wish different students about yourself. feedback on their - Think abut what is stopping you language from achieving each wish. competence.Homewor -T. asks S. to complete WORKBOOK(p.34- - - -Dealingk task 37) individu work sensitively with al book difficult classroom situation and similar personalities. 48/65
  49. 49. 10. Attachments 49/65
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  52. 52. Survey of Computer and Internet Use 52/65
  53. 53. This questionnaire is part of a study of computer and Internet use. Your participation in this studyis voluntary, and your answers will form part of a statistical study and will not identify you as anindividual.Which of the following best describes your educational level?______None______Some elementary school_______Some secondary school_______Some university_______Advanced degreeIn which of the following settings have you ever made use of a computer connected to theInternet? (check all that apply)____ cybercafe or other setting open to the public____Library____at home____at a friends home____at school or workIn which of the following settings do you most frequently use a computer to access the Internet?____ cybercafe or other setting open to the public____Library____at home____at a friends home____at school or workHow often do you access the Internet?____ Once a month or less____Once a week____Several times a week____Every day_____Several times a dayHow many hours per week do you spend online?_________When you access the Internet, which of the following do you usually do? (check all that apply)______use the World Wide Web for your own entertainment______use the World Wide Web for your school or work purposes______send or receive email______use IRC or chat rooms______se AOL/Instant Messenger, Microsoft NetMeeting, or other one to one conversation______play computer games______write on a word processor______download music or video______use other computer applicationsWhat other application do you most commonly use? ____________________Do you have certain Web sites that you visit regularly?_____ Yes ______ No 53/65
  54. 54. If yes, please list some of your most popular Web sites (with addresses, if you know them).______________________________________________________________What sorts of Web sites have you visited in the last month? (check all that apply)____ Chat____Retail sales____Educational/school____Games____Music/Film/Celebrity____News____Religion____Sports____Other (please specify) ________________________Do you have a personal Web page?______Yes _______ NoDo you have at least one nickname you use in chat, instant message, or email?______Yes _______ NoDo you ever pretend to be someone else (e.g., different age, sex, or appearance) in chat, instantmessage, or email?______Yes ________ NoIf you play any game on the Internet, what is your favorite game?_________________________________________________________How many hours per week do you spend playing this game?________________________________________________ 54/65
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  56. 56. Task 6: SELF-ASSESSMENT AND DEVELOPMENT REPORTED SPEECH REPORTED QUESTIONS Topic: Through the Grapevine 56/65
  57. 57. Table of Contents: 1. Description of the area 2. Description of class and course 3. Theme and motivation 4. Aims of the project 5. Planning 6. Procedure 7. Conclusions 8. Evaluation of the project and self-evaluation 9. Lesson plans 10. Attachments 57/65
  58. 58. 1. Description of the area This area includes Development of observation skills, dealing with feedback, awareness of ones own strengths and weaknesses, awareness of possibilities for further professional development and the resources and sources of help.2. Description of class and course This material is designed for learners in a level 5 course. Most of the learners are students between the ages of 17 and 24, with some age exceptions. The class is focused on let the learners use the second conditional for whishes and hopes. Thus, students are going to be able to express imaginary situations. The book needed for this class is open mind 3 from Macmillan editorial; covering the unit 5, page 57. 3. Topic: Through the Grapevine4. Aims of the lesson - students talk about gossip and oral communication - Report what people said - Introduce a new topic of conversation - Give advice - Report information about cell phone use5. Personal aims - 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 58/65
  59. 59. - To access the relevant support systems that will enable me to develop further and find solutions to my teaching problems.- To put forward ideas on how to ensure continuous professional development.- To promote learner autonomy. 59/65
  60. 60. 6. ProcedureIn this topic the learners will talk about gossip and oral evaluation, as first activity theteacher provide some headlines from newspaper and magazine and elicit a variety ofdifferent types of media sources, and asks them to give examples of types ofinformation that may be exaggerated or misreported by the press. The students have toread the headlines carefully and say in what type of media they think they would belikely to find them, and the teacher introduce the term gossip and explain that a fashiondisaster is when a celebrity is photographed wearing something that most people wouldconsiderer to be unattractive and unflattering, but which the person wearing it thinks isvery fashionable, finally the teacher asks the students to name some celebrities whooften appear in gossip magazines, and to share any examples of stories or informationthey may have heard.The next activity is about reported speech. The students will hear a conversationbetween two friends, who were planning a camping trip, but there is a problem with theplan. Have the students works in pair to try to predict the missing information in theconversation. When they finish, have a few pairs share their ideas with the class. Theteacher doesn’t make any corrections at this point, as this is a simply an awarenessactivity, before reported speech is introduced.In the next activity the reported speech grammar is checked, the students have tocomplete a table with examples of direct speech and reported speech, the teacherexplains that the conjunction that is often used in reported speech but can also beomitted. The students have to practice with some sentences (p.49) the teacher have toexplain that we use say, there is no indirect pronoun; and we use tell, we must use anindirect pronoun or indirect object (often a name), monitor while the group is speaking,and make sure they use reported speech correctly.In the next activity the students have to know the difference between the verbs ask, say,and tell, (p.52) they have to discuss about the differences in usage between the threeverbs. During the discussionThe last activity the students have to write about what people said, the teacher providea table with three columns with information about Jonah and the students have to listenand audio and write notes to summarize what Jonah says about himself in the columnon the right of the table, play the recording once, and check progress. Then thestudents have to complete a e-mail, they have to report what Jonah said, remind thestudents to use more sequencing words here, elicit words like, then, after, that, andfinally. Monitor while the students are writing, and make sure they are reporting theinformation correctly.7. Conclusions 60/65
  61. 61. I think this lesson encouraged students to know and use the reported speech. Thestudents can understand and use all tenses for report what people say in different ways.Students can use sequencing words as first, then, next, ect to connect ideas and themost important they can evaluate their strengths and weaknesses and make plans forimprovement.8. Self EvaluationI try to do this lesson authentic, using slides in a language classroom, give studentsdifficult classroom situations, encouraging and motivating the students to learn and usethe language and I also incorporate learning task and activities which encourage andfacilitate learner autonomy and take into account learners’ learning styles and culturalexpectations. I also incorporate the systematic sharing of ideas with colleagues topromote best practice and access the relevant support systems that will enable me todevelop further and find solutions to my teaching problems. One of the most importantfacts, I put forward ideas on how to ensure continuous professional development. 61/65
  62. 62. 9. Lesson planT = teacher / S = studentsPhases of Medi Time SocialLearning Actvities a/mat Aim of activity (min Form erials s)Icebreaker/ - T. Elicit a variety of different types of media --group Introduce theme. 15Introductio sources, e.g., newspapers, magazines, TV, radio, Headl -to elicit situationsn to theme news Web sites, blogs, etc. Discuss the ines they had to hear¨Through statements, You can´t believe everything you (gossip).the read/hear. Ask them to give examples of types ofGrapevine” information that may be exaggerated for -plenary - Cross-cultural misreported by the press, e.g., information about celebrities, facts and figures related to events, etc. communication 1. S. Hate to read the headlines carefully and said in what type of media they think they would be likely to find them. - T. check the answer with the class. Introduce the term gossip.Extension 20of theme T. With slides the professor teach meaning, form Stude -extend and pronunciation of vocabulary individu nt distinguising fact al, book and opinion. S. Go to the page 48 of their book (atteched) and partner, -reading a text. work individually and write the answers on the plenary notebook, then discuss plenary. T. Elicit the difference between a fact and an opinion, ask students give a fact and opinon example. 15Personalis T.Read the instruccions and the question to the -partner - -giving reasons foration class. Aks the students look at the pictures and Stude gossip. they have to say where the people are and what - nt -talk about facts they might be talking about in each situations. plenary book and opinions. -Tell the students that the text mentions four - Motivate to reasons why gossip is important. Ask them to students to read the text and find the four reasons. improve - Check the answers with the class. Ask them who gossips more, men or women?. - Monitor while the students are working, and give help as required. - When the students finish discussing the question, elicit some ideas from the class 62/65
  63. 63. Defining T. See the student´s book page for the audio - - practice 15words script. The students have to read the instructions individu - pronunciation. and the question carefully before you play you al Stude -students report recording. -plenary nt what the other - Play the recording once. Ask the students to book students said.. compare their answers in pairs. Then ekicit the answer from the class. T .Introduce reported speech, read the instructions to the class, book p-49, ask the students to do the activity individually and then to compare their answers in pairs. Highlight that pronouns also need to change in reported speech and the conjunction that is often used in reported speech but can also be omitted. - Point out that there are also changes in addition to verbs and modal, you may want to givoun and possessive adjectives changes.Mention that sometimes in informal conversation, people do not adhere strictly to the reportedd speech. -The students have to write some sentences and have to share with the group, ask the students to report what the other students said, using reported speech. -Monitor while the group are speaking, and make sure they use reported speech correctly..Focus on -Focus on the use of reported speech. - -Students can 20Grammar explains them that reported speech is plenary boar see structure using to reported what people said. d,gra clearly. T.Use the board to explain the grammar mma -Each student about reported speech. r makes reported sheet speech.Transfer -Ask the students to work individually and - -S. practices the then to compare their answers in pairs, Individu - structure in a discussing any differences. ally & boar controlled form. 15 - Check the answers, point out that all of the pairs d -pre-teach tense changes for reported speech and also - vocabulary for apply to reported questions. gram next exercise. 1.Emphasize that in reported questions, mar there is no inversion, and the auxiliary verb work do/does is not used. sheet 2.Students have to find out and report information about their partners 3. Give them some minutes to make some notes before you ask them to work in pairs. 4.Students have to ask and answer their questions in pairs. 5.Ask the students to look at the model reported information. Encourage them to report their partner´s questions in the same way. - Listen to some examples from the class. Correct any errors in the formation of indirect questions. 63/65
  64. 64. Consolida T. Write the verbs ask, say, and tell on the - - -drillingtion board. Have a class discussion about the plenary work questions, match differences in usage between the three sheet answers verbs. -vocabulary. 15 T. Ask to your students examples with ask, -reflect on and say and tell. talk about what T. Remind them that if they want to use the the people say.. verbs, they will need to change the pronoun. T.Listen to some ideas from the class.Conclusio Put the students into groups of three - Stud -Talk by groupsn and or four to. listen and write notes to individu ent’s about what the 20Evaluatio summarize what Jonah says about al book people say.n himself.. -T. Give the - Nominate a student to read the - students beginning of e-mail to the class. plenary feedback on their - Ask the students to work in pairs and language transfer the information from the competence. listening to complete the e-mail. - Remind the students to use more sequencing words here. Elicit words like then, after, that, and finally. - Monitor while the students are writing, and make sure they are reporting the information correctly.Homewor -T. asks S. to complete WORKBOOK(p.28- - - -Dealingk task 31) individu work sensitively with al book difficult classroom situation and similar personalities. 10. ATTACHMENT 64/65
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