B1 t1 rosa_mijangos

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B1 t1 rosa_mijangos

  1. 1. Certificación de tutores de docentes de idiomas ROSA MARGARITA MIJANGOS SANTIAGO yellow0901@hotmail.com Topic: TASK 1EUROCSYS © 2013 Rosa Margarita Mijangos Santiago Página 1 de 7
  2. 2. Certificación de tutores de docentes de idiomas LESSON PLAN AND TIME TABLE OBJECTIVE: To create a training time table and a lesson plan to be used in your training. 1. Matching (1 PAGE). Match the six content areas to the following themes TOPIC CONTENT AREA Use of social forms Language and Culture Learning in a group Language Learning Processes Function of the Common European Framework Planning and Evaluation of Reference Which are the different learner types Language Learning Processes The four skills Language Learning Processes Speaking activities Language Teaching How do we draw up a lesson plan? Planning and Evaluation How do I present a grammar structure? Planning and Evaluation Micro-peer teaching Planning and Evaluation Different types of exercises in language Planning and Evaluation classrooms Using pictures in a language classroom Planning and Evaluation/Language Teaching Feedback rules Self-Assessment and Development Pronunciation training Language Awareness Learning strategies and learner autonomy Self-Assessment and Development Difficult classroom situations Language and Culture Progress tests Language Learning Processes The use of media e-learning / blended learning Language Teaching Intercultural learning Language and CultureEUROCSYS © 2013 Rosa Margarita Mijangos Santiago Página 2 de 7
  3. 3. Certificación de tutores de docentes de idiomas 2. Lesson plan (2 PAGES MAX). Choose two of the topics of the table of exercise 1. How would you teach these contents? Write a lesson plan. LEASON PLAN INTERCULTURAL LEARNING T = teacher / Ss= students Phases of Media/ Aim of Time Learning Activities Social Form activity (mins) materials Icebreaker/ T ask the Ss to work in pairs and discuss Group Introduce 400 Introduction what rules they have to follow in the aderograms theme. to theme school building or in the classroom. -to elicit rules TV magazine T listen several ideas from the class. Ss have to article T elicit suggestions like : You shouldn’t follow in run in the corridor. school and T gives Ss a moment to read the Brainstorming instruccions carefully.make sure they clasroom. understand confession(telling the truth about something you did that was wrong) - Cross- cultural communicatio n Extension of Ask Ss to work In pairs and compare the 400 theme examples they found of rule-breaking - Student -extend rule- ,discussing any differences. -individual book breaking Ask Ss to decide which is the most serious example of rule serious and why. -partner Speak about Elicit several responses from the class. - rule-breaking Along with each example of rule Brainstorming and elicit breaking, elicit more information about several why it is wrong, e.g. why the girl who is responses. crossing the street is breaking a rule( because the sign says “DON’T WALK”). Point out that the car is driving the wrong way along one-way street. Ask what the . woman with the dog is doing(walking on the grass where there is a “Do not Walk on the grass” sign). Nominate an S to read instructions and the grammar explanation to the class. Focus on the form of the structure. Point out that is the past form of be going to.EUROCSYS © 2013 Rosa Margarita Mijangos Santiago Página 3 de 7
  4. 4. Certificación de tutores de docentes de idiomas 600 Personalizati Check the answers with the class. Point -partners -Student on out that jaywalking is a dangerous or book illegal way of crossing a street at a place where cars do not normally stop. - plenary Have Ss to do exercise individually and then compare their answers in pairs, discussing any differences. - S. answer each question in plenary. Defining -individual - practice 600 words Have Ss work with their partners from -plenary -Student circumlocution Ex.B. book . Ask Ss to work in pairs and say what the -familiarize man should and shouldn’t have done students with using new verbs. more Ask Ss to look at the Words in the vocabulary language box. If you were supposed to which can be do something. The meaning is very implemented similar to the idea to of a past intention. with next exercises. Focus on See the student’s book page for the -plenary -Ss can see 600 Grammar audio script. -board structure Ask Ss to read the question and options -grammar clearly. carefully. sheet Ss can apply Show Ss the grammar structure for it. S+Should have+past participle+C Ask Ss to complete the grammar table individually, by referring t the text in Ex. A Nominate a S to read the instruction and the grammar explanation to the class. Transfer Draw Ss´s attention to the Watch out! Individually -S. practice 400 Box. -board the structure in Point out that the second example is -grammar a controlled inappropriate because, although it is pairs worksheet form. grammatically correct, it refers to the -pre-teach present or inmmediate future, and the vocabulary for question was in the simple past. The next exercise. response to the question must therefore also refer to the past. Have Ss complete the grammar table individually by referring to the text in Ex. A and then compare their answers in pairs, discussing any differences. .EUROCSYS © 2013 Rosa Margarita Mijangos Santiago Página 4 de 7
  5. 5. Certificación de tutores de docentes de idiomas Consolidation Have the Ss do this exercise individually -plenary -worksheet -T give and then compare their answers in pairs. exercises and 400 Check the answer with the class express answers in Read the instructions to the class. pairs to do a Ask Ss to read the model sentence. coevaluation. Ask Ss to work in pairs and tell their partner about the actions and their consequences. Ask Ss to look at the examples in the Watch out! Box, remind them that they should not forget to use going to, even f the main verb is go. Give Ss a few minutes to think about some things they were going to do in the past but he didn´t and why they didn´t do them. Conclusion T. Put the students into groups of three -individual worksheet 3 Get the Ss´s 200 and or four to discuss the questions. student ideas and Evaluation When the groups finish, elicit some -plenary book correct any ideas from the class. errors with the T listen to some ideas from the class and grammar correct any errors in the use of should structure. have/ shouldn´t have. Do a feedback Ask Ss to work in pairs and tell their about the used partner about the things they didn’t do, structures. using the phrases in the box. Correct any errors in the use of was/were going to Homework -T. asks S. to complete WORKBOOK p- -individual -workbook Feedback the task 64, section 2. structure. T ask Ss to do exercises from WORKBOOK page 66,section 5.EUROCSYS © 2013 Rosa Margarita Mijangos Santiago Página 5 de 7
  6. 6. Certificación de tutores de docentes de idiomas 3. Time table (2 PAGES MAX). Elaborate a timetable of the two selected topics of your lesson plan. Elaborate a timetable according to the example.(Please find the example on the main menu of the platform) TIMETABLE FOR 2 WEEK COURSE Main input: 60 hours of face to face training sessions Lesson observations: 4 teaching session observable live or filmed. WEEK 1 7:50 - 8:30 8:30 - 10:00 10:15 - 11:45 12:00 - 13:30 Monday Ice breaker. Demo: T elicit suggestions To help Ss find all Use the ice breaker in Using slides like : You shouldn’t eight, as they identify class. (LT) explaining to work in run in the examples of rule- Teaching Vocabulary pairs and discuss corridor.(LC) breaking, encourage (LT) Meaning. what rules they have T ask Ss to read the them to write a Form and pronunciation to follow in the instructions and number next to each (LA) school building or in study the picture example.(LC & LLP) the classroom.(LC) carefully for T gives Ss a moment T listen several ideas examples of rule- to read the from the class.(LLP) breaking in the instructions carefully. picture.(LLP) make sure they LA LLP LC PE understand Also give them the confession(telling the goals of that class truth about something you did that was wrong)(LLP & LC) Tuesday Classroom Elicit several Skills work: Point out that the car management: responses from the Speaking is driving the wrong Ask Ss to work In pairs class. (LC) Activities and way along one-way and compare the Along with each different tasks street. (LC) examples they found of example of rule (LC, LLP & LT) Ask what the woman rule-breaking ,discussing breaking, elicit more Teaching grammar with the dog is any differences.(LC) information about points doing(walking on the Ask Ss to decide which why it is wrong, e.g. (LT LC) grass where there is a is the most serious why the girl who is “Do not Walk on the example of rule serious crossing the street is grass” sign).(LC LT) and why.(LT) breaking a rule( Have Ss work with because the sign Ex.B. says “DON’T Ask Ss to work in WALK”).(LT &LLP) pairs and say what the man should and shouldn’t have done using new verbs. LLP LC LT SA their partners fromEUROCSYS © 2013 Rosa Margarita Mijangos Santiago Página 6 de 7
  7. 7. Certificación de tutores de docentes de idiomas WEEK 1 7:50 - 8:30 8:30 - 10:00 10:15 - 11:45 12:00 - 13:30 Wednesday Lesson Planning: Teaching grammar Skills work: Ask Ss to read the Selection material and Check the answers Speaking, listening question and options worksheets with the class. (LT) (LLP & LT) carefully.(LLP LC LT) PE LC LLP Point out that - S. answer each Show Ss the grammar jaywalking is a question in structure (LLP) dangerous or illegal plenary.(LLP) Then T has them way of crossing a compare their street at a place answers in pairs, where cars do not discussing any normally stop.(LC) differences.(SA) Thursday Teaching vocabulary 2 Micro peer teaching Skill work: reading -pre-teach vocabulary LT SA Activities and tasks for next Talking about LT LLP exercise.(LLP,LT) workplaces LA PE T give exercises and express answers in pairs to do a coevaluation.(PE), Get the Ss´s ideas and correct any errors with the grammar structure.(PE,LLP) Do a feedback about the used structures.(PE,LLP) Friday Dealing with errors: Micro peer teaching Skills work: writing Ask Ss to look at the analysing and SA Activities and tasks examples in the anticipating LA LT LLP LC Watch out! Box, error correction remind them that they LC LLP should not forget to use going to, even f the main verb is go. Give Ss a few minutes to think about some things they were going to do in the past but he didn´t and why they didn´t do them.(LLP,SA,LT,PE)EUROCSYS © 2013 Rosa Margarita Mijangos Santiago Página 7 de 7

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