Dossier francisco antonio

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Dossier francisco antonio

  1. 1. Dossier for UT Students as Technician University Superiors in ManteinanceCareerCONTENTSTask 1: LANGUAGE AWARENESS – Topic: Body TalkTask 2: LANGUAGE AND CULTURE - Topic: Developing your memoryTask 3: LANGUAGE LEARNING PROCESSES - Topic: Taking about a live performanceTask 5: PLANNING AND EVALUATION - Topic: Subject Relative ClausesTask 4: LANGUAGE TEACHING - Topic: At a live performance!Task 6: Group Project - SELF-ASSESSMENT AND DEVELOPMENT: Writing descriptions
  2. 2. UTSV Task 1: LANGUAGE AWARENESS To revise and pronounce the body talk vocabulary It´s……adjective……+ infinitive Theme: Body Talk JANUARY 2013UT
  3. 3. Task 1: LANGUAGE AWARENESSTable 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 3/66
  4. 4. Task 1: LANGUAGE AWARENESS 1. Description of the area This area includes to Analysis of phonology, grammatical and lexical structures and use of related basic terminology, to link between linguistic competence and communicative competence, to target language description and appropriate terminology, language description being understood as a system of abstract elements, constructions, and rules, to awareness of language systems differences to application of this awareness to teaching and learning experience (i.e. analysis of learning materials) 2. Description of class and course This course is level 6 . There are twenty students between the ages of 18 and 25. Most of the students do not like English language too much but all the students accept English not as their favorite subject but as a necessary subject for their carreer. The group meets on Monday afternoon between 4:00 and 5:40 p.m. The course book is Open Mind 3. They joined the course to pass the English class as a subject and to be able to understand English TV programs and websites.3. Topic – It´s + adjectives + infinitive4. Aims of the lesson - To revise and practice the impersonal use of the infinitive. - To use Infinitive - To talk about injuries - To talk about symptoms - To give advice for injuries5. Personal aims - To provide an interesting topic and a very enjoyable lesson. - To explain the infinitive so that the students can use it in their conversation. - To encourage the students to have English class as a necessary and important class as others. 4/66
  5. 5. Task 1: LANGUAGE AWARENESS- To provide grammar structures for giving advice. 5/66
  6. 6. Task 1: LANGUAGE AWARENESS6. ProcedureThe topic of the new chapter (Unit 9 /p.87) was BODY TALK and in this lesson welooked describing student’s injuries and illness that the students suffered when theywere small children.. A good part of this lesson directly follows the lesson layout of theTeacher’s Guide. This book is an invaluable selection of guidelines and tips, which notonly facilitate lesson planning, but have taught me many useful strategies to improvemy teaching and help my students. During our UT’s term, we have been able to discussand use many of these strategies and examples first hand, and the lessons learnedfrom trainers´ and colleagues´ experience have made us appreciate and be aware ofwhy I’m including certain exercises in the lesson and what benefits they can offer.For the Icebreaker part Teacher had to nominate a student to read some phrases inthe box. She or he has to point at the muscle that he is pointing ans at the same timeshe or she has to pronounced. So all the rest of the class can see that that is the wayto pronounce this word.. The teacher has has to ask the students to do this activity inpairs, to recognize the parts of the body. T ask the Ss to work in pairs and discuss whatrules they have to follow in the school building or in the classroom. It was very importantto elicit students to answer and try to think in English Ideas. Then Teacher listenedseveral ideas from the class.Teacher ask Students to say whatever they know aboutsocial rules. After that part, Teacher elicited suggestions like : You shouldn’t run in thecorridor. You shouldn’t eat in the classroom. When the SS have said their injuries, theteacher must focuss on suggestions foer each one.For the final part of Icebreaker moment Teacher gave a moment to read theinstruccions carefully and Teacher made sure they understand confession(telling thetruth about something they did that was wrong). If it is nesecary several SS must givetheir point on view too. So they can share pieces of adivice for the injuries they talkedabout.After this activity Teacher asked Students to opened the book (p.52 , 53 ) andindividually Students looked at the exercises. Before th e teacher revise the exercise, ifit is necessary the students must check their information in pairs in order to share theirknowledge of the topic. After that processes Teacher has to point out that if you sprainyour ankle , knee, or wrist , you injure it by turning suddenly , but your do not breakanything. He or she has to point out that injury is normally a bit more serious that hurt.Ask the Students to read the instructions to the class; nominate a two students to readaloud the model conversation; elicit the tense the students will need to used ( thesimple past tense) Poit out that the students can describe either an accident or injurythat happened to them personally or to a friend or to a relative . Ask the students toanswer the questions in pairs and at the same time encourage them to to askfollow-up questions and try to keep the conversation going. And listen to some ideasfrom the class. 6/66
  7. 7. Task 1: LANGUAGE AWARENESSGive the students some advice in using SHOULD and SHOULN¨T to give advice.Write the words avoiding injuries on the board . Ask the students to work in pairsand discuss what people should or shouldn´t do when they are playing some sports.Listen to some ideas from the class and elicit a list of shoulds and should ( e.g.Your shouldn´t swim after a meal; You should stretch your muscles before youexercise).Students Pointed out that when a car was driving the wrong way along one-way street is very dangerous because you canget injured.. Students nominated an S toread instructions and the grammar explanation to the class. After that teacher focusedon the form of the structure.After all the information written above , each checked the answers with the class.Teacher pointed out that not paying attention, or being careless is a dangerous whenyour are waking down the street or a place where cars did not normally stop. So it couldbe very dangerous an dyiou can be damaged. The Students had to do exerciseindividually and then they compared their answers in pairs, discussing any differences.After that activity students answered each question in plenary.For definition words teacher asked Students worked with their partners from Ex.B. andteacher asked Students to work in pairs and say what the man should and shouldn’thave done using new verbs. Teacher asked Students to look at the Words in thelanguage box. If you were supposed that you should ot shouln´t do, so they can gicesome adive using the infinitive for giving advice.In the part of focus grammar teacher asked students to complete the grammar tableusing the information from the text in EX A; the teacher nominate students to read aliud the correct sentences; poit out that we must use TO in this structure , eg. IT ISIMPORTANT TO KEEP THE SHOULDERS RELAXED. The teacher must help thestudents with the comparative form of the adjectives can also be used in thisstructures eg, IT´S BETTER TO SPEAK TO A PROFESSIONAL; IT´S MOREIMPORTANT TO KEEP THE SHOULDER RELAXED. The teacher must elicit otherways fo giving advice with a similar meaning. E g. YOU SHOULD KEEP THESOULDER RELAXED ; YOU´D BETTER SEE A DOCTOR; YOU OUGHT TO SPEAKTO A PROFESSIONAL.You can continue like this: draw the students´attention to the language box. Givethem a moment to read the information and elicit the target grammatical construction.The teacher can say that these are some of the other adjectives that can be used inthis structure . Other examples include unusual, rare, possible, unnesessary, andother words that are important such vital, and crucial.Make the students see the student´s book page for the audio script. Teacher askedStudents to read the question and options carefully. Teacher Showed Students thegrammar structure for S+Should have+past participle+C. And teacher asked students tocomplete the grammar table individually, by referring t the text in Ex. A teacher 7/66
  8. 8. Task 1: LANGUAGE AWARENESSnominated a Student to read the instruction and the grammar explain with a similarmeaning to the class.For Transfer part teacher drew Students´s attention to the Watch out! Box andemphazise that we cannot omit the words IT or the word TO in the infinitive whenusing this structure. Ask the students to do this exercise individually and then tocompare their answers in pairs , disucssing any differencs. The teacher has to checkthe answers with the class. In this part teacher asked students do this exerciseindividually and then they compared their answers in pairs. Students checked theanswer with the class. They read the instructions to the class.Ask Ss to read the model sentence.Ask Ss to work in pairs and tell their partner about the actions and their consequences.He asked Students to look at the examples in the Watch out! Box, teacher remindedthem that they should not forget to use IT IS......TO......, e. Teacher gave Students afew minutes to think about some things that are importan to do.For conclusion and evaluation part for the class teacher put the students into groups ofthree or four to discuss the questions. When the groups finished, teacher elicited someideas from the class. Teacher listened to some ideas from the class and correct anyerrors in the use of should have/ shouldn´t have. Then teacher asked Students to workin pairs and told their partners about the things they didn’t do, using the phrases in thebox. For final part a homework teacher asked Students to complete asked Students tocomplete WORKBOOK p- 52, section 1. And for the other topic teacher asked Studentsto do exercises from WORKBOOK page 53,section 3.7.- ConclusionsThis lesson contained many exercises for revising the modal SHOULD/SHOULDN’Tand IT IS........TO....... for giving advises. With the examples we use pictures or imagesfor auxiliary verb and short answers appealed to the students and it hopes to help themto understand the structure. As a teacher it gives the chance to personalize the subjectand talk about something as rules and advises. This lesson motivates the Students toapply their ideas for expressing advises and at the same time help them to improvevocabulary for being creator of their own learning processes . As we are in a verymodern world sttudents must creat their own knowledge of the language according totheir likes.8. Self EvaluationIn this part of this work, it is important to say that it was a very interesting way tointroduce the topics for encourage the students to use grammar rules and structure as acommunicative tool for communicating each other. However it has been created with 8/66
  9. 9. Task 1: LANGUAGE AWARENESSthe best tools to improve their vocabulary. This plan was a good option for helping thestudents to create a good communicative approach.9. Lesson PlanT = teacher / S = students Phases of Media/ Time Learning Activities Social Form Aim of activity (mins materials )Icebreaker/ T ask the Ss to work in pairs and discuss Group Workbook Introduce theme. 400Introduction what rules they have to follow when -to elicit rules Ss haveto theme they are practicibng any sports.. Students´s to follow when donigBODY TALK T listen several ideas from the class. book sports. T elicit suggestions like IT IS IMPORTANT TO...... - T gives Ss a moment to read the Brainstorming instruccions carefully so the SS can anderatant and aqquires the structure properly.Extension of Ask Ss to work In pairs and compare the 400theme examples they found of rule-breaking - Student -Injuries ,discussing any injuries and hurts and -individual book Accidentts maybe accidents. Ask Ss to decide which is the most -partner Advice serious injury they have had i ytheir lives - and why. Brainstorming Copies Speak about injuries and their possible Elicit several responses from the class. Workbook advice Along with each example of INJURIES AND acccidents , elicit more information about why it is important to be careful, e.g. IT IS IMPORTANT TO ........ . Point out that it is important to be cafelu to avoid accidents and injuries. Nominate an S to read instructions and the grammar explanation to the class. Focus on the form of the structure. Point out that IT and TO are part of the structure 600Personalizati Check the answers with the class. Point -partners -Studenton out that injuries cabn be avoided if you book have acution and it is a dangerous not to be carefull. - plenary Have Ss to do exercise individually and then compare their answers in pairs, discussing any differences. - S. answer each question in plenary. 9/66
  10. 10. Task 1: LANGUAGE AWARENESSDefining -individual - practice 600words Have Ss work with their partners from -plenary -Student circumlocution. Ex.B. book -familiarize students Ask Ss to work in pairs and say what the with more vocabulary man should and shouldn’t have done which can be using new verbs. And the impersdonal implemented with next structire for givibg adive IT IS exercises. IMPORTANT TO... Ask Ss to look at the Words in the language box. If you were supposed to do something. The meaning is very similar to the idea to corealtion between disease, injuries and accidents prevention..Focus on See the student’s book page for the -plenary -Ss can see structure 600Grammar audio script. -board clearly. Ask Ss to read the question and options -grammar Ss can apply it. carefully. sheet Show Ss the grammar structure for It IS -----TO.......... 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 the 400 Box. -board structure in a controlled ,. The response to the question must -grammar form. therefore also refer to the past. pairs worksheet -pre-teach vocabulary Have Ss complete the grammar table for next exercise. individually by referring to the text in Ex. A and then compare their answers in pairs, discussing any differences. .Consolidation Have the Ss do this exercise individually -plenary -worksheet -T give exercises and and then compare their answers in pairs. express answers in 400 Check the answer with the class pairs to do a coevaluation. Read the instructions to the class. Ask Ss to read the model sentence. Ask Ss to work in pairs and tell their partner about the INJURIES and the advice for evoiding them. Ask Ss to look at the examples in the Watch out! Box, remind them that they should not forget to useIT IS:......TO..... fot structuring this sentence. 10/66
  11. 11. Task 1: LANGUAGE AWARENESSConclusion - Put the students into groups of three -individual worksheet 3 Get the Ss´s ideas 200and or four to discuss the questions. student and correct any errorsEvaluation When the groups finish, elicit some -plenary book with the grammar ideas from the class. structure. T listen to some ideas from the class and Do a feedback about correct any errors in the use of should the used structures. have/ shouldn´t have. AND it is important/ vita/ useful, etccc to Ask Ss to work in pairs and tell their partner about the things they didn’t do, using the phrases in the box. Correct any errors in the use of was/were going toHomework -T. asks S. to complete WORKBOOK p- -individual -workbook Feedback thetask 52, section 2. structure. T ask Ss to do exercises from WORKBOOK page 53,section 3. 11/66
  12. 12. 11. Attachments 12.Shortening that-clauses It Expressions Followed by ClausesIT (ADJ) THAT + SUBJUNCTIVE VERB CLAUSE IT (ADJ) FOR + INFINITIVE CLAUSEIts + adj can be followed by a that-clause with should or Or Its + adj can be followed by an infinitive clause. Use a 12/66
  13. 13. a subjunctive verb to express a wish, recommendation or [for+ noun / pronoun] to include the subject "doer of the suggestion. The subject is mentioned in the clause. activity" of the infinitive clause. (Omit it if it refers to everyone in general. )EXPRESSION THAT SUBJUNCTIVE CLAUSE EXPRESSION FOR + INFINITIVE CLAUSE PRON.It is important that you be careful at all It is important to be careful at all times. for you times.It is a good idea that Jack close all cages at It is a good idea for Jack to close all cages at(noun!) night. night.It is essential that it go well. It is essential for it to go well.Its not necessary that they work until 3 a.m. Its not necessary for them work until 3 a.m.It is rare that we wear lab coats. It is rare for us to wear lab coats. Infinitive Clause | Imperative Clauses | "Order" + Noun + Infin It…for Pattern List easy It is/ was for you to do that. advisable dangerous difficult easy essential exciting a good idea (noun) good manners (noun!) hard impolite important likely (climate, temperature) logical necessary not easy not so hard rare rude smart wrong worksheet 1 one. Appearance Color Condition Feelings (Bad) Adjectives Adjectives Adjectives Adjectives adorable red alive beautiful orange better angry clean yellow careful bewildered drab green clever clumsy elegant blue dead defeated fancy purple easy embarrassed glamorous gray famous fierce handsome black gifted grumpy long white helpful helpless magnificent important itchy old-fashioned inexpensive jealous plain mushy lazy quaint odd mysterious sparkling powerful nervous ugliest rich obnoxious unsightly shy panicky tender repulsive 13/66
  14. 14. wide-eyed uninterested scary vast thoughtless wrong. uptight worriedShould or Shouldn´t .Giving adviceRead the sentences. Write should or shouldn´t1)If it´s rainy you take an umbrella.2)Tom eat so many lollipops. It´s bad for his teeth.3) a) I drink hot tea if I have a sore throat?b) Yes, you .4) They have a test tomorrow. They go to the cinema . They stay at home5) Children eat lots of vegetables but they eat lots of sweets.6) I have a party tonight. What I wear? A dress or a pair of trousers?7) The doctor said: "_ You eat healthy food. You eat fast food. YouTV. You walk 1 hour a day. You drink fruit juice and water. You drinkLook at the pictures . Make sentences giving advice to these people . Use should. 14/66
  15. 15. He has a soHe has a soHe has a soHe has a so 15/66
  16. 16. He has a so 16/66
  17. 17. WISH FOR REGRETSTSV Task 2: LANGUAGE AND CULTURE Theme: Wish for regrets Learning REGRETS Sensitising students to use wish for regrets Using I wish::::........................................... Learning vocabulary of ideas, past events , hobbies or interests, wishes and regrets. 17/66
  18. 18. JANUARY, 2013UTSVTable 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 18/66
  19. 19. 1. Description of the area This area will awareness of socio-cultural and intercultural aspects of language use and language learning, with different situations related to intercultural differences, understanding different social backgrounds of students, crosscultural communication, e.g. wishes and regrets that took place in the past but that are affecting until now in the present. 2. Description of class and course This is the same group above mentioned. There are twenty students between the ages of 18 and 25 Most of the students do not like English language too much but they take it as a very important subject for their carreer. English is not their favorite subject but they need it as all the up-to-date material is in English. The group meets on Monday afternoon between 4:00 and 5:40 p.m. The course book is Open Mind 3. They joined the course for passing their English class as a subject and for being able to understand English songs 3. Topic –I WISH........... 4. Aims of the lesson- Talking about wishes and regrets- Talking about past events- Use If ONLY......- Talking about having your wishes- Describing your best regrets 19/66
  20. 20. - Use past events and hypothetical sentences - Practicing wishes and regrets 5. Personal aims - To promote students for being critical. - To provide a very funny lesson. - To encourage students to communicate their wishes and regrets - To introduce the grammar structure in an easily way. 6. ProcedureThe teacher has to write the word REGRET on the board , and he will ask the studentswhat regrets means in their mother language . Elicit that regrets is a feeling of sadnessabout something that has already happened . Tell the students that they are going tolearn how to express regrets a bout the past in English. Point out that regret can be anoun or a verb, eg, I REALLY REGRET EATING THAT SECOND PIECE OF PIE (verb), ONE OF MY BIGGEST REGRETS IS NOT EXERCISING MORE WHEN IWAS YOUNGER (noun).For the correct development of this lesson, Teacher gave Students a moment to readthe instruccions carefully after that teacher made sure they understoodconfession(telling the truth about something you regret that has happened in the past.).For the developments of this part teacher nominated a Student to read instructionsand the grammar explanation to the class. Teacher try to focus on the form of thestructure. And teacher pointed out that the structure to expresss regrests is I WISH.For the moment of personalization teacher checked the answers with the class.Teacher pointed out that all the people without exeption have regrets and wishes theydid not make them come true. So that is the reazon of these lesson: to express wishesand regrest.Teacher asked students to do exercise individually and then compare their answers inpairs, discussing any differences and students answered each question in plenary.Asthe next step, defining words teacher asked Students to work with their partners fromEx.B.The teacher elicit what an autobiography is (the story of someone´s life written bythat person; a biography is the story of someone´s life written by someone else.). Ask 20/66
  21. 21. the students to read the questions carefully ; have the students to complate the taskindivdually and then compare to the classmates in pairs , discussin g any difference.Check the answer with the class . Encourage the sttudents to explaian the answer (egbecause she smoked, she had a poor immmune system ; she didn´t eat well; shedindn´t do much exercise).Teacher also Ask ed Students to work in pairs and say what they regret . Teacherasked students to look at the Words in the language box. If you were supposed to dosomething. The meaning is very similar to the idea to of a past intention. It suggests tocheck answers with the class. Note that the topic sentence is, in this case,twosentences. An alternative way for expressing this as a single sentence a d use thesttructure I WISH I HAD..........When the teacher try to Ask Ss to complete the grammar table individually, by referringt the text in Ex. After that teacher nominated a Student to read the instruction and thegrammar explanation to the class.and the question was in the simple past. Theresponse to the question must therefore also refer to the past PEREFCT for thestructre of the I WISH I HAD WRITTEN , for example. Students had to complete thegrammar table individually by referring to the text in Ex. A and then compared theiranswers in pairs, discussing any differences. As following step teacher gave Students a few minutes to think about some thingsthey wish they haven done and use regrets and wishes- to do in the past but he didn´tand why they didn´t do them. Next of these activities teacher asked students to work inpairs and tell their partner about the things they didn’t do, using the phrases in teh box.When this activity finished teacher corrected any errors in the use I WISH I HAD.........For concluding with this part, it was taking into account to do put students into groups offive or six, and students had te read each other’s descriptive paragraphs Have thestudents to work in pairs and reapeat the exercise using IF ONLY instead of IWISH , SHE WISHES ETC... Check the answer with the class. Eg.. IF ONLY SHEHAD GONE TO COLLEGE , IF ONLY THEY HADN´T GONE ON VACATION LASTYEAR..... 7. Conclusions It believes that this lesson help students to know the different ways to think in a different ways to face the some kinds of problems in past perfect and using at the same time I WISH and IF ONLY... for expressing wishes and regrets. What would have happened if something had been too diffrente. In short using hypothetical sentences. 8. Self EvaluationMost of the time design a a very interesting lesson is very important when using someattitudes for completing the activities and teacher tried to share and listened student´s 21/66
  22. 22. comments. It required not only to have a good knowledge about any topic, it needs thave some other structures that are extremely important as simple past, and pastperfect. 9. LESSON PLAN “Culture”T = teacher / S = students Phases of Media/ Time Learning Activities Social Form Aim of activity (mins materials )Icebreaker/ T gives Ss a moment to read the Group Introduce theme. 400Introduction instruccions carefully.make sure they aderograms -to elicit someto theme understand confession(telling the truth importanta wihes i yourWish for about WISHES liferegrets - Cross-cultural Brainstorming communicationExtension of Nominate an S to read instructions and 400theme the grammar explanation to the class. - Student - Focus on the form of the structure. Point -individual book out that it is necessary to remenber tyhe Speak about wishes for simple past ant past perfect, to put them -partner regrets together in the structure I WISH or IF - ONLY Brainstorming . 600Personalizati Have Ss to do exercise individually and -partners -Studenton then compare their answers in pairs, book discussing any differences. - S. answer each question in plenary. - plenaryDefining Ask Ss to look at the Words in the -individual - practice 600words language box. If you were supposed to -plenary -Student circumlocution. do something. The meaning is very book -familiarize students important because you are going to to with more vocabulary use past and past perfect and the which can be Structure I WISH implemented with next exercises.Focus on -plenary -Ss can see structure 600Grammar Ask Ss to complete the grammar table -board clearly. individually, by referring t the text in Ex. A -grammar Ss can apply it. Nominate a S to read the instruction and sheet the grammar explanation to the class. 22/66
  23. 23. Transfer Point out that for expressing wishes for Individually -S. practice the 400 regrest in the past is very omportant -board structure in a controlled remenber some past tenses that -grammar form. support the structure. pairs worksheet -pre-teach vocabulary for next exercise. 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. .Consolidation Ask Ss to look at the examples in the -plenary -worksheet -T give exercises and Watch out! Box, remind them that they express answers in 400 should not forget to use going to, even f pairs to do a the main verb is go. coevaluation. 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 Ask Ss to work in pairs and tell their -individual worksheet 3 Get the Ss´s ideas 200and partner about the things they regret using student and correct any errorsEvaluation the phrases in the box. -plenary book with the grammar Correct any errors in the use of I WISH structure. OR IF ONLY Do a feedback about the used structures.Homework T ask Ss to do exercises from -individual -workbook Feedback thetask WORKBOOK page 54,section 5 Y 6. structure. 10. AttachmentsIf only = I wish. Se emplea para sugerir un deseo o pero más fuerte sobre elpresente o el pasado o would + el infinitive sin “to” If only he were here. If only we hadn’t taken the bus we would have arrived earlier.- Si no hubiésemos cogido el autobús habríamos llegado antes If only you could stop talking.- Si al menos dejara de hablarFill in the blanks with the correct form of the verb. 1. Tom’s mother wished he ………….. (be) tidier around the house. 2. Jenny wished she …………….. (be) prettier. 3. Mike wishes he ……………. (can) swim as well as Tom. 4. I wish we ……………….. (not have) exams tomorrow. 5. Tom and Mary wish they ……………. (can) buy a new car. 6. I wish I …………………. (buy) that sweater I saw last week; now it is been sold. 7. Do you wish we ……………………. (spend) more time at Madame Tussaud’s when we were in London? 23/66
  24. 24. 8. Tom now wishes he ………………… (work) harder when he was at school. 9. Mike wishes he …………………… (go) to see his grandfather while he was in hospital. 10. Gary wished you ……………………. (not tell) everyone where he lived. 11. I wish it ……………………. (not rain) so much when we were in England. 12. I wish my children ……………… (not spend) so much money! 13. I wish I ………………….. (win) the first prize instead of John. 14. If only he ……………. (have) a dog when he was a child. 15. His parents wish he ……………. (read) more and …………………. (not watch) so much television. 16. Mary wishes she …………… (buy) that necklace she saw, but it was much too expensive.Here are some situations make suitable wish sentences for each one. 1. Tommy would love to have a baby sister. Tommy wishes … 2. Bill is not looking forward to going to the dentist tomorrow. Bill wishes … 3. I am really sorry I can’t come with to the theatre tonight. I wish … 4. The neighbour was upset about the loud noise Bob was making. The neighbour wishes … 5. Jill is upset that he quarrelled with his girlfriend. Jill wishes … 6. What a pity Jean missed the film last night. Jean wishes … 7. I don’t really want to go to the dentist. I wish … 8. John is too short to be a basketball player. John wishes … 9. The Smiths regret cancelling their holiday in Turkey. The Smiths wish … 10. Dad really wants you to stop smoking. Dad wishes … 11. What a shame you missed the school trip. I wish … 12. I hope it snows at the weekend. I wish … 24/66
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  26. 26. Task 3 JANUARY 2013UTSV LANGUAGE LEARNING PROCESSES To learn subject relative clause Object relative clause Relative pronouns Theme: Subject Relative Clause 26/66
  27. 27. 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 27/66
  28. 28. January 20131. Description of the areaThis area covers the needs that students require when they are learning alanguage. It is focused on correcting mistakes and a the same time gives thestudents all the tools for help them to learn through self-learning in order to improvetheir own learning process.2. Description of class and courseThis work has been designed for learners in level 6. Most of students are studyingso they are between ages of 18 and 25, and some students older than them.This lesson has been designed to help students to comprehend the main ideas inoral exercises. The main purpose is to encourage to use the relative clause assubject and object, .At the end they must be able to talk about people, places andthings. For completing this activity teacher should use Open Mind 3 from MacMillaneditorial, covering unit 12, page 97.3. Topic : Subject Relative Clauses4. Aims of the lesson -Talking about live performance and entertainment -Giving information about people, places, and things -Talking about electronic forms of entertainment -Descriving Tv shows and movies. - Discussing the characteristics of good teams and team players. -Evaluating individual and team performance5. Personal aims - To help students to use different subject relative clauses. And objectrelatgive clauses - To help them to make the difference between both uses. - To help students to write descriptions. - To recycle some vocabulary about people, places and things - To guide students to use communication patterns to use the vocabulary with clauses. 28/66
  29. 29. - To motivate and encourage the students to do a good use with the language. - To promote student´s autonomy.6. Procedure This lesson has been designed on communicative approach development. This topic is focused in the unit 12, “STAGE AND SCREEN!”(p.97) . In this section students have to make use of RELATICE CLAUSES and express it when they make difference between CLAUSES as subject and object. And at the same time students interchange information. The main topic is to recycle vocabulary and some adjectives to describe characters. In this case the book is going t be the mail tool ,which will help us with some activities and they are going to use in the activites. As icebreaker moment. All students should be organized to play with recycle vocabulary. Ask the students to keep their book closed. Write the word entertainment on the board . Elicit words for different types of entertainment , weg,, movies, theater, dancing, opera, musicals, ballet etc…. Teacher asks students to cover the list of entertainment with a strip of paper. Ask students to work in pairs and discuss what the entertainment in the pictures are most common . Elicit some ideas from the class. Then ask them to uncover the list of entertaiment and match them with the pictures. As a second activity is in the book (p.97) teacher asks students to look at the picture on the book and the students have to discuss what their favorite activity is. . Then teacher ask them some questions: Whay is that activity so important ? Give the students some minutes to read the questions . The teacher has tyo explain the difference between watch a play and got ot the thaerter, generallye referws to seein g a professional theater production , while wate a play can refer to professional show but it can also mean going to an amateur or children performance, or watchibng a play on Tv. All the answers are covered, teacher nominates a student to read the grammar explanation to the class. After that teacher ask students to work individually and find examples in the text in Ex. A to complete the grammar table (p-98) Teacher asks students to compare their answers in pairs and finally teacher ask students to compare their answers in pairs and as last activity teacher check the answers with the class. Check that the students underatntd some words that are very important for this lesson for example STAND-UP COMIC ( some one whose job is to tos stand in front of the audience and entertain them by telling jokes and stories to make them laugh . The term STAND-UP COMEDIAN is also widely used. Give tehs students time tot do the task individually . There may be another choice fdor this activity: askl the students gto work individually and rank the activities from 1 (favorite) to 5 (least favotite). Ask them to compare tair 29/66
  30. 30. ranking in pairs . To wrap up , fin out which activity are the most popular in the class and which are the least popular. Start with a physical warm up that is related to the theme of acting and performing . Ask the students to stand up and for a circle . If you have a class with more than 15 students ask them to form two circles. Nominate a student to start the activity . Ask them to imagine that they are holding an incredibly valuable antique vase , and that they should pass it very carefully around the circle . Repeat the mime activity with other imaginary object , eg and angry cat, a crying baby, a piece of smelly cheese , a hot potato, a full glass of water. The teacher asks the students to read the instructions before they listen to the recording , play the recording once. Check the answer with the class and he should ask the students what the word or words helped them to decide the answer, eg. Lightning , scenery, ballerina. There is another alternative, the teacher ask the students to keep their books closed. Write the words play, ballet and stand-up comic on the board. Tell the students they will hear two people discussing one of these performances. Play the recording once and ask the students to compare their answer in pairs and at the end, check the answer with the class. Finally teacher gives students extra practice, ask them to complete sentences using subject relative clause: HE IS THE DIRECTOR WHO´S WORKING ON THIS SHOW, THE LAST SCENE IS ALWAYS THE ONE THAT MAKES PEOPLE CRY. OR THIS IS THE VENUE THAT IS USED FOR THE OSCAR CEREMONY.7. Conclusions Personally, I consider this topic so important because it is necessary to understand and remember and express some ideas that are more complex, I mean that are compound sentence; The compound sentences have more than one main verb. All the verbs in simple past (regular and irregulars, most of the time), then they acquire more knowledge (vocabulary) to express their iades in a complex structure.. Finally they have to use that new knowledge. In the end, they are going to learn progressively, and they are going to notice it. They are going to recycle also some vocabulary that they learnt in the previous lessons so they can re-use and remember in order to enrich their background.8. Self Evaluation 30/66
  31. 31. 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. When the students are facing some grammar structure they do not want to follow ordinary lessons but different ones where the SS can interact in pairs or in groups. 9. Lesson PlanT = teacher / S = studentsPhases of Activities Social Media/mat Aim of activity TimLearning Form erials e (min s)Icebreaker/ - S. Have to seat in a horse shoe form --group - To introduce 5Simple past in order to make the activity. -None the topic.Past Perfect - T. has to explain the instructions of -to elicitRelative the activity. vocabularypronouns - T. has to draw the SS´s attention to already known. the picture by pointing out they type of performance they are looking at, in the images. - the students give ideas about the performances -They comment about their own experience 31/66
  32. 32. Extension oftheme -S. turn to p. 98 of course book. - -course - To identify the 40 T. explains that S. have to read a small individu book structure and paragraph where they have to infer the al -attachment use of the past simple past tense structure. perfect and present. - The students have to share their -group -extend past aideas about the reading and they perfect of the have to comment the general idea of verbs . the text and they have to make a - -reading for relation about their experience. individu familiar words al to help -S. compare the information they understand text. understood, and infer the structure requested. T. solves doubts and questions and clarifies the information. To read for general ideas -S. have to complete the rest of the activities using the relative clause as a To recycle subject and a s object. In order to use vocabulary more complex structures in their language performing.Personalisati -S. have to talk about a similar -group - None -Talk about past 15on experiences in the past perfect using experiences. relative clause as subject and as a - Provide object. feedback of the lesson -T. has to provide a conclusion of the class (Feedback) 32/66
  33. 33. 10. Attachments Exercise on Relative Clauses (Contact clauses) Relative Pronouns (who / which / whose) Choose the correct relative pronoun (who, which, whose). w hose1. This is the bank was robbed yesterday.2. A boy sister is in my class was in the bank at that time.3. The man robbed the bank had two pistols.4. He wore a mask made him look like Mickey Mouse.5. He came with a friend waited outside in the car.6. The woman gave him the money was young.7. The bag contained the money was yellow.8. The people were in the bank were very frightened.9. A man mobile was ringing did not know what to do.10. A woman daughter was crying tried to calm her.11. The car the bank robbers escaped in was orange.12. The robber mask was obviously too big didnt drive.13. The man drove the car was nervous.14. He didnt wait at the traffic lights were red.15. A police officer car was parked at the next corner stopped and arrested them. Exercise on Relative Clauses (Contact clauses) Subject Pronouns or Object Pronouns? Decide whether the relative pronoun is a subject pronoun or an object pronoun.1. Do you know the girl who I danced with? -2. Do you know the girl who danced with me? -3. The apples that are lying on the table are bad. - 33/66
  34. 34. 4. The apples that we bought in the shop are bad. -5. We will stay at a hotel which is not far from the beach. -6. We will stay at a hotel which my friend has recommended to us.7. That is a museum which I like very much. -8. That is a museum which lies in the heart of the town.9. This is the man who Barbara visited in Scotland.10. This is the man who lives in Scotland. Exercise on Relative Clauses (Contact clauses) Definitions with Relative Clauses Choose the correct definition.1. A library is2. A butterfly is3. A waiter is4. A night is5. A bricklayer is6. A dictionary is7. A pickpocket is8. A carnivore is9. A synonym is10. Spring is 34/66
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  36. 36. Task 4: LANGUAGE TEACHINGUTSV Task 4: LANGUAGE TEACHING Topic: Object Relative ClausesThe class in this them has the main goal to understand and make sentences usingObject Relative Causes 36/66
  37. 37. 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 37/66
  38. 38. Task 4: LANGUAGE TEACHING1. Description of the area This area includes Selection of appropriate methods to suit learning and teaching objectives, evaluation, selection and adaptation of teaching and learning materials to suit the aims of the lesson, evaluation of language learning tasks, use of media, definition of teachers and learners role in a learner-centered approach, use of target language in order to get accuracy and fuency in the second language learnes process.2. Description of class and course This course is a course for the students of level six. Where students will be able to understand and produce simple past sentences with When clauses, use object pronoun, talk about major life events, describe some historical event, stress object pronouns in a sentence correctly and listen and understand details in a life story. This course will help to our students to create a short biography from a list of facts and using brainstorm. 3, Topic: Stage and Screen (Object Relative Clauses)4. Theme and motivation Motivation is a essential part in the language adquisition, most of the tiome when the students like what they are learning and how they are learning. That is why they have to use the information they like. I mean fashion, Tv shows and performing lifestyle. The real motivation for this course was the students read and talk about someone who they admired and they want to show them the rest of their partners . We believe that it is a success project because our students get more interesting about their careers and also they care about the qualities, abilities and values to those people who they admired. It is very important to involve the students in searching the knowledge or information to get a complete biography. Being involve in today´s fashion world is very easy for the students because currently we have a lot of technology and they can have the newest information We believe that the students will be motivated when they know how much effort did those talent people did and attitudes they had when they did such amazing discovers. 38/66
  39. 39. 5. Aims of the lesson - understand and produce simple past sentences with when clauses. - understand and use object pronouns (me, you, us, etc) - talk about some important life events from very important people´s life.. - describe some historical events that were so known by everybody in the world - Point out the importance of object pronouns in a sentences correctly. - Take into account some phrases to take time to think when they do not remember some information - listen to and understand details in their own life and other people´s life - To think about and write a biography from . - To brainstorm some ideas in a group that are very helpful in the class development 39/66
  40. 40. 6. Personal aims- To provide an interesting, lively lesson that students will enjoy according to the students´ likes and dislikes so they will comfortable with the topic.- To motivate students to present and talk about people who they admired and they want to like them.- To explain the structure in simple steps that the students understand and can easily use in their everyday performance in the class.- To motivate and encourage the students to experiment with new language and new structure to enrich their language awareness- To promote learner autonomy.- To promote learners to study about important events in their lives and other people´s life. 40/66
  41. 41. 7. Procedure You will find the information on page101 from the unit 10 that its title is STAGE AND SCREEN A good part of this lesson directly follows the lesson layout of the Teacher’s Guide. This book is an invaluable selection of guidelines and tips, which not only facilitate lesson planning, but has helped me to improve my classes everyday, giving me strategies to improve in my teaching techniques. During UT’s term, the English academy has been able to discuss and use many of these strategies and examples first hand, and the lessons learned from trainers´ and colleagues´ experience have made us appreciate and be aware of why I include certain exercises in the lesson and what benefits they can offer. For the first exercise, the icebreaker, the teacher has to write on the board : THE BEST MOVIES I HAVE EVER SEEN WAS……THE WORST MOVIE I HAVE EVER WAS……..; THE FUNNIEST MOVIE I HAVE EVER SEEN WAS…… Ask the students to complete the sentences individually . Then ask them to work in groups of four or five and compare their answer . Elicit some ideas from the class. paste different pictures of some actor s an d actress who were starring tsome famous and popular movies. Each group have to talk about those movies andgive their opinin why they like those films or why they did not like in order to startgetting into the main topic. OBJECT RELATIVE CLAUSE.Read the isntructyions to the class , and check that the students understand the wordTAGLINE ( a short phrase or slogan for advertising something) . Movies tagline arethe shortest sentences that sometimes appear after a title of a movie and are used topromote a movie in advertisements . They usually give a small clue as to what themovies is going to be about. Encourrage the students to look at the type of movie ifthey need an additional hint We opened the books (p. 101) and individually the students looked at the language in context and the read read all this information, after they had to match them and understand the information. These sentences could be checked in pairs. This social strategy, helping and learning from each other, not only it is a benefit of knowledge, but it promotes autonomous learning. We ask to student to read aloud the language context some information that has Object Relative Clause. The next step is clarify the meaning of new vocabulary through the use of different means and we are able to check our students have understood (p.101) with this vocabulary we can manage the class effectively in a wide variety of context taking into consideration the learners’ needs and level of the language competence as well as mixed abilities. Ask the students to do the matching task individually and then compare their answer in pair or in group and if necessary discuss any different point of view. Check the answer with the class . Ask the students give reasons for their 41/66
  42. 42. choices. Point out that dude ir a very informal expression for man ant that it isgenerally used in a friendly way to address a man . In this context rendition isthe process of transferring terrorist suspects from one jurisdiction to another.After that, we can use a variety of exercise types and example, students gettogether in groups of 4 and read page 111, they should answer all the questiontrivia, an example What famous tenor died in 2007? etc. they share theiranswer and we give them instructions to close book and be prepare to play atrivia game. Each team ask one question to another team, and they will have 30seconds to answer it correctly and get one point.Then we open the book on page 101, and we review grammar points “Objectpronouns”, we use slides and present a chart showing the grammar about objectpronouns and we also show the differences between subject pronouns andobject pronouns. After students will work by pairs and choose one importantperson, who is recognized for their inventions or actions in the past. They aregoing to do a biography about this important person and they are going topresent in front to their partners using all grammar points (verbs in past andobject pronouns) and vocabulary.To conclude I asked the students to tell us the reason about why these peoplewhere mode role for them and explain what attitudes are they having .Ask thestudents to keep a record of all TV shows they watch in one week . Ask themto write the names of the show and what type of show it is. They should alsogive each show a rating from 5 (very good/ interesting ) to 1 (very bad/boring).At the end of the week , ask them to work in groups of four or five students andcompare their findings. Ask each group to report back to the class and saywhich programs were the most and the least popular. The students have toanswer The Workbook, p 59 section 3 and 60 section 4.7. ConclusionsI think this lesson encouraged students to know and what is their purpose in life,what attitudes they should have it if they want to be a successful people in theircareers, It also helps to students to learn a little bit of fashion world and famouspeople for their careers and their performance in life out of the stage. using newvocabulary and verbs regulars and irregulars in past. I believe that this lessonimprove students to take care about their actions and attitudes to help them inthe future, we finish our class telling students, if they want a better future, theyshould know the past event to not do the same mistakes.8. Self EvaluationThe class shoulg have all the element that are necesry por the students likesounds, images, some videos and performing or acxting so that is way I try to dothis lesson more dynamic with the slide projector because students want tolook at their favorite actors and actress , and also using pictures in a language 42/66
  43. 43. classroom, give students different classroom situations in order to be preparedfor the real life. Even these scenes are not the real life, students use theirimagination for locate themselves in those situation. , encouraging andmotivating the students to learn and use the language and I also incorporatelearning task and activities which encourage and facilitate learner autonomy andtake into account learners’ learning styles and cultural expectations. 43/66
  44. 44. 9. Lesson planPhases of Activities Social Form Media/material Aim of activity TimeLearning s (mins) 44/66
  45. 45. -Before lesson begins, T.Engage Paste different pictures or --group -board -engageStudents: images from important - sets of students inIntroduction to people in the whiteboard cards with topic. 10theme: - S. Tell what important images to - introduceStage and event or actions do they famous theme.Screen did and discuss about why -plenary people -S.(Object they are recognised. (p.107) rememberRelative - coloured big eventClause) pens where - Individually students people from looked at small text about -Indivitual the pictures entertainment - images participated. from - Discuss the main ideas important 10 and share ideas about people the nwe way of (p.107-109)Past entertaimnetGrammaticalStructure and -S.usevocabulary -T. Using slides and -Plenary -grammar simple past present the new sheet (110) to talk about vocabulary theirGrammar - T. asks S. about the - Pairs importantPractice entertainment . events orSimple Past -S. Talk about these big actions. 10Questions and events and how do they -worksheet -S. analyzeobject expect to be or answer 1(p.111) thepronouns when these situations personalities appear. of important people -In pairs using Simple -T. explains 25 Past, S. ask each other grammar questions about a -groups structureConclusion: important event in their - -grammar -S. revise(Encourage the lives and use some tenses -plenary sheet (102) structureknowledge that support present and askabout history of events questions ifsome important required.events) -S. practice Simple Past 20 question -S. discuss why this world forms nowadays is full of -S. talk entertainment, if this is about good or bad and why. personal Give the reason s you experiences think they are acceptable about for the place where you entertainme live nt and tv shows . -S. reflect on and 15 evaluate their behaviour and 45/66 response to cultural
  46. 46. 10. ATTACHMENT 1. Is that the same song we heard yesterday? 2. Mary, has only been in France for a few weeks, speaks excellent French. 3. Who was the man you were talking to ? 4. My brother, wasn´t feeling very hungry didn´t go to the restaurant. 5. I´ve lost all the money you gave me. 6. Hastings, is a town of historical importance, is by the sea 7. This is the letter came this morning. Exercise on Relative Clauses (Contact clauses) Relative Pronouns (who / which / whose) Choose the correct relative pronoun (who, which, whose).1. This is the bank was robbed yesterday.2. A boy sister is in my class was in the bank at that time. 46/66
  47. 47. 3. The man robbed the bank had two pistols.4. He wore a mask made him look like Mickey Mouse.5. He came with a friend waited outside in the car.6. The woman gave him the money was young.7. The bag contained the money was yellow.8. The people were in the bank were very frightened.9. A man mobile was ringing did not know what to do.10. A woman daughter was crying tried to calm her.11. The car the bank robbers escaped in was orange.12. The robber mask was obviously too big didnt drive.13. The man drove the car was nervous.14. He didnt wait at the traffic lights were red.15. A police officer car was parked at the next corner stopped and arrested them VOCABULARY 47/66
  48. 48. 5 PLANNING AND EVALUATION Giving Medical Advice Vocabulary for symptoms Theme: Body Talk 48/66
  49. 49. 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 49/66
  50. 50. September 20121. Description of the areaThis area covers a wide range of needs that learners need, specially the advancedstudents. For this area it is necessary to provide social forms where learners couldface difficult situations. It is necessary that learners establish a micro peer teaching,where they are going to learn by interacting with classmates. Media e-learning isimportant in order to complement their knowledge. Other techniques as materialsuse and pronunciation training are required to cover the cognitive development thatlearners need. The teacher has to play as a counselor and lead the students into anenvironment of awareness of the language,2. Description of class and courseThis, material is designed for learners in a level 6 course. Most of the learners arestudents between the ages of 18 and 25, with some age exceptions. The class isfocused on let the learners use the present and the impersonal for giving medicaladvice. For this reason it is necessary to make a review of the present tense and theimpersonal con IT IS……. TO…Thus, students are going to be able to expressmedical advice by making use of time expressions and new vocabulary aboutillness and symptoms. The book needed for this class is open mind 6 fromMacmillan editorial; covering the unit 9, page 92.3. Topic – Writing Information on a Medical Form4. Aims of the lesson - Talk about injuries 50/66
  51. 51. - Asking for and giving medical advice - Asking for clarification - Describing health problems - Making suggestions.5. Personal aims - To provide information about health. - To let students know about caring about thier health and some prevetion for some illness. - To let students establish communication patterns where they could make medical advice. - 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 9, “BODY TALK” (p. 87). In this section learners have to make use of a medical form. They also have to give some advice for some symptoms by using body talk and illness expressions. It is necessary to review the present and the vocabulary for symptoms and diseases in order to let them interact in a context. The first thing to do is remember the structure and characteristic of medical conditions, medical vocabulary, and of course symptoms. The first exercise is an icebreaker. All the students must be organized in a horseshoe form. The main idea is practicing the new vocabulary and recycle the previous vocabulary that the students learnt in the past.. The activity consists in creating a filling a medical form. The teacher has to provide the first idea by showing a real medical prescription. Ask the students to work in pairs and discuss in what situation people have to fill in medical forms . Listen to some ideas from class . Possible situations : when starting a new job, when enrolling 51/66
  52. 52. in a school, college or university, when taking out an insurance policy, or when applying for a driver´s license , etc.. Then, it is necessary a small introduction about how the medical topic, I mean illness, symptoms atc,,. The next activity is in the book (p.91). In order to clarify the topic, it is necessary that students listen a conversation in this page, and make a full inferring about the usage of the medical advice in the real life arter that the SS will brainstorm about similar situation in a doctor´s office. The conversation also shows a few time expressions that students could use. After this activity, it is necessary a quick review about the topic so far, it is necessary to have a small feedback and clarify the grammar. After that, they have to continue working with the rest of the activities of the page. Once they finished, the teacher provides clarification and mistakes corrections on the activities, more feedback time is required to answer to learners´ doubts. After this activity the SS will listen to a dialogue between a patient and a doctor so that they get into these atmosphere and use their imagination for this topic.. They are going to see some pictures, and then they have to describe the situation accordinf to the topic o f the unit. MEDICAL FORM . For the last activity, learners have to make a medical form and a prescription to a partner. They have to write their illness, the symptoms and the possible pieces of davice thy need for healing this medical problem.. Then they have to deliver the medical form to a partner. Learners have to response the medical form with a prescrioption performing as doctors. The teacher has to point the mistake and correct it, and then they have to read the prescription to the class. To finish the session, the teacher has to provide a complete feedback for the entire class, and provide homework in the workbook page 54 section 5. The teacher has to check the homework, and provide feedback of it next session.7. Conclusions This topic is helpful to make use of a grammatical structure into a different usage. For this reason it is important that learners get aware about how much to they know about the symptoms and injuries or diseases , and then use it for different purpose in the class to give help or to express symptoms.. It is also a good opportunity to let students evaluate themselves because they already know this topic since it is obvious they have gone to the doctor and they have this experience in mind. They just need to put ii into a classroom context. The topic enforces vocabulary already known by the students, and they acquire new 52/66
  53. 53. vocabulary. The aim is to provide more complex activities that are going to make students analyze situations. In the end, learners are going to feel more satisfied to face more difficult contexts like this topic.8. Self Evaluation The class is designed to cover some grammar points related to medical situartions. The activities provides an important section where students are able to make 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. As a very quick evatuation of the topic, the students participate everyday at the end of the class in a daily oral evaluation. This is a very useful tool in the teaching area because you can realize that SS really catch the theme, the way you expected.. By clarifying the topic where learners could have problems, the ss will feel more comfortable with the new structures they learnt . 53/66
  54. 54. 9. Lesson PlanT = teacher / S = studentsPhases of Activities Social Media/mat Aim of activity TimLearning Form erials e (min s)Icebreaker/ - S. Have to seat in a horse shoe form --group -None - To introduce 5Medical in order to make the activity; the group the topic.Form have to imagine past event of medical -to elicit situations introduce new vocabulary - T. has to explain the instructions of about medical the activity. - T. has to start with a real form prescription a a role-play situation - S. has to continue with the description of their own experienceExtension of . - -course - To identify 40theme T. explains that S. have to listen a individu book and fill in a small conversation where they have to al - medical forma infer the grammatical structure and attachment usage of the main topic. -to extend - T. solves doubts and questions and vocabulary. clarifies the information. -S. have to complete the rest of the -listen to the activities of the page -Group pronunciation - T. answers S. questions and doubts. - Ss. have to work individually, they have to use the listening section and pronounce . Then they have to talk to rest of the class and share and compare a dialogue they have to prepare about medical situationsPersonalisat -S. have to medical prescription and a -group - None -write a 15ion medical forma, they have to work on it prescription with a partner. and a medical - The students play the role of patient form and doctor respectively. - Provide feedback of the -T. has to provide a conclusion of the lesson class (Feedback), and homework in - provide the workbook homework 54/66
  55. 55. 10. Attachments
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  58. 58. Task 6: SELF-ASSESSMENT AND DEVELOPMENT Topic: Writing descriptionsThis lesson we will use feedback rules, difficult classroom situations,progress tests, also students will use a summary of tasks and homeworksspecially about writing . As teacher, our purpose is development our studentobservation skills and in this section, writing. Dealing with feedback,awareness of one’s own strengths and weaknesses, and awareness ofpossibilities for further professional development. Students will develop theirused to resources and sources of help. Students will use the knowledge theyhave learnt so sar.Students will be able to reflect and draw conclusion from observations andself-observation in order to gain a better understanding of the teachingsituation and validate their skill when they are writing and using all they arelearning. They will put forward ideas about the fashion world .The studentswill have some time to read the information in the skills box . 58/66
  59. 59. 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 and attachments 59/66
  60. 60. 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 course is level 6. Where students will be able to understand and write descriptions and use relative clauses. They will note the different between object relative clause and subject relative clause . Students will use the past vocabulary and the teacher will use the feedback in order to be able to write a description. 3. Topic: Writing Descriptions Theme and motivation The real motivation for this course was the students start thinking about how to make composition using new vocabulary and the object relative clause and the subject relative clause. We believe that it is a success lesson because our students get more interesting about their improvement because they are learning more complex structure for writing skills. It will help our students to describe and definite TV shows, programs, and film and other like plays, performance and other thins like that. We believe that the students will be motivated when they define their personal plans and learn from them and as teachers we can help them to use different resources and sources to get clear their goals. how much effort did those talent people did and attitudes they had when they did such amazing discovers. 60/66
  61. 61. 4. Aims of the lesson - Students will feedback relative clause - Talk about TV shows, programs, plays , etc… - talk about ways of entertainment - understand and use relative clauses - Create brainstorm ideas in a group. - developing autonomous learning and self-awareness5. 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 incorporate the systematic sharing of ideas with colleagues to promote best practice in our way of teaching and our classrooms - 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. 61/66
  62. 62. 6. Procedure You should look up this information on page 103 from level 6. A good part of this lesson directly follows the lesson layout of the Teacher’s Guide. This book is an invaluable selection of guidelines and tips, which not only facilitate lesson planning, but has helped me to improve my classes everyday, 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 teaching, put forward ideas on how to ensure continuous professional development, receive and make use of feedback on my teaching performance. During UT’s term, the English academy has been able to discuss and incorporate the systematic sharing of ideas to promote best practice.For the first exercise, the icebreaker, ask the students to read theinstructions, and ask them to complete the task individually and tghen tocompare with a partner their answer, and discussing any difference. Checkthe answer with the class. Note that the topic sentence is , in this case, twosentences. An alternative way of expressing this as a single sentence wouldbe PROJECT RUNAWAY IS MY FAVORITE REALITY TV SHOW . Askthe ss to why the writer has chosen to start her paragraph with a question(eg. To raise the level of interest)Ask the students what their plans for the writing, example Tv show a playetc... Ask them to work in pairs and make a list of the programs they like.Don’t expect them to produce any future forms here ( If they write things like .Have the students look at the statements again and think about members oftheir family and the like the have about television. Have them work in pairsand talk about their family and friends in this way: My sister always planseverything very carefully, but my friends do not make plans.Present slides to the students and remind them of the form of the presentprogressive: the verb be + the -ing form of the verb and remember to them itwill be used for future arrangements. We opened the book (p. 118) andindividually the students choose a present progressive sentence from theconversation in this page and write it on the board. Elicit the same sentenceusing different pronouns. Focus on the contractions of the verb to be. Ask thestudents to read the conversation again and underline all the examples of thepresent progressive. Elicit the answers from the class, emphasize that weuse the present progressive for the future to talk about plans that are definite.The next step have the students look at the picture (p. 103). Ask somequestions to set the scene. Tell the students that they will hear aconversation between the two people in the picture and that some words aswell as the singular, as these are the ones which are heard in the recording.Check the meaning and pronunciation of these words, chorally and 62/66

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