Handbook Level 6

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Handbook Level 6

  1. 1. TRAINEE HANBOOKTASK 4.6 Part 3 PREPARING A TRAINEE HANDBOOK Aim: To design a training manual for a teacher training. Handbook for UT Teacher Training atUNIVERSIDAD TECNOLOGICA DEL SURESTE DE VERACRUZ 2013
  2. 2. Certificación de tutores de docentes de idiomasTASK 4.6 Part 3PREPARING A TRAINEE HANDBOOKAim: To design a training manual for a teacher training. Handbook for UT Teacher Training at UNIVERSIDAD TECNOLOGICA DEL SURESTE DE VERACRUZ.GENERAL INFORMATIONThe aims of the trainingThe requirementsWhich language the training is offered in and forRequirements of the traineeApplication form for trainees interestedA questionnaireCourse rulesSTRUCTURE AND TIMINGCONTENTSCERTIFICATEGeneral informationApplication form for certificationApplication form for lesson observationMANUALDossiers ExplanationInstructions for dossier ElaborationEVALUATIONTeaching dossiers checklistsClass Observation checklistEvaluation Procedure and Assessment criteriaTrainer Evaluation checklistMATERIALReading ListDossiers ExamplesMaterialsLanguage awareness 2/145
  3. 3. Certificación de tutores de docentes de idiomas GENERAL INFORMATIONThe aims of the trainingThis Trainee handbook (TH) is designed and produced by Francisco Antonio Moralesmembers of the English Academy from Universidad Tecnologica del Sureste deVeracruz (UTSV), which has provided examinations in English for speakers since2002.The teacher in training should know: concepts related to pronunciation training,listening comprehension, understanding different accents, learning spoken andwritten language, planning and preparing dossier in language awareness, languageand culture, language learning processes, language teaching, planning andevaluation and self-assessment and development.This handbook also will encourage teachers in their professional development byproviding steps in a developmental framework of awards for teachers of English.Language awareness 3/145
  4. 4. Certificación de tutores de docentes de idiomasThe requirementsThe trainee handbook is suitable for: - Teachers in training who teach levels 1 - 9 in the Universidad Tecnologica del Sureste de Veracruz - Classroom assistants who work with levels 1-9 in the UTSV - Candidates taking this certification will normally have some experience of teaching English to speakers of other language. - Teachers need at least an intermediate level of English level B1 of the Council of Europe’s Common European Framework of Reference for Languages (CEFR), e. g. TKT band score of 2. - English as an additional language teacher who work with non-native speaker learners in mainstream classes.Which language the training is offered in and forThis trainee handbook is offered only in English language for helping teachers intraining to develop their own teaching dossiers. The TH includes the language usedas English teachers and their activities. It guides to understand and design a dossierfor the 6 areas, for any topic and level 1-9 that they choose to work on.Language awareness 4/145
  5. 5. Certificación de tutores de docentes de idiomasRequirements of the traineeAll the candidates taking this training will normally have experience of teachingEnglish to speakers of other language. They may also be taken: - Candidates studying for teaching qualifications who may have non-native learners in their classrooms. - Teachers need at least an intermediate level of English. Level B1 of the Council of Europe’s Common European Framework of Reference for Languages (CEFR) - Candidates taking this training are expected to be familiar with the language of teaching a represented in the glossary from level 1-9 as well as the terminology related to the description of language, subject vocabulary and concepts for this training. - Successful candidates are likely to have experience of teaching school subjects through the medium of English. - Candidates should be certificated in a teaching Knowledge Test with minimum band 3. - All trainees must receive at least major or bachelor is necessary for our college admission. - All trainees must update their application form for trainees interested. - We are required to send a quarter progress reports on the training. - All trainees must answer the questionnaire to get integrated in their profile. - Trainees’ updated CVs every year - All trainees are required to be involved in conducting or teaching research and policy. All trainees are required to present work in progress about their dossiers. - Trainees will receive formal and informal instructions in the responsible conduct of research, including language and teaching integrity and ethical principles of teaching.Language awareness 5/145
  6. 6. Certificación de tutores de docentes de idiomasApplication form for trainees interested Personal Information Saludation First Name Last nameEmail( ) ( )Phone Mobile phone / /Birth day Birth month Birth yearCitizenship F M GenderMarital StatusCityCountryZip / Postal code Education and ExperienceTitle of BachelorYears of experience Years as a teacher Certification Band /Score SignatureLanguage awareness 6/145
  7. 7. Certificación de tutores de docentes de idiomasA questionnaireNAME: ____________________________________________________________Instructions: Choose the best answer1. When you are teaching do you use the appropriate terminology to your students?a) Yes b) Sometimes c) No d) I need to improve in it2. Do you understand the principles of language learning and teaching?a) Yes b) Sometimes c) No d) I need to improve in it3. Do you select the appropriate teaching points from teaching materials to suitsdifferent levels?a) Yes b) Sometimes c) No d) I need to improve in it4. Do you provide your students with clear and effective explanations in a way that is helpful to them?a) Yes b) Sometimes c) No d) I need to improve in it5. Do you use grammar books, platforms or websites effectively to provide your students with clear answers?a) Yes b) Sometimes c) No d) I need to improve in it6. Do you provide to my students styles and strategies for learning?a) Yes b) Sometimes c) No d) I need to improve in it7. Do you give your students feedback on their language competence in a way that isappropriate and helpful?a) Yes b) Sometimes c) No d) I need to improve in it8. Do you encourage and motivate your students to improve?a) Yes b) Sometimes c) No d) I need to improve in it9. Do you define the aims of my lesson and understand how to achieve them?a) Yes b) Sometimes c) No d) I need to improve in it10. Do you use a variety of exercise types?a) Yes b) Sometimes c) No d) I need to improve in it11. Do you use various media forms appropriately as moodle, whiteboard, smart board, etc?Language awareness 7/145
  8. 8. Certificación de tutores de docentes de idiomas a) Yes b) Sometimes c) No d) I need to improve in itCourse rulesThis training handbook includes all the rules to do these certifications possible. - All trainees must update their application form for trainees interested before starting the training. - Trainees’ updated CVs with their application form - We are required to send a quarter progress reports on the training, depending the English level that they’re teaching. - All trainees must answer the questionnaire to get integrated in their profile. - All trainees are required to be involved in conducting or teaching research and policy. All trainees are required to present work in progress about their dossiers. - Trainees will receive formal and informal instructions in the responsible conduct of research, including language and teaching integrity and ethical principles of teaching. - This course should be read it completely before planning and doing the dossier. - The questionnaire should be answered by all candidates without any exception.Language awareness 8/145
  9. 9. Certificación de tutores de docentes de idiomasSTRUCTURE AND TIMINGFace to faceThe face to face program provides you an opportunity to sit in on University ofTechnological of south-east from Veracruz class to explore experiential learning in asmall class setting. This trainee handbook can be development in different structuresor way to teaching.The training will include “train the trainer” programmes. This course also comes witha set of a manual where it describes and explain how to do the dossier in six differentareas and it will explain the topic of the dossier as Language Awareness, Languageand Culture, Language Learning Processes, Language Teaching, Planning andEvaluation, Self-Assessment and Development.Members of the English academy will explain to the trainees what are the aims of theeach lesson, it will give an example of the description of a class, it also will explainwhat are the correct procedure to do the dossier and the conclusion of the lesson. Itis also important for trainees to know all attachments or resources that they coulduse for develop their classes.All the material or resources to support are showed face to face by the EnglishAcademy will also be made available. The ultimate objective should be to createincreased the best methodology and strategies for teaching, so that all trainees canutilise the information for improvement of their quality of teaching, and to createscope for teaching skills development.All nine members of the English academy will be instructors who will teach in the faceto face format. We should not forget all benefits of face to face training which arethough face to face communication, additional information is available such as thededucting through body language, tone, volume and modulations of voice.Sometimes technology often does not facilitate the right type of information beingshared or exchanged. This means that learning potential can be limited. However,the trainees are not entirely passive in this relationship or tutorial, as they give theinstructor valuable information about how they are progressing, areas in which theyare doing well and those that would benefit from further input. Face to face alsodelivery allows trainees to share their personal experiences, thoughts and challengesin relation to the content. This can be a rich source of learning and one that manytrainees miss when undertaking distance education.The timing for this program using face to face training will be twice a week, threehours per day, counting 60 hours in totalLanguage awareness 9/145
  10. 10. Certificación de tutores de docentes de idiomasBlended courseThe benefits of face to face courses are well documented elsewhere on thishandbook. Onsite courses have the face to face contact which online courses lack,and online courses do not include any practice teaching, and for this reason are lessrecommended for absolute beginner teachersThere are many factors which may lead a trainee to go for online training, however,factors which include convenience, cost, access, location, learning styles andpreferences.Online courses do enable you to gain a useful insight into this handbook, and wherethere is a lower minimum requirement for the qualifications of teachers, thesecourses can serve as a passport into teaching. Online courses give a foundationwhich is ideal for helping to orientate potential teachers who may be going off on ashort term teaching mission, where teaching English is not being seen as a long-termcareer, nor to provide a sustainable source of income, where teaching might takeplace on a casual or volunteer basis.This kind of course will take more time because it will required more practice for faceto face and online practices. It should count 60 hours in total.Online courseWith our busy lives, conventional employee training can become a repetitive, time-consuming task for all involved. In-person classroom training requires that everyoneinvolved get together at the same time/place, and the teacher must be paid forhis/her time, even though the same material is presented again and again.Conventional training involves print materials, travel expenses, and many other cost-producing aspects.Flexibility: Online training works great with tight schedules. Since many people areliving busy lives, these Web-based applications can be reached from home or anyother Internet-accessible computer anytime! No more scheduled training sessions towork around. Trainees can train at their own pace, and work around their schedules,thereby minimizing loss of productivity.Relevance: All content-managed courses stay up-to-date, ensuring that the mostaccurate, relevant information reaches trainees.Affordable: Companies with a large volume of high-turnover positions wherecontinuous training is necessary can save thousands with online training programs.They eliminate classroom related costs and materials expenses. Now trainers canLanguage awareness 10/145
  11. 11. Certificación de tutores de docentes de idiomas develop the course content, present it once and go on to the next project.Trainers only need to revisit the course if the content needs to be modified.Retention: Since trainees are learning at their own pace, the learning retention rate isoften higher than in a classroom setting. They can still have opportunities to email orcall the teacher to ask questions, although many online courses now offer anupdatable FAQ section where they can look first for answers to the most commonlyasked questions, which reduces repetitive questions.Reporting: Most applications, like Osmosis, are customizable. The reporting tools arealso customized to suit the company. During the analysis phase of the project,specialists determine what components are most important and develop easy waysto gather the exact data needed for grading.This kind of course will take more time because it will required more practice for faceto face and online practices. It should count 60 hours in total.Weekend courseThe way for this training will be only apply on weekends, it gives to teachers all theinformation that they need to know but on weekends so they will be able to developetheir work and put in practices their experimental work in the week with theirstudents.Compact courseIn this course, we use the summary of all the methodologies and strategies forteaching, it also focus in the meaning of the main concepts and includes a lot ofexamples about to how make the dossiers. Talking about compact course isspending the same hours for having this course but the insensitive for learning andpractice increase, it means that teachers will have to spend more time practicing anddoing research that reading or assist face to face to a course. It will be more practicalthan theoretical.Language awareness 11/145
  12. 12. Certificación de tutores de docentes de idiomas CONTENTSThis handbook helps the teachers in training to develop their own teaching dossier. Itis really practical for trainees; it will help in order to design teacher’s teachingdossiers. This manual contents general information such as the aims of the training,the requirements of the trainee, the application form for trainees interested, thequestioner and all the course rules.It also specifies all strategies, structure and timing that we are using for this training.Some strategies are face to face, blended course, online course, weekend course,compact course.This trainee handbook will develop the language awareness, language and culture,Language Learning Processes, Language Teaching, Planning and Evaluation andSelf-Assessment and Development in all the trainees teachers in order to guide tomeet, understand and design six dossiers for different areas, for any topic and levelthey choose to work on.The six main areas of the training are:1. Language awareness, where trainees will improve their pronunciation training, learning vocabulary, listening comprehension, understanding different accents, learning spoken and written languages. Trainees will be able to describe the language I am teaching and use the appropriate terminology, to understand the principles of language learning and teaching, to select the appropriate teaching points from teaching materials to suit different levels, to provide my students with clear and effective explanations in a way that is helpful to them, to select and apply the appropriate methodological tools to highlight differences in language systems, to use reference materials (i.e. grammar books) effectively to provide my students with clear answers with regards to language-related questions at the end of the course.2. Language and culture, the purpose in this area is awareness of socio-cultural and intercultural aspects of language use and language learning, dealing sensitively with difficult classroom situations relating to intercultural differences, understanding different backgrounds (therefore different study methods) of students, cross- cultural communication and applicacion of this knowledge to the teaching situation. Trainees will be able to take into account and incorporate into my teaching the educational experiences my students have had previously, to provide for individual learner styles and strategies in my teaching, to design my lessons with my students needs and interests in mind in order to make it interesting, lively and motivating, to give my students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage ofLanguage awareness 12/145
  13. 13. Certificación de tutores de docentes de idiomas language development they are at, to encourage and motivate my students to improve at the end of the course.3. Language learning processes, in this area the trainees will be able to take into account and incorporate into my teaching the educational experiences my students have had previously, to provide for individual learner styles and strategies in my teaching, to design my lessons with my students needs and interests in mind in order to make it interesting, lively and motivating, to give my students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage of language development they are as well as the stage aim we are trying to achieve in a particular stage of a lesson, to encourage and motivate my students to improve, being aware of different types of motivation and capable to relate those to my students at the end of the course.4. Language teaching, trainees will be able to define the aims of my lesson and understand how to achieve them by the end of the lesson as well as make my students aware of what my aims are, to be confident in selecting, adapting and designing materials to suits those aims, to use a variety of exercise types, to use various media forms appropriately (Moodle, whiteboard, Smartboard...), to evaluate learning tasks and activities, to incorporate learning tasks and activities which encourage and facilitate learner autonomy and take into account learners learning styles and cultural expectations, to give clear instructions and make sure they are understood, to manage a class effectively in a wide variety of contexts taking into consideration the learners needs and levels of language competence as well as mixed abilities and clarify the meaning of new vocabulary through the use of different means and I am able to check that the students have understood at the end of the course.5. Planning and evaluation, in this area trainees will be able to state the general aims of a course with reference to the CEFR (European Framework), to define the aims of my lesson so that they fit within the context of the whole course, to plan lessons and teaching programmes and include appropriate tasks to suit the learning outcomes, to use various ways of conducting a course evaluation, to do a needs analysis and assess my students language competence according to the CEFR, to inform my students on language examinations available to them and advice them on the appropriate options for them, to help my students to plan further learning to suit their needs and use a variety of inductive and deductive approaches to present a grammar structure and select an effective approach taking into account the grammar point in question and the group Im teaching at the end of the course. At the last area but not the least6. Self-assessment and development, in this area trainees wil be able to reflect and draw conclusions from observations and self-observation in order to gain a better understanding of the teaching situation and validate, bring changes to and improve my own teaching, to receive and make use of feedback on my teaching performance, to give constructive feedback to colleagues , to incorporate the systematic sharing of ideas with colleagues to promote best practice, to access the relevant support systems that will enable me to develop further and find solutionsLanguage awareness 13/145
  14. 14. Certificación de tutores de docentes de idiomas to my teaching problems and to put forward ideas on how to ensure continuous professional development at the end of the course. CERTIFICATEGeneral InformationGetting a certification as English trainee teachers will improve the trainee’s teaching-learning strategies in English as a second language. It gives the teacher the abilitiesand understanding to increase the cognitive process in the way that they teach, italso helps all the communications strategies to develop the interculturalunderstanding.The global necesity to learn another language, specially English, as teacher, weshould motivate our student the importance of this language at present and gettingthis certification will help teachers to do that kind of motivation.This certification will provide to teachers to develop their own teaching strategies ormetodologies for teaching. Getting this certification, teachers will improve how tocorrect mistakes from their students in class, it is really important to teachers usesocial forms and identify how adults learn a language.The documents require to obtain the certificate are: - A bachelor degree - Teaching Knowledge Test certification (three modules with at least band 3 in each one) - Elaborate and develop six dossier in areas as Language Awareness, Language and Culture, Language Learning Processes, Language Teaching, Planning and Evaluation and Self-Assessment and Development. - Have at least 1 year of experience in teaching - Trainee teachers should be attendance to all hours of this courseThe candidates receive a certificate for Trainee Teachers. Candidates performanceis reported to the European Competence Systems Certificate and evaluate it by thisimportant and international organization. This one will be who decided is thecertification has been successful and it will let the teachers know about it.Language awareness 14/145
  15. 15. Certificación de tutores de docentes de idiomas Application form for certificationFill in the boxes with your information, all required fields must be completed or yourform will be returned.LAST NAME (as photo ID)FIRST NAME (as photo ID)ADDRESS. LINE 1ADDRESS. LINE 2CITYCOUNTRY ZIP CODEPHONE NUMBER GENDER MA FEMALE LEDATE OF BIRTH NATIVE LANGUAGEMONT D YEAH A R YLanguage awareness 15/145
  16. 16. Certificación de tutores de docentes de idiomasApplication form for lesson observationDate / Time: Duration:Teacher: Level. & Subject: No. in Class:Support Staff: Observer:Context:Where the teaching was effective, it was because: Where the teaching was not so effective it was because:Where the learning was effective, it was because: Where the learning was not so effective it was because: Agreed areas for developmentLanguage awareness 16/145
  17. 17. Certificación de tutores de docentes de idiomasMANUALDossiers ExplanationThe first area is Language Awareness. Here the trainee is going to be able todescribe the language taught in class, and making reference about appropriateterminology. The apprentice is going to learn how to select the appropriate teachingpoints from materials, in order to share the principles of language learning; alsohe/she is going to learn how to provide effective explanations to the learners throughthe use of appropriate methodological tools. By doing this, is necessary to make useof reference materials which are going to provide clear information related to thelanguage.Instructions for dossier ElaborationCover.- Your dossier must contain a cover where you specify the area that you aregoing to work with. Provide the title, the date, and the name of the person that iselaborating the dossier.Description of the area.- Here you have to explain the characteristics of the area thatyou are developing, providing just a brief explanation about the area in no more thana full page.Description of the class and course.- here you have to explain the participants of theclass. You have to include number of students that are in the class, the level of thelearners, their age; the characteristics of the course like the goals of the session, thetopic, and the order which is going to be performed.Topic.- You have to provide the main topic that you are using to elaborate yourdossier.Aims of the lesson.- provide the objectives that learners have to achieve at the end ofthe lesson according to the topic.Personal aims.- provide the personal objectives that you want to achieve at the endof the lesson.Procedure.- In this section you have to describe all the activities of the class. Thisdescription has to be very detailed. It must be described in order, and explainingwhat should the learners do and the dynamic issues. It is important to add thematerials that students need in every activity. It must cover the whole class, from theintroduction to the conclusion.Conclusion.- here you have to write a general conclusion about the way youdeveloped the dossier. You have to provide your thoughts about the aims youcompleted, and if it is necessary changing anything.Self evaluation.- in this section you have to elaborate a personal evaluation aboutyour performance and if you found any problem during the dossier creation. YouLanguage awareness 17/145
  18. 18. Certificación de tutores de docentes de idiomas have to include what you have learnt, and what do you think you couldimprove for future activities.Lesson plan.- here you have to include the lesson plan that you elaborated for thedossier. You have to consider all the activities of the class, the material that you aregoing to use, the time for each activity, and how is going to be the interaction peractivity.Attachments.- in this section you have to include all the extra materials that you aregoing to use for the class; they could be worksheets, flashcards, pictures, etc.Dossier FormatCover.- “ENGLISH LEVEL” Objectives of the lesson Topic Theme: “NAME OF THE AREA” DateNote: The information of each section of the dossier, does not have to pass 15 lines,only the procedure section must be no less than a full pageEVALUATIONTeaching dossiers checklists Teaching Dossier Area: Language AwarenessNecessary point to cover Covered? Observation/comment yes noLanguage awareness 18/145
  19. 19. Certificación de tutores de docentes de idiomas The teacher is completelyfamiliar with the basic tools forlanguage analysis.The teacher is able to make generalcomparisons between the sourcelanguage of the learners and thetarget language.The teacher can deploy thisknowledge in his/her teaching, usingit in particular for the planning oflanguage lessons and languagecourses.The teacher is able to check his/herknowledge of the language systemand to further develop it, usingrelevant reference sources.Uses correct and appropriateterminology to describe language.Formulates learning objectivesclearly and comprehensibly forlanguage lessons and parts oflanguage lessonsAnalyses language and helplearners to understand languagestructuresPerceives and understand difficultiesrelated to the structures of the targetlanguage which learners encounterand to provide appropriate didacticaland methodological measures todeal with such problemsProvides grammatical explanationswhich are readily comprehensibleand accessible to his/her learners Teaching Dossier Area: Language and CultureLanguage awareness 19/145
  20. 20. Certificación de tutores de docentes de idiomas Necessary point to Covered? Observation/commentcover yes noThe teacher is aware of socio-cultural and intercultural aspects inlanguage use and languageproduction.The trainer is able to sensitivelearners to cultural differences.Shows empathy with/sensitivity tothe cultural background(s) of thelearnersPromotes sensitivity towardscultural differences whilst avoidingcultural stereotypes in his/herlearners.Integrates socio-cultural andintercultural topics into thelanguage lessons.Language awareness 20/145
  21. 21. Certificación de tutores de docentes de idiomas Teaching Dossier Area: Planning and EvaluationNecessary point to cover Covered? Observation/comment Yes noIs the teacher able to plan andevaluate language lessons withinthe context of a given curriculum-syllabus.Understand the institutionalcontext of his/her teachingactivities and is familiar with theoverall training programmesoffered within his/her institution.Understands the levels ofcompetence defined in theEuropean Framework ofReference, is familiar with themain language examinationsoffered in the target language andis able to prepare learners to takesuch examinations.States general aims andobjectives for a course or a seriesof lessonsDefines aims and objectives for alesson and integrate them in thecontext of a coursePlans lessons, selectingappropriate learning tasks andactivities to suit the aims andobjectives of the lessonLanguage awareness 21/145
  22. 22. Certificación de tutores de docentes de idiomas Teaching Dossier Area: Language AcquisitionNecessary point to cover Covered? Observation/comment yes noThe teacher is aware of the mostimportant concepts related tocurrent theories of languageacquisition, can recognisedevelopment patterns in the targetlanguage, and is able to integratethese into the planning oflanguage lessons, thus structuringand supporting the languagelearning process.Integrates learners previouslearning experience in his/herlanguage lessonsPresents learning materials in alively and relevant mannerTakes into consideration theneeds and interests of the learnersRecognises the level of languagecompetence of the learnersAnticipates possible languageproblems and show evidence ofenvisaged solutions in his/herplanningLanguage awareness 22/145
  23. 23. Certificación de tutores de docentes de idiomas Teaching Dossier Area: Global EvaluationNecessary point to cover Covered? Observation/comment yes noCombines theoretical knowledgewith practical language teachingAcquires basic methodological-didactic competence and skills andknow when and how to apply themUnderstands the different aspectsand problems related to modernlanguage teachingReflects and analyse ownteaching, based on practicalexamples, and draw conclusionsfor own further development.Tries out and evaluate new andalternative solutions.Learns from others.Works together with others.Class Observation checklistLanguage awareness 23/145
  24. 24. Certificación de tutores de docentes de idiomas Name of trainee Observer_____________________ ___________________________Class observed Date_____________________ ______________________________ Mark with an X in the appropriate space: 1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed Teaching Dossier Area: Global EvaluationNecessary point to cover Result Observation/ 1 2 3 4 5 CommentBefore the lesson takes part: The planning of the lesson The choice of material, activities and tasks Reflection on potential problems Well designed materialsDuring the lesson: Review of previous topic Invites to class discussion Solicits students input Demonstrates awareness of individual needs of students aims of the lesson (clear and transparent) correction (how) language of instruction Context appropriate?Language awareness 24/145
  25. 25. Certificación de tutores de docentes de idiomas classroom management social forms atmosphere Confidence provider Content organized Relates concept to students needs and experienceAfter the lesson: topics to be discussed Commitments Proper and clear feedback Personal feedback (if needed)Evaluation Procedure and Assessment criteriaThe evaluation criteria for the trainee are going to be according to the way whichevaluation is held in the institution. The evaluations’ university is divided in two parts,70% practice and 30% theoretical knowledge. Based on this, the observation mustbe considered by following the practical part. It is important that the trainee providespractical activities, more than grammar explanation. Also, the institution is focused oncommunicative approach; for this reason, the interaction must be by speakingpractices.The evaluation criteria would be obtained by taking into account the next activities:Class preparation, class development, and class ending. The first part must containthe way which the trainee is getting ready for the class, including material, resources,and how there is an anticipation to possible problems.During the class development, it is considered the interaction between the traineeand the students. It is necessary to catch student’s attention by providing interestinginformation for them. One of the most important points to consider in this part isclarifying doubts and questions properly, as well as providing clear explanationsabout grammar structures and communication patterns.Language awareness 25/145
  26. 26. Certificación de tutores de docentes de idiomas Finally, the class ending must cover a feedback about the topic. It isimportant that during this section of the class, students clarify all the doubts. It isneeded a general review of the session as well.In order to achieve a satisfactory evaluation of 70% of practice, and 30% theoreticalknowledge, the teacher has to achieve those three sections in every session. For thatreason, the trainee has to comprehend and put into practice all those requirements.The evaluation will be divided in the next form:Class preparation.- 30%Class development.- 45%Class ending.- 25%ainer Evaluation checklistName of trainer Date_____________________ ______________________________Class observed______________________ Mark with an X in the appropriate space: 1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed Trainer EvaluationPoint to cover Result Observation/ 1 2 3 4 5 Comment 1. The training met my expectations. 2. I will be able to apply the knowledge learned. 3. The training objectives for each topic were identified and followed.Language awareness 26/145
  27. 27. Certificación de tutores de docentes de idiomas 4. The content was organized and easy to follow. 5. The materials distributed were pertinent and useful. 6. The trainer was knowledgeable. 7. The quality of instruction was good. 8. The trainer met the training objectives. 9. Class participation and interaction were encouraged. 10. Adequate time was provided for questions and discussion. 11.- The trainer showed patience during the training 12.- The trainer showed fairness and objectivity in evaluationsLanguage awareness 27/145
  28. 28. Certificación de tutores de docentes de idiomas MATERIAL1.- A reading list1.- The importance of language awareness, Maria Prtic Soon; see the article at:http://dspace.mah.se/bitstream/handle/2043/6229/Examensarbete100%25vers.fin.pdf?sequence=12.- Language awareness: an international project, Dolors Masats; see the article at:http://jaling.ecml.at/pdfdocs/articles/English.pdf3.- 100+ ideas to promote language awareness, Joe Debono; see the article at:http://www.newburypark.redbridge.sch.uk/langofmonth/activitiesbooklet.pdf4.- Culture and Language, Edward P. Lazear; see the full article at: http://faculty-gsb.stanford.edu/lazear/personal/PDFs/culture%20and%20language.pdf5.- culture and language studies-wonderland through the linguistic looking glass,Biljana Misic Ilié; see the article at: http://facta.junis.ni.ac.rs/lal/lal2004/lal2004-01.pdf6.- Factor affecting the language learning process, Bilqees Shabbir; see the completearticle at: http://www.usindh.edu.pk/irjah/irjah_37/6.%20Bilqees%20Shabbir.pdf7.- Interpreting communicative language teaching, Sandra J. Savigon; see thecomplete article at: http://yalepress.yale.edu/yupbooks/pdf/0300091567.pdf8.- Planning, conducting, and evaluating parenting education programs, KarenDeBond; see the full article at:http://www.ces.ncsu.edu/depts/fcs/temp/parent_ed/pdfs/planning%20family%20programs.pdf9.- Self-assessment and development planning; you can see the full article at:http://dera.ioe.ac.uk/4104/1/self-assessment-and-development-planning.pdfLanguage awareness 28/145
  29. 29. Certificación de tutores de docentes de idiomasTASK 4.3PREPARING FOR LESSON OBSERVATIONA live lesson observation will take part in your training exam.The lesson observation consists in the preparation, actual teaching, a written self-assessment by thetrainee and a written evaluation of the teacher trainer of a language lesson.Please consider the following questions and send a file with your responses:1. - How would you as a teacher trainer introduce the peer lesson observation?When organizing a peer observation, it is essential to discuss the following at least a week before theobserved lesson is due to take place. • Which year group or class to observe • The time, date and duration of the observation • The observation focus • The aims and lesson structure and content • The role of the observer during the lesson, e.g. where they should sit, their involvement (if any) in the lesson itself • The composition of the group, e.g. numbers, boys, girls, special educational needs; band, set or mixed ability • The nature of any in-class support • The observation recording format to be used • Whether the observer can ask students questions and look at their work • The information that will be required by the observer prior to the observation, e.g. the lesson plan • When feedback will be given – time should be allowed for reflection but the feedback should be given within a week of the observation taking place • Any concerns the colleague being observed may have.2. - Which observation tasks could be interesting for your trainees? Write down some ideas.How to introduce vocabulary, how to practice grammar and how to correct mistakes.3. - How would you prepare your visit with the trainee? Which information do you need before theobservation? • Focus on the areas agreed beforehand with your colleague. • Record information as accurately as possible. • Only record information relevant to what was agreed prior to the observation. • Arrive on time. • Be positive and courteous. • Do not move around the room, look at books or talk with students unless you previously agreed to do so. If colleagues and students are not used to others in the classroom, this can cause a change in the classroom dynamic.Language awareness 29/145
  30. 30. Certificación de tutores de docentes de idiomas5. - How long should the lesson observation last?At least 20 minutes.6.-How would you write down your feedback? Create a feedback sheet which you could use for yourfuture lesson observations.For feedback to be effective it must be given in an environment of trust; that is, we should all becommitted to helping each other learn and improve as much possible. In the feedback we need to behonest, specific and remember to focus on positive.Group Observation FormTeacher’s Name: __________________________________ Date:________________________Observer’s Name: _________________________________ Time in class: from _________ to_________Level: __________ Unit: ___________ Number of students: ____________In the box on the left mark a check () if you observed this step or area and it was okay, make a cross() if the step or area was not done well, and leave it blank if you didn’t see this area or step during theobservation.STEPS/AREAS COMMENTS Teacher behavior toward students The T was organized and prepared The T was confident and transmitted enthusiasm The T motivated and encouraged students The T always used English The T’s instructions were appropriate for the level of Ss The T was in control of the class The T maintained a good pace in the class The T kept eye contact with students The T’s LOE is adequate for the level s/he’s teaching Student learning Ss were using the target language Ss understood T instructions in English Ss were participating in English Ss were able to carry out the tasks that the T set up Ss were able to self correct Ss were interested in the class Ss were motivated Ss achieved the objectives of the classWeak students I noticed: Areas to work on with the group:Language awareness 30/145
  31. 31. Certificación de tutores de docentes de idiomas Classroom set up:Teacher’s signature: ________________________________ Date: _________________________7.- How would you manage the feedback-discussion? Write down the most important rules.Acknowledge strengths – there are always some good things, but sometimes the skill of the observerlies in identifying them develop confidence – in the early stages of peer observation, that is what youare there for identify best or developing practice be explicit and specific be evaluative rather thandescriptive reflect only on what was agreed before the observation encourage self-reflection and self-evaluation – ask questions such as “What do you think?’ and ‘Why is it like that?’, and helpcolleagues move beyond initial responses to consider practice in greater detail only offer advice andalternative approaches if they are asked for – but remember in the early stages they may be neitherrequired nor valued.8. - What happens if the trainee fails? What advice would you give him/her?We give another opportunity, and she/he needs to prepare better.9. – What can the trainee do, if he does not accept the feedback of the trainer?He needs to do an auto-evaluation that help what are the areas that he needs to do an effort.10. - Is a second visit possible? With the same trainer?Yes, it is possible, it depend on the situation that was generate the first visit with the staff. Dossier for UT Students as Technician University Superiors in Manteinance Career Level 6.Language awareness 31/145
  32. 32. Certificación de tutores de docentes de idiomas CONTENTSTask 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 descriptionsLanguage awareness 32/145
  33. 33. UTSV Task 1: LANGUAGE AWARENESS To revise and pronounce the body talk vocabulary It´s……adjective……+ infinitive Theme: Body Talk JANUARY 2013UT
  34. 34. Task 1: LANGUAGE AWARENESSTable 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 34/145
  35. 35. Task 1: LANGUAGE AWARENESS 3. 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 b) To revise and practice the impersonal use of the infinitive. c) To use Infinitive d) To talk about injuries e) To talk about symptoms f) To give advice for injuries5. Personal aims g) To provide an interesting topic and a very enjoyable lesson. h) To explain the infinitive so that the students can use it in their conversation. 35/145
  36. 36. Task 1: LANGUAGE AWARENESSi) To encourage the students to have English class as a necessary and important class as others.j) To provide grammar structures for giving advice. 36/145
  37. 37. 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 ask follow-up questions and try to keep the conversation going. And listen to some ideas fromthe class. 37/145
  38. 38. 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. Give thema moment to read the information and elicit the target grammatical construction. Theteacher can say that these are some of the other adjectives that can be used in thisstructure . Other examples include unusual, rare, possible, unnesessary, and otherwords 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 teachernominated a Student to read the instruction and the grammar explain with a similarmeaning to the class. 38/145
  39. 39. Task 1: LANGUAGE AWARENESSFor 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 withthe best tools to improve their vocabulary. This plan was a good option for helping thestudents to create a good communicative approach. 39/145
  40. 40. Task 1: LANGUAGE AWARENESS9. Lesson PlanT = teacher / S = students Tim Phases of Media/ Social e Learning Activities Aim of activity (mi Form materials ns)Icebreaker/ T ask the Ss to work in pairs and Group Workbook Introduce theme. 400Introduction discuss what rules they have to follow -to elicit rules Ssto theme when they are practicibng any sports.. Students have to follow whenBODY TALK T listen several ideas from the class. ´s book donig sports. T elicit suggestions like IT IS IMPORTANT TO...... - T gives Ss a moment to read the Brainstormi instruccions carefully so the SS can ng anderatant and aqquires the structure properly.Extension of Ask Ss to work In pairs and compare 400theme the examples they found of rule- - Student -Injuries breaking ,discussing any injuries and -individual book Accidentts hurts and maybe accidents. Ask Ss to decide which is the most -partner Advice serious injury they have had i ytheir - lives and why. Brainstormi Copies Speak about injuries ng 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 600Personalizatio Check the answers with the class. -partners -Studentn Point out that injuries cabn be avoided book if you 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. 40/145
  41. 41. 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 with more vocabulary the man should and shouldn’t have which can be done using new verbs. And the implemented with impersdonal structire for givibg adive next exercises. IT IS 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 -grammar Ss can apply it. options 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 ,. The response to the question must -grammar controlled form. therefore also refer to the past. pairs worksheet -pre-teach Have Ss complete the grammar table vocabulary for next individually by referring to the text in exercise. Ex. A and then compare their answers in pairs, discussing any differences. .Consolidation Have the Ss do this exercise -plenary - -T give exercises and individually and then compare their worksheet express answers in 400 answers in pairs. pairs to do a Check the answer with the class 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. 41/145
  42. 42. Task 1: LANGUAGE AWARENESSConclusion b) Put the students into groups of -individual worksheet Get the Ss´s ideas 200and three or four to discuss the 3 and correct anyEvaluation questions. When the groups finish, -plenary student errors with the elicit some ideas from the class. book grammar structure. T listen to some ideas from the class Do a feedback about and correct any errors in the use of the used structures. should 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 -individual - Feedback thetask p- 52, section 2. workbook structure. T ask Ss to do exercises from WORKBOOK page 53,section 3. 42/145
  43. 43. - Attachments -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 [for+a subjunctive verb to express a wish, recommendation or noun / pronoun] to include the subject "doer of the activity" ofsuggestion. The subject is mentioned in the clause. the infinitive clause. (Omit it if it refers to everyone in general. ) 43/145
  44. 44. 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 (noun!) that Jack close all cages at It is a good idea for Jack to close all cages at 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 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 Adjectives Color Adjectives Condition Adjectives Feelings (Bad) Adjectivesadorable red alivebeautiful orange better angryclean yellow careful bewildereddrab green clever clumsyelegant blue dead defeatedfancy purple easy embarrassedglamorous gray famous fiercehandsome black gifted grumpylong white helpful helplessmagnificent important itchyold-fashioned inexpensive jealousplain mushy lazyquaint odd mysterioussparkling powerful nervousugliest rich obnoxiousunsightly shy panickywide-eyed tender repulsive uninterested scary vast thoughtless wrong. uptight worried Should or Shouldn´t .Giving advice 44/145
  45. 45. Read 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. He has a so He has a so 45/145
  46. 46. He has a soHe has a soHe has a so 46/145
  47. 47. WISH FOR REGRETSTSV Task 2: LANGUAGE AND CULTURE Theme: Wish for regrets5. Learning REGRETS6. Sensitising students to use wish for regrets7. Using I wish::::...........................................8. Learning vocabulary of ideas, past events , hobbies or interests, wishes and regrets. 47/145
  48. 48. JANUARY, 2013UTSVTable of Contents: b) Description of the area c) Description of class and course d) Topic e) Aims of the lesson f) Personal aims g) Procedure h) Conclusions i) Self evaluation j) Lesson plan k) Attachments 48/145
  49. 49. a.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. b.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 c.Topic –I WISH........... d.Aims of the lessonc) Talking about wishes and regretsd) Talking about past eventse) Use If ONLY......f) Talking about having your wishesg) Describing your best regretsh) Use past events and hypothetical sentencesi) Practicing wishes and regrets e.Personal aims k) To promote students for being critical. l) To provide a very funny lesson. 49/145
  50. 50. m) To encourage students to communicate their wishes and regrets n) To introduce the grammar structure in an easily way. f.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 instructions andthe grammar explanation to the class. Teacher try to focus on the form of the structure.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.). Askthe 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,two 50/145
  51. 51. sentences. 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 referring tthe 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..... g.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. h.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´scomments. 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. i.LESSON PLAN “Culture”T = teacher / S = students 51/145
  52. 52. Tim Phases of Media/ Social e Learning Activities Aim of activity (mi Form materials ns)Icebreaker/ T gives Ss a moment to read the Group Introduce theme. 400Introduction instruccions carefully.make sure they aderogra -to elicit someto theme understand confession(telling the truth ms importanta wihes iWish for about WISHES your liferegrets - Cross-cultural Brainstormi communication ngExtension of Nominate an S to read instructions and 400theme the grammar explanation to the class. - Student - Focus on the form of the structure. -individual book Point out that it is necessary to Speak about wishes remenber tyhe simple past ant past -partner for regrets perfect, to put them together in the - structure I WISH or IF ONLY Brainstormi ng . 600Personalizatio Have Ss to do exercise individually and -partners -Studentn 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 with more vocabulary to 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. -grammar Ss can apply it. A sheet Nominate a S to read the instruction and the grammar explanation to the class.Transfer Point out that for expressing wishes Individually -S. practice the 400 for regrest in the past is very omportant -board structure in a remenber some past tenses that -grammar controlled form. support the structure. pairs worksheet -pre-teach vocabulary for next Have Ss complete the grammar table exercise. individually by referring to the text in Ex. A and then compare their answers in pairs, discussing any differences. . 52/145
  53. 53. Consolidation Ask Ss to look at the examples in the -plenary - -T give exercises and Watch out! Box, remind them that they worksheet express answers in 400 should not forget to use going to, even pairs to do a f 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 Get the Ss´s ideas 200and partner about the things they regret 3 and correct anyEvaluation using the phrases in the box. -plenary student errors with the Correct any errors in the use of I WISH book grammar structure. OR IF ONLY Do a feedback about the used structures.Homework T ask Ss to do exercises from -individual - Feedback thetask WORKBOOK page 54,section 5 Y 6. workbook structure. j.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? 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. 53/145
  54. 54. 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 … 54/145
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  56. 56. Task 3 JANUARY 2013UTSV LANGUAGE LEARNING PROCESSES To learn subject relative clause Object relative clause Relative pronouns Theme: Subject Relative Clause 56/145
  57. 57. UTSVTable of Contents: b) Description of the area c) Description of class and course d) Topic e) Aims of the lesson f) Personal aims g) Procedure h) Conclusions i) Self evaluation j) Lesson plan k) Attachments 57/145
  58. 58. January 20139. 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.10. 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 97.11. Topic : Subject Relative Clauses12. 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 performance13. Personal aims b) To help students to use different subject relative clauses. And objectrelatgive clauses c) To help them to make the difference between both uses. d) To help students to write descriptions. e) To recycle some vocabulary about people, places and things f) To guide students to use communication patterns to use the vocabulary with clauses. 58/145

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