4 6 1_fabiola_pérez_palma

1

Complete Dossier for ELTACS Master Trainer Course Participants

CONTENTS

Task 1: LANGUAGE AWARENESS

Task 2: LANGUAGE AND CULTURE

Task 3: LANGUAGE LEARNING PROCESS

Task 4: LANGUAGE TEACHING

Task 5: PLANNING AND EVALUATION

Task 6: SELF-ASSESSMENT AND DEVELOPMENT

2

ICC/EUROLTA Certification

Task 1:

LANGUAGE AWARENESS

Theme: Talking about vacation.

Table of Contents:

Description of the area 2
Description of class and course 3
Topic 3
Aims of the lesson 3
Personal aims 3
Procedure 3
Conclusions 4
Self-evaluation 4
Lesson plan 5
Attachments 8

Description of the area

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

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

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

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

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

materials and the awareness of language systems differences.

2. Description of class and course

3

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

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

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

not take advantage of learning a new language.

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

3. Topic

―Present Progressive‖

4. Aims of the lesson

Talking about vacations

5. Personal aims

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

encouraging lesson.

6. Procedure

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

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

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

2. The students can take turns acting out the activities, or you can divide the class into teams. A student from each
team presents the activity to his/her team. If the team guesses correctly in the allotted time (30 seconds), the
team scores a point. You may also allow the other team to ―steal‖ after the time limit is up. This keeps all
students involved.

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

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

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

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

4

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

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

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

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

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

7. Conclusions

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

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

or activities that are happening at the moment.

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

English.

8. Self-Evaluation

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

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

arrangement tips.

Lesson Plan

5

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

Time

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

Functional objective Talking about vacations

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

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

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

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

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

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

Dance Miming Where do you dance?
Who likes to dance?

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

5 minutes Focus question Where is Armi?

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

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

6

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

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

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

drink / eat / watch / work / do

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

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

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

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

Teacher goes back to the slide where the e-mail is. He will introduce the
parts of the e-mail (opening, body, closing).

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

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

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

7

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

9

What are they doing? – Present progressive

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

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

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

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

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

10

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

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

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

11

TASK 1. TASK 1.

Listen to the song Lemon Tree by Fool's Garden Listen to the song Lemon Tree by Fool's
and complete the sentences with the Present Garden and complete the sentences
Participle to form the Present Continuous tense. with the Present Participle to form the Present
Continuous tense.
I'm______________here in a boring room
It's just another rainy Sunday afternoon I'm______________here in a boring room
I'm__________my time I got nothing to do It's just another rainy Sunday afternoon
I'm______around I'm __________for you but I'm__________my time I got nothing to do
nothing ever happens - and I wonder I'm______around I'm __________for you but

12

I'm__________around in my car nothing ever happens - and I wonder
I'm______________too fast I'm ___________too
far I'm__________around in my car
I'd like to change my point of view I'm______________too fast I'm
___________too far
I feel so lonely I'm ___________for you I'd like to change my point of view
but nothing ever happens - and I wonder
I wonder how I wonder why I feel so lonely I'm ___________for you
yesterday you told me 'bout the blue blue sky but nothing ever happens - and I wonder
and all tall that I can see is just a yellow lemon- I wonder how I wonder why
tree yesterday you told me 'bout the blue blue sky
I'm _________my head up and down and all tall that I can see is just a yellow lemon-
I'm turning turning turning turning turning around tree
and all that I can see is just another lemon-tree I'm _________my head up and down
I'm______here I miss the power I'm turning turning turning turning turning
around
I'd like to go out, take a shower and all that I can see is just another lemon-tree
but there's a heavy cloud inside my head I'm______here I miss the power
I feel so tired put myself into bed
where nothing ever happens - and I wonder I'd like to go out, take a shower
but there's a heavy cloud inside my head
Isolation - is not good for me I feel so tired put myself into bed
Isolation - I don't want to sit on a lemon-tree where nothing ever happens - and I wonder

I'm_____around in a desert of joy Isolation - is not good for me
Isolation - I don't want to sit on a lemon-tree
Baby, anyhow I'll get another toy
and every thing will happen -and you'll wonder I'm_____around in a desert of joy

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

VOCABULARY TO ELICIT

15

Activity: Where is Armi?

Reading activity

Hi Lorenzo!!

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

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

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

How are things with you?

Love, Armi.

Present Progressive

16

The present progressive can indicate:

a)things happening at the moment

Example:

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

2. Amy is eating a hamburger.

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

4. We are NOT studying English.

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

18

Task 2: LANGUAGE AND CULTURE

LANGUAGE AND CULTURE

Theme: What are the different learning styles?

- Identify the different learning styles in order to develop
students’ autonomy as well as to improve not only their
English level but in any other subject.

19

Table of Contents:

Page

1. Description of the area 20

2. Description of class and course 20

3. Topic 20

4. Aims of the lesson 20

5. Personal aims 20

6. Procedure 21

7. Conclusions 21

8. Self evaluation 22

9. Lesson plan 23

10. Attachments 24

20

1. Descriptions of the area

This dossier belongs to Language and culture. The following topics dealt with
this area:

How to correct mistakes
Use social forms - how adults learn a language
Which are the different learner types?
Learning strategies and learner autonomy
Progress tests
Application of theoretical knowledge in authentic situations

We will try to cover the topics how to correct mistakes and which are the
different learner types? All the previous, in the content of Educational contexts
of learning and teaching (awareness of the educational experiences that
learners bring into the classroom).


This course is the same group taught in the previous lesson. They are
students of A1 level. In the group there are twenty seven students between the
ages of 18 and 22, twenty males and 7 females. They have had two quarters
together now in courses of 60 hours long each. One class takes place in the
classroom and the other one takes place in the English Laboratory.

The group meets on Mondays and Thursdays from 7:00 a.m to 8:40 a.m. The
course book is OpenMind 1 A, units 5-8 (Macmillan Press). The reasons for
joining the course were to communicate with friends abroad, for travelling
purposes and to keep active.

3. Topic

 The topic we chose is: Which are the different learner types?

- To identify the different learner types and apply the appropriate technique
and resources to achieve their students’ learning.
- To apply the previous acquired knowledge in order to solve possible
classroom problems

5. Personal aims

21

- To provide an interesting, lively lesson that students will enjoy.
- To take into account and incorporate into my teaching the educational
experiences my students have had previously.
- To provide for individual learner styles and strategies in my teaching
- To encourage and motivate my students to improve, being aware of
different types of their learning styles and motivations.

6. Procedure

First the teacher will brainstorm the way students prefer to study and how they
learn or remember things. Teacher will write students’ comments’ on the
board.

After that, Ss will draw a mind map by organizing the comments on the board
according to similarities among them and they will add an extra one for each
category.

Ss will work in small groups to talk about their maps. Then, the whole class
analyzes the findings.

Teacher will provide students with a Learning Style Questionnaire which will
be answered honestly by them. Once they identify their style according to the
results on test, they will talk about them.
Next, students share the information with their classmates basically saying
what kind of students they usually are in the English class. Also, they share
what possible problems they might have in class, in terms of different types of
multiple intelligence they would be.
After sharing ideas students suggest possible solutions to the different
problems in discussion.
Teacher goes through the book; ―How to teach English‖ by Jeremy Harmer, in
the topic; How to be a good learner, teacher explains the paragraph so that
the students can compare or create new solutions based in what they have
heard and understood from the teacher explanation.
As a wrap up students organize a learning strategy for assignments or
autonomy activities they do to improve their English and share their results in
the next class.
In pairs, students will be given a set of phrases each and they will do the
suggested activity. APPENDIX 2

7. Conclusions
It is necessary to break the class routine and reflect with our students on
metacognition. This kind of practice helps the students not only in the English

22

class but in their other subjects. Everybody should know the type of learner
they are to facilitate his/her learning process because they become aware of
what works or doesn’t work with themselves when studying a new language.

8. Self Evaluation

I tried to make this lesson interesting and varied, providing material which
would appeal to all learner types. I considered important to help my students
to know their learning style and their type of multiple intelligence they could be.
At the end of the lesson every student knew their learning style and the
possible activities they may use to develop their autonomy as well as to
improve not only their English level but in any other subject. I my opinion, I
could have worked some short sketches to make this lesson more interesting
and dynamic.

23

9. LESSON PLAN “Culture”
LEARNING ACTIVITIES RESOURCES TIME
OBJECTIVE:

Students will be able to Brainstorming: T will ask Ss for the way they prefer to study and how they learn or NOTEBOOKS / INTERNET 10’
identify the different remember things. T will write students’ comments’ on the board. ARTICLES / BOOKS
learner types and apply
the appropriate Ss will draw a mind map by organizing the comments on the board according to
similarities among them and they will add an extra one for each category.
technique and
resources to achieve Ss will work in small groups to talk about their maps. Then, the whole class analyze
their own learning. the findings.

Teacher will provide students with a Learning Style Questionnaire which will be
answered honestly by them. http://people.usd.edu/~bwjames/tut/learning-style/

Students apply the BRAINSTORM; students share what possible problems they might have in class, in Hand out 1
previous acquired terms of different types of students, they share information with classmates.
knowledge in order to
solve possible After sharing ideas students suggest possible solutions to the different problems in
discussion.
classroom problems
Teacher goes through the book; “How to teach English” by Jeremy Harmer, in the
topic; How to be a good learner, he explains the paragraph and compare or create
new solutions based in what students have read.

As a wrap up students organize a learning strategy for assignments or autonomy
activities they do to improve their English and share their results in the next class.

In pairs, students will be given a set of phrases each and they will do the suggested
activity. (Attachment 2)

10. Attachments

1. What's YOUR Learning Style?
http://people.usd.edu/~bwjames/tut/learning-style/

What's Your Learning Style
For these questions, choose the first answer that comes to mind and selecton a,b, or c. Don't
spend too much time thinking about any one question.
Question 1
When you study for a test, would you rather
a) read notes, read headings in a book, and look at diagrams and
illustrations.
b) have someone ask you questions, or repeat facts silently to yourself.
c) write things out on index cards and make models or diagrams.
Question 2
Which of these do you do when you listen to music?
a) daydream (see things that go with the music)
b) hum along
c) move with the music, tap your foot, etc.
Question 3
When you work at solving a problem do you
a) make a list, organize the steps, and check them off as they are done
b) make a few phone calls and talk to friends or experts
c) make a model of the problem or walk through all the steps in your mind
Question 4
When you read for fun, do you prefer
a) a travel book with a lot of pictures in it
b) a mystery book with a lot of conversation in it
c) a book where you answer questions and solve problems
Question 5
To learn how a computer works, would you rather
a) watch a movie about it
b) listen to someone explain it
c) take the computer apart and try to figure it out for yourself
Question 6
You have just entered a science museum, what will you do first?

25

a) look around and find a map showing the locations of the various
exhibits
b) talk to a museum guide and ask about exhibits
c) go into the first exhibit that looks interesting, and read directions later
Question 7
What kind of restaurant would you rather not go to?
a) one with the lights too bright
b) one with the music too loud
c) one with uncomfortable chairs
Question 8
Would you rather go to
a) an art class
b) a music class
c) an exercise class
Question 9
Which are you most likely to do when you are happy?
a) grin
b) shout with joy
c) jump for joy
Question 10
If you were at a party, what would you be most likely to remember the next day?
a) the faces of the people there, but not the names
b) the names but not the faces
c) the things you did and said while you were there
Question 11
When you see the word "d - o - g", what do you do first?
a) think of a picture of a particular dog
b) say the word "dog" to yourself silently
c) sense the feeling of being with a dog (petting it, running with it, etc.)
Question 12
When you tell a story, would you rather
a) write it
b) tell it out loud
c) act it out
Question 13
What is most distracting for you when you are trying to concentrate?

25

26

a) visual distractions
b) noises
c) other sensations like, hunger, tight shoes, or worry
Question 14
What are you most likely to do when you are angry?
a) scowl
b) shout or "blow up"
c) stomp off and slam doors
Question 15
When you aren't sure how to spell a word, which of these are you most likely to do?
a) write it out to see if it looks right
b) sound it out
c) write it out to see if it feels right
Question 16
Which are you most likely to do when standing in a long line at the movies?
a) look at posters advertising other movies
b) talk to the person next to you
c) tap your foot or move around in some other way

Total your a's, b's, and c's

Three Different Learning Styles

If you scored mostly a's you may have a visual learning style. You learn by seeing and looking.

Visual Learners

take numerous detailed notes
tend to sit in the front
are usually neat and clean
often close their eyes to visualize or remember something
find something to watch if they are bored
like to see what they are learning
benefit from illustrations and presentations that use color
are attracted to written or spoken language rich in imagery
prefer stimuli to be isolated from auditory and kinesthetic distraction
find passive surroundings ideal

26

27

If you scored mostly b's, you may have an auditory learning style. You learn by hearing and listening.
Auditory Learners

sit where they can hear but needn't pay attention to what is happening in front
may not coordinate colors or clothes, but can explain why they are wearing what they are
wearing and why
hum or talk to themselves or others when bored
acquire knowledge by reading aloud
remember by verbalizing lessons to themselves (if they don't they have difficulty reading
maps or diagrams or handling conceptual assignments like mathematics).

If you had mostly c's, you may have a kinesthetic learning style. You learn by touching and doing.
Kinesthetic Learners

need to be active and take frequent breaks
speak with their hands and with gestures
remember what was done, but have difficulty recalling what was said or seen
find reasons to tinker or move when bored
rely on what they can directly experience or perform
activities such as cooking, construction, engineering and art help them perceive and learn
enjoy field trips and tasks that involve manipulating materials
sit near the door or someplace else where they can easily get up and move around
are uncomfortable in classrooms where they lack opportunities for hands-on experience
communicate by touching and appreciate physically expressed encouragement, such as a pat
on the back.

ICC/EUROLTA Certification Task
3

27

28

LANGUAGE LEARNING PROCESS LLP

Theme: Describing people’s talents and personalities

To be able to describe people’s personalities by using positive and
negative adjectives as well as to describe their talents and abilities.

Table of Contents:

28

29

Page



3. Topic 28


5. Personal aims 28

6. Procedure 29

7. Conclusions 29


9. Lesson plan 31-32

10. Attachments 33-35


29

30

This dossier belongs to Language Learning Process. The following topics
dealt with this area:

How to correct mistakes
Use social forms - how adults learn a language
Which are the different learner types?
Learning strategies and learner autonomy
Progress tests
Application of theoretical knowledge in authentic situations

We will try to cover two topics: how to correct mistakes and the application of
theoretical knowledge in authentic situations.


This course is for students of A1 level. In the group there are twenty seven
students between the ages of 18 and 22, twenty males and 7 females. They
have had two quarters now together in courses of 60 hours long each. One
class takes place in the classroom and the other one takes place in the
English Laboratory.

The group meets on Mondays and Thursdays from 7:00 a.m to 8:40 a.m. The
course book is OpenMind 1 A, units 5 - 8 (Macmillan Press). The reasons for
joining the course were to communicate with friends abroad, for travelling
purposes and to keep active.

3. Topic
The topic we chose is: describing people’s personalities and talents

- To revise and practice personality adjectives.
- To describe people’s personalities through pictures.
- To promote peer correction among the students.
- To write and tell people’s talents and abilities.

5. Personal aims
-
- To take into account and incorporate into my teaching the educational
experiences my students have had previously
- 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.

30

31

6. Procedure
First of all, the teacher will do a review of: occupations, expressing opinions,
third person –s , listening for specific information, which were cover in previous
units.

After that, the teacher will write the words talent and talented on the board.
These words are cognates in our students’ language. Ask students which word
is an adjective (talented) and which one is a noun (talent). Establish that a
talented person has many talents.
Then, the teacher will elicit a few examples of well-known talented people
(e.g., movie stars, musicians, and athletes). Elicit one or two sentences using
the word talented, I think Brad Pitt is talented actor. This is also an
opportunity to recycle some of the occupations vocabulary from previous units.

Next, the teacher will show students some flash cards about personality
adjectives. Teacher will say each word aloud, students will repeat them
correctly pronounced and stressed.
Then, teacher will elicit a description of each adjective from students.
Using Brad Pit example, teacher will ask about his personality, students will
describe according to what they know about him:
E.g. Brad Pitt can act very beautifully. He can produce movies. He is flexible,
adaptable, freedom loving, joyful, youthful, open-minded, extroverted, sincere
and friendly.

After that, students will answer activities 1A and 1B on students’ book page
68. Teacher and students check answers together.

Then, students will listen to a conversation. They have to get specific
information to complete a job reference.

Next, in trios, students will google a talented person. They will register the
information in a format similar to the one on the previous activities. As soon as
they finish, they will prepare a power point presentation in which they will
include reference pictures or key words/phrase to help them remember
information. The format must be give to the teacher at the end of the
presentation. They must mention: personal information, personality
descriptions, and their talents and/or abilities.
To finish the class, teacher and students will make a feedback on the
presenters’ performances highlighting pronunciation.
To promote students’ autonomy, they will answer some worksheets.

7. Conclusions
I would say the main purpose of the lesson was to check students
understanding and how they peer corrected when presenting their stories. We
achieved our goal because this activity worked well, students detected when a
classmate mispronounced a regular verb in past tense or irregular verbs
conjugated wrongly. On the other hand, students wrote and shared to the
class their past experience.

31

32

8. Self Evaluation

It is completely different the result we get when we plan a lesson carefully,
taking into account the kind of group we have and their learning styles. They
used visuals to practice speaking, so they practice listening, too. They also
practice their writing when doing their past experience paragraph. It was a
great lesson for me and my students because we learned different things from
what they have lived.

32

33

ICC/EUROLTA Certification Task 4

LANGUAGE TEACHING LT

Theme: A PAST EXPERIENCE

The student will be able to retell a story through pictures and also they
should be able to talk about a past experience.

33

Table of Contents:

Page



3. Topic 33


5. Personal aims 33

6. Procedure 34

7. Conclusions 34


9. Lesson plan 36

10. Attachments 38

34/59

This dossier belongs to Language Teaching. The following topics dealt with
this area:

Use of social forms
Speaking activities
How do I present a grammar structure?
Micro - peer teaching
Pronunciation training
Using pictures in a language classroom
Difficult classroom situations
Progress tests
The use of media - e-learning/blended learning
Encouraging and motivating the students to learn and use the language
Using authentic materials
How do I teach vocabulary?

We will try to cover the topics: How do I present grammar structure and
teaching vocabulary.

They are students of A1 level. In this group there are fourteen students
between the ages of 18 and 22, thirteen males and 1 female. They have had
two quarters together in courses of 60 hours long each. One class takes place
in the classroom and the other one takes place in the English Laboratory.

The group meets on Tuesday mornings from 7:00 a.m to 8:40 a.m. and
Thursdays from 9:00 a.m. to 10:40 a.m. The course book is OpenMind 1 A,
units 9-10 (Macmillan Press). The reasons for joining the course were to
communicate with friends abroad, for travelling purposes and to keep active.

3. Topic
The topic we chose is: A past experience.

- To introduce separable phrasal two word verbs.
- To describe house chores in a written way.

5. Personal aims

- 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

35/59

- To clarify the meaning of new vocabulary through the use of different
means and I am able to check that the students have understood

6. Procedure
A. Teacher elicits vocabulary from students about house chores but he only
will write two word verbs related to the topic, on the board. Possible
answers could be:

Pick up, throw away, put away, clean up, hang up

B. Teacher elicits how they divide the housework to get some examples.
C. Teacher writes the examples on the board so the students inductively
understand the structure for two word separable verbs.

e.g. I usually put away my shoes.
I usually put them away.

I always clean up my house in the morning.
I always clean it up in the morning.

D. Teacher explains how to structure the separable verb correctly.

- Teacher gives a worksheet for students to answer individually.
- Do exercises on phrasal verbs on this web page:
http://www.ego4u.com/en/cram-up/grammar/phrasal-verbs
- In pairs, students are given 10 two separable word verbs and 40 pieces of
paper to write 10 sentences following the next structure.

Subject (S) + 2 word verb (Verb and its particle) + Direct Object (DO) +
Complement (C)

Then they will have to turn the same sentences by using the appropriate
object pronoun to substitute the DO in the following structure.

S + Verb + DO + particle + Complement

Teacher asks students to write a 60 word paragraph using at least six different
phrasal verbs learnt along this session.
1
Homework will be to answer Eurocsys Level A1.2 Activity 3.

7. Conclusions
This lesson was focused on more on grammar and teaching vocabulary. It was
a little traditionalist but we tried to combine the types of exercises into printed
and on the internet. Students performed all the activities well. It not very easy
to comprehend this lesson at first but all the activities work well, specially the
one where students formed sentenced on the pieces of paper.

36/59

8. Self Evaluation

This lesson plan was a different group. All my students are professionals so it
was easier for them to understand the lesson beside it was taught in a very
small group. It also helped to have internet access because it facilitated the
activities to make it more interesting and to get their result automatically. I felt
all the activities worked as hoped.

37/59

9. LESSON PLAN “House Chores”

THEME: House chores
OBJECTIVE: The student will be use two word verbs and object pronouns in different context.
NUMBER OF STUDENTS:Four DATE:

stages Actividades Técnicas Recursos Duración

Warm-up A. Teacher elicits vocabulary from students about house T-SS Student Book 5 minutes
chores but he only will write two word verbs related to
the topic, on the board. Possible answers could be:
Pick up, throw away, put away, clean up, hang up
Writing in a piece of Piece of paper 5 minutes
B. Teacher elicits how they divide the housework to get paper
some examples. 5 minutes
C. Teacher writes the examples on the board so the
students inductively understand the structure for two
word separable verbs.
e.g. I usually pick up my clothe.

I usually pick them up.

I always clean up my house in the morning.

I always clean it up in the morning.
15 minutes
D. Teacher explains how to structure the separable verb
correctly.

Exercise  Teacher gives a worksheet for students to answer Writing sentence Pieces of paper 15 minutes
individually.
 Do exercises on phrasal verbs on this web page:
http://www.ego4u.com/en/cram-up/grammar/phrasal-
verbs Answering Workbook 15 minutes

38/ 59

 In pairs, students are given 10 two separable word verbs 20 minutes
and 40 pieces of paper to write 10 sentences following
the next structure.
Subject (S) + 2 word verb (Verb and its particle) + Direct
Object (DO) + Complement (C)

Then they will have to turn the same sentences by using
the appropriate object pronoun to substitute the DO in
the following structure.

S + Verb + DO + particle + Complement

Production Teacher ask students to write a 60 word paragraph using at least Internet access 20 minutes
six different phrasal verbs learnt along this session.

a. Homework will be to answer Eurocsys Level A2.1
Activity 3.

39/ 59

10. Attachments
Web pages:
* http://www.ego4u.com/en/cram-up/grammar/phrasal-verbs
* Eurocsys student account

Worksheet:

I. Complete the sentences with the following words.
armchair, clean, closet, hang, put
I always (1) ____________ up the house in the morning. I never (2) ____________ my
clothes up in the (3) ____________ at night. I (4) ____________ away my things when I get
up. Then I sit in my favorite (5) ____________ in the living room and I read the newspaper.

II. Write the words in the correct order.
(1) feng shui / is teaching / Karen / today / us
_____________________________________________
(2) away / clothes / Did / put / you / your / ?
_____________________________________________
(3) Did / hang / them / up / you / ? _____________________________________________
(4) I / my things / off / picked / things / the floor / up
_____________________________________________
(5) can / her / I / my / room / show ____________________________________________

III. Circle the correct words.
Henry! It's very late. Go to your room and (1) clean it up / clean up it / it clean up now. Then
(2) away throw the things / throw away them / throw away the things you don't need. We can
(3) away give them / give away them / give them away. Mark (4) an invitation sent you / sent
an invitation you / sent you an invitation to his party next week. We have to buy (5) a present
him / him a present / buy him it.


PLANNING AND EVALUATION LE

Theme:

Presenting a biography through a mind web

9. LESSON PLAN “Describing people’s talents and personalities”

THEME: Describing people’s personalities
OBJECTIVE: The student will be able to talk about others’ talents and describe their personalities.
NUMBER OF STUDENTS: 27 DATE:

Contenidos Actividades Técnicas Recursos Duración
REVIEW o The teacher will do a review of: occupations, Plenary Marker 10 minutes
expressing opinions, third person –s, and listening
for specific information which were cover in previous 10 minutes
units. Whiteboard
Plenary
o After that, the teacher will write the words talent and
talented on the board and will ask students which
word is an adjective (talented) and which one is a
30 minutes
noun (talent). (teacher will establish that a talented
person has many talents)

o Then, the teacher will elicit a few examples of well- Plenary
known talented people (e.g., movie stars,
musicians, and athletes)

o S/he will elicit one or two sentences using the word Plenary
talented. E.g. I think Brad Pitt is talented actor.
(opportunity to recycle occupations vocabulary)

Warm up o The teacher will show students some flash cards Plenary Whiteboard 15 Minutes
about personality adjectives. Teacher will say each
word aloud, students will repeat them correctly Flashcards
pronounced and stressed.
Markers
o Then, teacher will elicit a description of each Question-answer
adjective from students.
Question-answer Students’ notebooks
o Using Brad Pit example, teacher will ask about his
personality, students will describe according to what
they know about him:

43/ 59

E.g. Brad Pitt can act very beautifully. He can produce
movies. He is flexible, adaptable, freedom loving, joyful,
youthful, open-minded, extroverted, sincere and
friendly.

Explanation and o After that, students will answer activities 1A and 1B Practice: Individual Students’ book 15 minutes
production on students’ book page 68. Teacher and students Explanation
check answers together. 20 minutes
Pair work
o Teacher will explain the use of can / can’t and the Explanation Whiteboard / markers
position of the adjectives within a sentence.
Listening for specific CD player / students’
o Then, students will listen to a conversation. They
information book
have to get specific information to complete a job
reference. (activity 2A p. 68)

o In groups of 5, students will google a talented Group work Internet / computer
person. They will register the information in a format
similar to the one on the previous activities.

o Using the information found, students will prepare a Collaborative work Computer
power point presentation in which they will include
reference pictures and/or key words/phrase to help
them remember information (the format must be
give to the teacher at the end of the presentation)
[during the presentation, students must mention:
personal information, personality descriptions, and
their talents and/or abilities)
Production stage
o To finish the class, teacher and students will make a
feedback on the presenters’ performances
highlighting pronunciation.

o To promote students’ autonomy, they will answer Autonomy Worksheet
some worksheets at home or in their free time.

44/ 59

10. Attachments

45/59


This dossier belongs to Language Teaching. The following topics dealt with
this area:

Use of social forms
How do we draw up a lesson plan?
How do I present a grammar structure?
Micro-peer teaching
Pronunciation training
Using pictures in a language classroom
Progress tests
The use of media e-learning/ blended learning
Positive, yet constructive feedback
Explaining assessment criteria to students
Preparing materials (for class and online)

We will try to cover the topic:.explaining assessment criteria to students


This course is for students of A2 level. In the group there are only four adult
students between the ages of 30 to 40, the four of them are males. They have
had three quarters together in courses of 60 hours long each. There two
sessions per week of 1.40 hours long each.

The group meets on Monday and Friday from 1:00 p.m to 2:40 p.m. The
course book is OpenMind 2, units 1-4 (Macmillan Press). The reasons for
joining the course were to communicate with friends abroad, for working
purposes..

3. Topic
The topic we chose is: Writing a biography through a mind web and presenting
it orally. ―Famous people to remember‖

To evaluate my students’ progress.

46/59

5. Personal aims

- To use various ways of conducting a course evaluation.

6. Procedure
Teacher explains production and performance evaluations by reading and
giving clear instructions and checking students understanding. As next:

For production evaluation: Students should…

1. Choose a dead famous person you want to write about.
2. Look for important information about he/she.
 Date of birth
 Place of birth
 His/her childhood/family members
 First job or main achievements
 Other achievements or relevant information about him/her.
 Later life such as: retired, died.
3. Elaborate a word- web to help you out in your paragraph compositions.
(see example on page 115 OpenMind 1 student book)
Write a first, second or final draft of it between 120 and 130 words.

Then teacher explains Performance evaluations, checking students’
understanding and giving the following instructions.

1. Choose a dead famous person you want to talk about.
 Date of birth
 Place of birth
3. Elaborate a word- web to help you out in your exposition to the class. (see
example on page 115 OpenMind 1 student book)
4. Practice your presentation in chronological order to verify your
pronunciation and fluency. Ask for help if necessary before your
presentation but not on the same day.
Bring your word-web on evaluation day to present it in front of the class (in the
lab)

Note. It will be necessary that students to do their mind-word first of all to help
them in both tasks.

7. Conclusions

When we give clear instructions to our students on the way the will be
evaluated either in the form or in the content. We expect to have a fair

47/59

evaluation. Students know exactly what to do and how to do it. We can easily
identify the grammar, vocabulary, and other language features during the
students’ performances so we can give better feedback o congratulations.

8. Self Evaluation

I could have asked my students to include the source or information so I can
see that they didn’t cheat. During this process half of the group had to do the
evaluation again because I discovered they had cheated but in the second
chanced they followed the instructions and improved their performances and
productions. They had to research the information in Spanish web pages.

48/59

9. LESSON PLAN

THEME: Famous People to remember

OBJECTIVE: The student will practice listening and understand PER/PRO instructions in order to do it.

NUMBER OF STUDENTS: 14 DATE:

Contenidos Actividades Técnicas Recursos Duración

PER/PRO GIVING Ask the students to do their mind-word first of all to help them in Exposition Projector 30 minutes
INSTRUCTIONS both tasks.

Explain PER, check understanding and give the example. Exposition A photocopy of each 30 minutes
instruction

Explain PRO instructions and check understanding. Exposition A photocopy of each 30 minutes
instruction

49/ 59

10. Attachments

50/59

Actividad MA1.3 P2A7PER
LISTA DE COTEJO
Objetivo de la actividad
The student is able to say the biography of a famous dead person.

A biography
Producto The students will elaborate a word web to explain a famous dead artist
biography.

Instrucciones
4. Choose a dead famous person you want to talk about.
 Date of birth
 Place of birth
6. Elaborate a word- web to help you out in your exposition to the class. (see example on
page 115 OpenMind 1 student book)
7. Practice your presentation in chronological order to verify your pronuntiation and
fluency. Ask for help if necessary before your presentation but not on the same day.
8. Bring your word-web on Thursday July 7th to present it in front of the class (in the lab)

PONDERACIÓN
FORMA = 40% CONTENIDO = 60%
1. General aspects: 5 1. Explained relevant information: dates, 20
a)Biography presented in a word-web places, childhood, main achievements and
later life in chronological order.

2. Length of the presentation for 10 2. Used „simple past‟ tense correctly 20
minimun 3 minutes
3. Enough volume of voice 10 3.Was fluent and pronounced words, 20
regular and irregular verbs correctly
4. Make eye contact to the audience 5
5. Paid attention as audience 10

51/ 59

Actividad MA1.3 P2A7PRO
LISTA DE COTEJO
Objetivo de la actividad
The student is able to write a short biography about a famous dead person.

A biography
Producto
The students will write a biography of a famous dead person they chose.

Instrucciones
9. Choose a dead famous person you want to write about.
 Date of birth
 Place of birth
11. Elaborate a word- web to help you out in your paragraph compositions. (see example
on page 115 OpenMind 1 student book)
12. Write a first, second or final draft of it between 120 and 130 words.

PONDERACIÓN
FORMA = 40% CONTENIDO = 60%
1. General aspects: 10 1. Contains relevant information: dates, 20
a) Do it in handwriting no by computer. places, childhood, main achievements and
b) Use black ink. later life.
c) Put a picture of the person at the
top of the page
d) Write your full name and English
group on the back of the same sheet
of paper.
2. Write an original title of your 10 2. Wrote the events in „simple past‟ tense 20
biography. example: correctly.
The king of pop: Michael Jackson
3. Organize the info into paragraphs 10 3. Respected punctuation marks and is 20
written without spelling mistakes or
erasures or amendments
rd
4. Hand it on July 3 in our class 10
schedule.

52/ 59


SELF ASSESSMENT AND DEVELOPMENT

Theme:

Feedback

53/ 59

Table of Contents:

Page



3. Topic 55


5. Personal aims 55

6. Procedure 56

7. Conclusions 56


9. Lesson plan 57

10. Attachments 59

54/ 59

This dossier belongs to Self-Assessment and Development. The following
topics dealt with this area:

Micro-peer teaching
Feedback rules
Progress tests
Continuous self-assessment in e.g. learning diary
Setting targets for learning at the beginning of the course (or at the end,
based on feedback, for further improvement)

We will try to cover the topic


This course will be given to my coworkers. They are full and part time teachers
who teach bachelor students to the different fields. Only the full time teachers
are graduated and have a degree on language teaching but the part time
teachers have TKT or ICELTS courses. About their experiences, it varies from
2 to more than 10 year teaching to university students.

We are a total of 15 teacher for this course.

The session will be given at the end of the present quarter (in December) as
part of teachers end season workshops.

3. Topic
The topic we chose is: ―How to Give Effective Feedback to Your Students‖

Teacher will analyze the three major reviews have much to say about how the
teachers, can give good feedback.

5. Personal aims

- To give constructive feedback tools to my colleagues

6. Procedure

Brain storm how we usually give feedback to our English students: moment,
the environment, length, indivually or in groups.

55/ 59

Teachers exchange experiences on how their feedback techniques have
worked.
By using prezi web page. Teacher expose about the following topics:

A. Feedback and overview.
B. Types of feedback and their purposes.

Source of information:
http://www.ascd.org/publications/books/108019/chapters/Feedback@-An-
Overview.aspx

Trainer forms teams of four people to perform different situations: one of them
is going to be the instructor and the others are going to be students. They will
receive feedback in some the following ways: Oral and written. Individually or
in groups, positive or negative. Situations may vary.

All participants take notes to share with the rest or the group in a plenary in
which the main purpose is going to be how to give feedback in these levels:

• Feedback about the task
• Feedback about the processing of the task
• Feedback about self-regulation
• Feedback about the self as a person

7. Conclusions
Feedback is an important component of the formative assessment process.
Formative assessment gives information to teachers and students about how
students are doing relative to classroom learning goals. From the student's
point of view, the formative assessment "script" reads like this: "What
knowledge or skills do I aim to develop? How close am I now? What do I need
to do next?" Giving good feedback is one of the skills teachers need to master
as part of good formative assessment. Other formative assessment skills
include having clear learning targets, crafting clear lessons and assignments
that communicate those targets to students, and—usually after giving good
feedback—helping students learn how to formulate new goals for themselves
and action plans that will lead to achievement of those goals.

8. Self Evaluation

I think feedback is an activity that few teachers take seriously. I hadn’t thought
that much about it until this moment in which I was looking for information to
plan my lesson for the teachers’ workshop that I pretend to teach soon.

56/ 59

9. LESSON PLAN

THEME: ―How to Give Effective Feedback to Your Students‖
OBJECTIVE: Teacher will analyze the three major reviews have much to say about how the teachers, can give good feedback.
NUMBER OF STUDENTS:Fifteen DATE:
stages Actividades Técnicas Recursos Duración
Warm-up Brain storm how we usually give feedback to our English students: Small groups Projector 20 minutes
moment, the environment, length, individually or in groups.
Teachers exchange experiences on how their feedback techniques
have worked.
Exposition By using prezi web page. Teacher expose about the following topics: Exposition Internet 30 minutes
access
A. Feedback an overview.
B. Types of feedback and their purposes.
Source of information:
http://www.ascd.org/publications/books/108019/chapters/Feedback@-
An-Overview.aspx

Practice Trainer form team of four people to perform different situations: one of Team work: Pieces of 30 minutes
them is going to be the instructor and the others are going to be Small paper with
students. They will receive feedback in some the following ways: Oral sketches situations on
and written. Individually or in groups, positive or negative. Situations it.
may vary.
20 minutes
All participants take notes to share with the rest or the group in a Group Sheet of paper
plenary in which the main purpose is going to be how to give discussion
feedback in these levels:

57/ 59

Feedback about the task
Feedback about the processing of the task
Feedback about self-regulation
Feedback about the self as a person

58/ 59

59

ATTACHMENT:

http://prezi.com/

Adapted by: Fabiola Pérez Palma.

4 6 1_fabiola_pérez_palma

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to 4 6 1_fabiola_pérez_palma

Similar to 4 6 1_fabiola_pérez_palma (20)

More from Fabiola Perez

More from Fabiola Perez (16)

4 6 1_fabiola_pérez_palma