This document contains a dossier for a master trainer course on teaching English as a foreign language. It includes 6 tasks that cover topics like language awareness, language and culture, the language learning process, language teaching, planning and evaluation, and self-assessment. It also contains a lesson plan example for a lesson on the present progressive tense. The lesson plan outlines the objectives, procedures, activities, and assessment for a 60 minute lesson. It provides details on warm-up activities, vocabulary presentation, exercises to practice the target grammar point, and a production activity where students write emails describing what they are doing on vacation.

1. 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
Adapted by: Fabiola Pérez Palma.

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ICC/EUROLTA Certification
Task 1:
LANGUAGE AWARENESS
Theme: Talking about vacation.
Table 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
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.
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2. Description of class and course
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
Adapted by: Fabiola Pérez Palma.

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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.
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.
Adapted by: Fabiola Pérez Palma.

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Lesson Plan
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?
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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.
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
Adapted by: Fabiola Pérez Palma.

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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.
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.
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8. 8
Attachments
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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.
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They’re studying English. She’s thinking about her He’s watching a sad
dog. movie.
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.
Adapted by: Fabiola Pérez Palma.

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

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VOCABULARY TO ELICIT
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14. 14
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15. 15
Activity: Where is Armi?
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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
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)
Adapted by: Fabiola Pérez Palma.

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18. 18
Adapted by: Fabiola Pérez Palma.