This document contains a dossier for a language teaching training lesson plan. The lesson plan focuses on teaching occupations and articles "a" and "an" through various activities and exercises. The lesson begins with identifying famous people's occupations from pictures. Students then match pictures of occupations to job titles and discuss which seem interesting or dangerous. Pronunciation of two-syllable occupation words is practiced. Students ask and answer questions about famous people's jobs in pairs. The teacher evaluates the lesson as promoting student participation and motivation through the use of varied activities and visual aids.

1. PATRICIA MARTINEZ JANUARY 2013
Dossier for language teaching training.
CONTENTS
Task 1: LANGUAGE AWARENESS – Topic: What do you do? – Two syllable
nouns pronunciation.
Task 2: LANGUAGE AND CULTURE - Topic: Downtown
Task 3: LANGUAGE LEARNING PROCESSES - Topic: Talking about family
(speaking activities)
Task 5: LANGUAGE TEACHING - Topic: Here, there and everywhere
Task 4: PLANNING AND EVALUATION - Topic: Different strokes
Task 6: SELF-ASSESSMENT AND DEVELOPMENT – Topic: Day in, day out
(difficult classroom situations)

2. UTSV Task 1:
LANGUAGE AWARENESS
To learn information questions with Who and articles a and an.
Who is a doctor? Who is an engineer?
Theme: WHAT DO YOU DO?

3. JANUARY 2013
UT
Table of Contents:
1. Description of the area
2. Description of class and course
3. Topic
4. Aims of the lesson
5. Correction
6. Procedure
7. Conclusions
8. Self evaluation
9. Lesson plan
10. Attachments
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4. 1. Description of the area
This area includes to Analysis of phonology, grammatical and lexical
structures and use of related basic terminology, to link between linguistic
competence and communicative competence, to target language description
and appropriate terminology, language description being understood as a
system of abstract elements, constructions, and rules, to awareness of
language systems differences to application of this awareness to teaching and
learning experience (i.e. analysis of learning materials)
2. Description of class and course
This course is level 1 course. There are twenty students between the ages of
18 and 21, 15 male and 5 female. Three of the ladies like to talk and express
their feelings in English. The other two ladies join the class but they admit that
they do not like English language because the pronunciation is difficult for
them. Ten male students join the English class they say they like English but
it is not their favorite subject. The other eight male students say they do not
like the grammar.
The group meets on Monday mornings from 12 to 1:40 p.m. The course book
is OpenMind 1. The reasons for joining the course were to accredit their
English class but also communicate with friends abroad, for being able to have
a normal conversation about general information, their abilities, professions,
their likes and dislikes, routines in present.
3. Topic – What do you do?
4. Aims of the lesson
- To revise and practice articles a and an.
- To revise and practice possessive nouns „s and s‟
- To expand vocabulary related to family members and occupations.
- To read and talk about jobs, celebrities, family members and ideal careers.
- To revise adjectives for describing jobs and adjectives for describing
employees.
- To revise two-syllable nouns.
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5. 5. Personal aims
- To provide an interesting, entertaining lesson for the students to enjoy.
- To explain the uses of the articles in a simple way that students
understand.
- To motivate students to experiment with the language.
- To promote learner autonomy.
- To motivate students to experiment with their skills.
- To show students the importance of knowing how to express themselves
using general information.
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6. 6. Procedure
The topic of the new chapter (Unit 2/p.17) was WHAT DO YOU DO? In this lesson
we looked students asking about other people‟s occupation, describing people‟s
careers, talking about jobs and talking about family members. A good part of this
lesson directly follows the lesson layout of the Teacher‟s Guide which is very
practical and has a variety of different pieces of advice that help improve teaching.
During our UT‟s term, we have been able to discuss and use many of these
strategies and examples, which have made our experience as teachers richer and
more useful.
For the first exercise, the Icebreaker, I had 3 pictures of famous people (John
Travolta, Woody Allen and Beyonce). I wrote the celebrities‟ name on the board
worksheets, I asked the students to identify the three famous people in the pictures.
The students worked individually to match the people to their main occupations. After
some minutes the students compared their answers in pairs, then they checked the
answers with the class. After that I gave them pictures that I had cut from magazines.
The pictures were of people with different professions, e.g., baseball player, doctor,
teacher, police officer, etc. I wrote the corresponding occupations on pieces of paper
and had the students play with the pictures as a team memory game. I place the
pictures and the occupations face down on a table and asked teams to come up and
take turns trying to find matching pairs. The team that found the most matching pairs
won.
We now opened the books (p.18) and individually the students looked at the 10
pictures of different professions. I had students work individually to match the
occupations with the correct picture. When they finished they checked their answers,
first in pair, and then with the class. The next exercise was to give their opinions on
the most (and least) interesting jobs. After doing that, I asked them to compare the
professions using numbers and ranking the pictures from 1 to 10 (in this case from 1
for very dangerous to 10 for not dangerous). The second step of this exercise was
making students to number again the pictures but this time the ranking was for
occupations they thought were very interesting (1) and which they thought were not
interesting at all (10). I encouraged the students to give reasons why they thought
the jobs were interesting or not interesting, e.g., a taxi driver meets a lot of people.
It was interesting listening to their opinions and to notice that they are able to express
themselves in simple sentences. But also it was a good tool to see who the weaker
or shy students were. It was nice to observe them talking about their ideas, and as it
was expected the stronger students made more comments than the others and they
participated more often with different ideas.
We continued with a pronunciation exercise. It is important that students know the
correct pronunciation for the professions because they have to use articles at the
same time. If they are not aware of the correct pronunciation the make the most
common mistakes we all make when learning a second language.
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7. I wrote on the board the words teacher and doctor. I asked the students how many
syllables each word had. Then I had students to repeat the words chorally. After that
I asked students to go to page 19 and look at the words. I played the recording once
(CD 1 Track 8) and had students just listen with their books closed. Then I had
students open their books and draw their attention to the underlined (stressed)
syllables. Then I played the recording again and asked the students to repeat the
words with the correct stress. I emphasized that the stress is on the first syllable.
Some students found the pronunciation of “lawyer” challenging. I asked them to
repeat the word several times until they could say it comfortably.
As a consolidation exercise the students looked at the Watch out! Box. I emphasized
that with occupations, we always use a or an in English. I reminded the students that
when they see a noun in plural form, it will never have the indefinite article a/an.
After that they did the exercise about writing the indefinite article when necessary in
some sentences. To wrap up I had students repeat the correct sentences, first
chorally and then individually, focusing on the stress of the two-syllable nouns.
Finally, I showed the students the pictures of the famous people again. I asked
individual students what does he/she do? And elicited answers, he’s a/an…; she’s
a/an… After that I wrote on the board, what_____ _____ do? And I pointed to the
picture again, I had students tell me the missing words in the question (does, she). I
elicited the answer; she’s a singer, from the class. I had the students to ask and
answer the questions about the remaining pictures in pairs. When they finished we
checked the answers with the class. For homework they had page 10 from the
workbook, section 2.
7. Conclusions
I think this lesson contained a variety of exercises for checking the correct
pronunciation of the two-syllable nouns, also the students had the opportunity to ask
and answer question in simple present about different occupations. Giving them the
opportunity to personalize the subject and talk about something “real” and interesting
for them. The activities motivated the students to expand the discussions, as well as
promoting group adhesion. Using visual aids is also very popular in this group. It
helps them remember and produce vocabulary, without inhibiting their own input.
8. Self Evaluation
I tried to make this lesson interesting and fun, providing pictures of people the
students admire which would appeal to all learner types and promote learner
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8. autonomy. I attempted to encourage the students to participate and it was not difficult
because everybody loves famous people. I motivated the students to use the
grammatical structure as a communicative tool to help them complete the task.
However, errors continue to be made but with more practice they tent to disappear.
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9. 9. Lesson Plan
T = teacher / S = students
Phases of Time
Social Media/ma Aim of
Learning Activities (mins
Form terials activity
)
Icebreaker/ - T. Write the words teacher and - introduce 1
Introductio doctor on the board. Ask the Teache N/A theme.
n to theme students how many syllables each r -two syllable
„Talents“ word has. Have the students repeat nouns.
the words chorally, and ask them
whether the stress is on the first or
the second syllable in each word.
Extension Recognize
of theme T. See the student‟s book page for -Student the stressed
the audio script. student book syllable.
s 5
T: play the recording once, and
have the students just listen with - Audio
their books closed. Then ask
them to tell you which syllable is
stressed in each word (the first in
all cases)
T. Have the students open their
books and draw their attention to
the underlined (stressed)
syllables. Then play the recording
again, and ask the students to
repeat the words with the correct
stress. Emphasize that the stress
is on the first syllable.
T. Note that many learners find the
pronunciation of lawyer
challenging. You may need to
ask the students to repeat this
word several times until they can
say it comfortably.
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10. Personalis - See the student‟s book page for - -Student - Practice
ation the audio script. Before you have individu book pronunciatio 10
the students work in pairs, give al n
them time to practice saying the
words individually.
Transfer- - put the students into pairs, and - - practice
have them take turns saying the individu -Student pronunciatio
words. al book n and 15
- Encourage students to listen to - correct
their partner‟s pronunciation and plenary stress
make sure that the first syllable is -
stressed. Collaborativ
- when the students finish, play the e learning
recording and have them repeat the
words chorally.
Consolidati -Look at the watch out box. - -S. can see
on - Ask them to identify the error. individu -student‟s structure
Emphasized that with occupations, al book clearly. 15
we always use a or an in English.
- students complete the sentences -
using a or an. plenary
- when the finish have them check
the answers with the class. Ask
individual students what does
he/she do? Elicit answers, he‟s
a/an… she‟s a/an…
Conclusion - S ask and answer what are the - -Pictures -S. “see”
and occupations of the famous people individu what they 20
Evaluation in the pictures. al have
learned and
- that they
plenary can apply it.
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11. Homework -T. asks S. to complete - -workbook -speak
task WORKBOOK(p.10 section 2) individu about
al different
occupations
.
10.Attachments
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12. Task 2:
LANGUAGE AND CULTURE
Theme: DOWN TIME
- Sensitising students about the use of different types of words
- Reading: Recognizing cognates
January 2013
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13. Table of Contents:
1. Description of class and course
2. Aims of the lesson
3. Personal aims
4. Procedure
5. Conclusions
6. Self evaluation
7. Lesson plan
8. Attachments
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14. LANGUAGE AND CULTURE
1. Description of the area
This area will aware of socio-cultural and intercultural aspects of language
use and language learning, dealing sensitively with difficult classroom
situations relating to cultural aspects like music, clothes, art, architecture,
food, and customs. Understanding different backgrounds, using different
reading strategies for reading comprehension of students.
2. Description of class and course
This course is the same A1 course as for Language Teaching. Students will
be able to understand and use cognates when reading. There are nineteen
students between the ages of 19 and 25, 15 male and 4 female. 3 male
students come from different classrooms and careers and the rest of them
come from the same classroom and career.
The group meets on Tuesday mornings between 9.30 and 11 a.m. The
course book is Openmind1 (Cambridge). The reasons for joining the course
is because is part of the syllabus for University Superior Technician and
when they finish the career they have to be able to read different texts and
understand at least the main idea and know different information related to
culture.
3. Aims of the lesson
- To talk about hobbies and interests
- To recognize words from different countries.
- To compare own language with a foreign language.
4. Personal aims
- To provide an interesting, lively lesson that students will enjoy.
- To explain the difference between cognates and false cognates.
- To encourage my students to be aware of different type of words.
- To promote reading for getting information from other cultures.
5. Procedure
Before the lesson began, I wrote words that are cognates in the students‟
language, e.g. hotel, television, interesting and program on the board. I
asked the students if they recognize these words or parts of them, I told them
that some English words were similar to words in their language. I read the
information in the skills box in their books to emphasize those sometimes
long words in English can be cognates, and students might be able to
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15. recognize at least parts of the word and this was particularly useful when
reading.
Next, I had students to open their books on page 29 and asked them to read
the title of the text “do you want a celebrity hobby?” and find a word that was
similar to one in their own language (e.g. hobby and celebrity were likely to
be cognates). I had students to complete the task by circling or underlining
words they recognized. When they had finished we checked the answers
with the class.
The possible answers were: celebrities, antique, editions, valuable, condition,
model, imagination, create, systems, passengers, interested, architecture,
reconstruction, probably, design, decorate, art, objects.
I encouraged students to read because I believe that “reading” in any
language help to extend our knowledge about different topics or disciplines,
because the most you read the most you learn about different cultures. The
text titled “do you want a celebrity hobby?” described the hobbies of different
celebrities around the world for example: the British singer and songwriter
Rod Stewart who has achieved numerous solo hits worldwide, but mainly in
the U.K. where he has had six consecutive number one albums and he has
lived in the U.S. since 1975 or the American actress Sarah Michelle Gellar
best known for her role as the character Buffy Summers in the famous TV
series Buffy The Vampire Slayer for which she has won many awards and
finally Brad Pitt is an American actor and film producer. He is known for his
roles in many movies, including Ocean‟s Thirteen and the Curious Case of
Benjamin Button. He is married to actress Angelina Jolie.
For the next exercise I asked the students to do this exercise individually and
then to compare their answers in pairs. The activity consisted in match each
celebrity hobby to the correct famous name. I encouraged students to
discuss any different answers they had and decide with their partner which
one was the correct. Then, I checked the answers with the class. I asked
them to explain how the pictures helped them to make their choices (e.g.
picture A showed antique books, etc.). Here the students recognized the
importance of “knowing” themselves about different cultures aspects for
example, music, clothes, art, architecture, food, and customs.
To conclude I questioned the students to discuss why was it important to
read different types of text and help them to comprehend what they are
reading by using reading comprehension strategies like recognizing cognates
and also all agreed that it is important to make predictions about any text that
you have to read and you can do this using your previous information learned
from different sources.
6. Conclusions
I think this lesson encouraged students to reflect on their own cultural
knowledge and in the use of their own language as the use of vocabulary in a
foreign language.
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16. 7. Self-Evaluation
I tried to make this lesson interesting and with a real text than can be found in
everyday life.It is important for me as a teacher to sensitize students about
the importance of developing the competences necessary for reading
comprehensionand the great need of teaching students different strategies
that can be useful for a better comprehension e.g. prediction, use of
cognates, scanning, skimming, etc.
LESSON PLAN “Culture”
T = teacher / S = students
Phases Activities Social Media/materi Aim of Time
of Form als activity (min
Learning s)
Introducti -Teacher writes -Plenary -Board, To 5
on to some cognates on markers introduce
theme: the board and ask the theme
Down students to
time recognize them.
Sensitizin -Have students to -individual -Student book Introducing 10
g open their books on reading
students page 29 and asked comprehen
to read in them to read the title sion
a foreign of the text. strategies.
language
Comparin -students complete -individual -Student book Apply 10
g L1 vs task 1 by circling or reading
L2 by underlining words strategy
Recognizi they recognized that recognizing
ng are similar in their cognates
cognates own language
Sensitizin -Encourage students Group -N/A Making 5
g to read as a way to students
students learn about different aware
about the cultures. about
importanc reading for
e of getting
reading knowledge
from
different
cultures
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17. Brainstor Elicit information Group -N/A Using 10
ming from the people in previous
about the reading. Have knowledge
culture them know some from
facts about the students
famous people in the
text.
Making I asked the students Group -N/A Using 15
agreemen to do this exercise collaborativ
t when individually and then e learning
learning to compare their
in a group answers
Conclusio Have students to -Plenary -N/A To reinforce 5
n discuss the the
importance of importance
reading different of reading
types of text and and use
help them to techniques
comprehend what strategies
they are reading by when
using techniques reading a
strategies text.
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18. 9. Attachments
Activity 1
Activity 2
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19. Task 3:
UTSV JANUARY 2013
LANGUAGE LEARNING PROCESSES
To learn the simple present, and express general information
Theme: WHAT DO YOU DO?
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20. UTSV
Table of Contents:
1. Description of the area
2. Description of class and course
3. Topic
4. Aims of the lesson
5. Personal aims
6. Procedure
7. Conclusions
8. Self evaluation
9. Lesson plan
10. Attachments
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21. January 2013
1. Description of the area
This area covers the needs that a learner requires when learning a language. It is
focused on correcting their own mistakes and other‟s mistakes, the learner is able
to learn by being autonomous, and using his/her own learning style. The students
are going to be able to create their own learning strategies in order to interact with
their classmates and imitate real life situations and in this way they are going to
improve their learning process.
2. Description of class and course
This, material is designed for learners in a level 1 course. Most of the learners are
students between the ages of 18 and 20, with some age exceptions.
This class is going to let students interact in a conversation, and talk about real
experiences. The main purpose is to use of the simple present, including previous
vocabulary about occupations and family members. At the end, learners have to
be proficient to express their own ideas and talk about other person beside
himself/herself. The book needed for this class is open mind 1 from Macmillan
editorial; covering the unit 2, page 23.
3. Topic - Simple past present
4. Aims of the lesson
- Students can use previous vocabulary in a conversation.
- Students can form questions and negative statements in the simple
present.
- Students can understand and use simple present.
- Students can talk about real people.
- Students can use verbs with −s endings for third persons correctly.
- Students can understand other people in a real conversation.
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22. 5. Personal aims
- To show students that they are able to communicate in a real life situation.
- To motivate and encourage students to experiment with the language.
- To promote learner autonomy and improvisation during a conversation.
- To help them to interact with each other and use previous vocabulary in a
conversation.
- To show students that they can ask and answer questions about general
information.
6. Procedure
The utsv is focused on communicative approach development; which is
achieved through a constant interaction between students. This topic is
focused in unit 2, “What do you do?” (p. 23). In this section learners have to
use the simple present to talk about general information and express it by
making use of the previous vocabulary seen in class. They also have to
understand the main idea in a present context, and also share information
related to the topic they are discussing. For this reason the first aim that
students must cover is getting in contact with verbs in present. The book is
going to provide clear examples of how to express ideas in present, and
activities that are going to help the learners to practice.
The first exercise is a reminder for previous vocabulary. All have to draw a
version of their family tree. The main idea is reviewing the vocabulary the
already saw. The activity consists in drawing the picture and writing who is
who in the family tree.
After they finish drawing their family tree and writing the names of their family
members, they have to say the relationship of each person in the drawing.
They work in pairs. They have to ask and answer questions (e.g., student 1:
who is Francisco?; student 2: he is my father). The next activity is in the book
(p.23). Here the learners are going to listen to a conversation (CD1, track 14)
with their books closed. I wrote two questions on the board. I played the
recording once so that students can look for the answers in the recording.
After playing the recording once, students compare their answers in pairs.
Then, students opened their books and checked their answers.
After understanding the conversation they have to make a similar
conversation, using the pattern given by the book but inserting their own
information about their family members.
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23. Once all students practice the conversation in pairs I asked several students to
tell me something about their partner‟s family, e.g., Maria‟s father is a doctor.
This is a good time, when all they have finished to correct the mistakes heard
during the practice with the students‟ help.
Finally, they are going to go to the Watch out box in their books (pag. 23) to
emphasize that we do not say, “This is the pen of Maria” in English.
7. Conclusions
Personally, I consider this topic one of the most important because it is
necessary to understand, use and remember verbs in simple present in the
correct form for different subjects (singular and plural). I consider that these
activities are helpful to let students practice in a situation that could be very
similar to a real situation. Also it helps students to realize about the knowledge
that they already have. Finally they have to use that new knowledge. In the
end, they are going to learn progressively, each one at their own rhythm and
they are going to notice it.
8. Self Evaluation
The main objective of all the lessons is having a communicative approach, for
this reason it is important that learners interact between them. Activities have
to be different, interesting, and valuable for the students. Activities also have
to be related to reality, so they can see that what they are learning in the
classroom can be applied to a similar situation outside the classroom.
Interaction between the learners is important and has to be taken into account.
No matter the topic, it is important to provide confidence to the students, so
they can feel eager to interact with each other and make questions and
answer them when necessary.
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24. 9. Lesson Plan
T = teacher / S = students
Phases of Activities Social Media/mat Aim of Tim
Learning Form erials activity e
(min
s)
Icebreaker/ - S. have to draw a picture of their--group - To introduce 5
drawing family tree. -None the topic.
- T. has to explain the instructions of -to elicit
the activity. vocabulary
- T. has to say that they are only already
drawing and writing the names
known.
under each picture without any other
information.
Extension
of theme -S. work in pairs. They have to ask -group -notebook - To review 30
and answer questions about the previous
members in their family (relationship vocabulary
and occupations) about family
members and
occupations.
-to practice
simple present
tense for
questions and
the correct
structure for
answers for
third persons.
Personalisa - After finishing the activity S. have - - None -Talk about 20
tion to tell the T. information about their individu their families.
classmate‟s family members. al - Provide
feedback of
the mistakes
made during
the drill.
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25. 10.Attachments
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26. UTSV Task 4:
LANGUAGE TEACHING
TOPIC: Different Strokes
To revise and practice present simple affirmative sentenceswith
Lifestyles Adjectives vocabulary….?
The Class has to make an action plan for changing any area of their lives for example
being green, social relationships, work and study or healthy living, etc. Describe the
area of life to change.Look back through the unit book for ideas.
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27. January 2013
Task 4: LANGUAGE TEACHING
Table of Contents:
Page
1. Description of the area
2. Description of class and course
3. Topic
4. Aims of the lesson
5. Personal aims
6. Procedure
7. Conclusions
8. Self evaluation
9. Lesson plan
10. Attachments
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28. Task 4: LANGUAGE TEACHING
1. Description of the area
This area includes Selection of appropriate methods to suit learning and teaching
objectives, evaluation, selection and adaptation of teaching and learning materials
to suit the aims of the lesson, evaluation of language learning tasks, use of media,
definition of teacher's and learners' role in a learner-centered approach, use of
target language for instructions and explanations and classroom management.
2. Description of class and course
This course is anA1 course. Students will be able to understand and produce
simple present sentences with vocabulary adjectives and talk about lifestyles. There
are nineteen students between the ages of 19 and 25, 15 male and 4 female. 3
male students come from different classrooms and careers and the rest of them
come from the same classroom and career.
The group meets on Tuesday mornings between 9.30 and 11 a.m. The course
book is Openmind1 (Cambridge). The reasons for joining the course is
because is part of the syllabus for University Superior Technician and when
they finish the career they have to be able to communicate basic ideas with
friends, at work or for travelling purposes.
3. Topic: Different strokes.
4. Aims of the lesson
- To revise and practice affirmative forms in present simple tense.
- To expand vocabulary relating to a green lifestyles and lifestyle adjectives.
- Students talk about green lifestyles.
- To revise family members vocabulary
5. Personal aims
- To provide an interesting, lively lesson that students will enjoy.
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29. - To explain the use of adjectives in simple steps that the students understand
and can easily employ.
- To motivate and encourage the students to experiment with the language.
- To promote learner autonomy.
6. Procedure
The topic of the new chapter (Unit 6/p.57) was Different Strokesand in this
lesson we looked at “A green lifestyle”. A good part of thislesson directly
follows the lesson layout of the Teacher‟s Guide. This book is an invaluable
selection of guidelines and tips, which not only facilitate lesson planning, but
have taught me many useful strategies to improve my teaching and help my
studentseveryday.
For the first exercise, the opener, I read aloud the words and phrases next to
the pictures, and I had the students repeat them. Then I asked the students to
look at the pictures and gave me a few examples for what each category
meant. I elicited answers like social relationships: friends, people having fun;
entertainment: relaxing, listening to music, watching movies/TV; food: going to
restaurants, cooking at home, eating with friends; exercise: playing sports,
going to the gym, jogging; shopping: buying clothes, books, DVDs, food. (see
p 57). Next, I asked them to check the things individually that were a big part
of their life. I explained to students that a big part of their life meant something
that was important in their life. After that, students worked in pairs and they
compared the similarities or differences in lifestyles. This was a nice
introduction and as individual were keen to see what the others had written
about lifestyles, so it motivated them to study this topic.
We now opened the books (p.58) and I read the instructions to the class, and
nominated two students to read a model conversation. Reading these aloud
gave the students time to digest the information and reflect on how this
information (which can be found throughout the book) can help them. I
pointed out that speakers in the model sentences added extra information to
their answers. For example, they did not just said, Food is a big part of my life;
they added details to support the answer (I like going to restaurants…)I told
the class that this was an important conversation skill. I wrote phrases on the
board to help students to add extra information, e.g. I like… I also like…, I
often…, and I don’t usually…
For each of the categories, I had the class brainstorm different preferences,
e.g. Social relationships: Spending time alone, spending time with friends;
food: cooking at home, eating in restaurants; exercise: going to the gym,
playing sports, etc. Then, I put the students into pairs to discuss their personal
preferences. This social strategy, helps students to learn from each other, not
only benefits group cohesion, but promotes autonomous learning. This
exercise discussing in pairs discuss their personal preferences also allowed
the students to use the vocabulary they have learned previously. When the
pairs finished, I elicited some ideas from the class and I found out which
activities are a big part of the lives of most of the students in the class. Finally,
I nominated several students to tell me about their partner, e.g. Exercise is a
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30. big part of Martha´s life. She goes to the gym three times a week. Shopping
isn‟t a big part of Frank‟s life. He doesn‟t like shopping.
At least two students on each pairsaid 1 sentence. As this is a medium group,
we can work more often in plenary, but I use pair work a lot, as peer help can
be a strong motivating factor. Also students have the possibility to formulate
answers in a “closed” atmosphere, before presenting ideas in a big group. This
is particularly advantageous for the shy or weaker students. Another
advantage is that students are recycling and using the vocabulary and all
students are involved. I reminded my students that they often won´t know or
remember the exact word they are looking for, but they can describe what they
need by using other words they know.
After the introduction, I make a list of pairs of opposites the students will know,
e.g. big/small; long/short, old/new; hot/cold. I wrote the pairs in random order
and asked the students to make four pairs of opposites. Then I told them they
were going to do the same thing with some new adjectives. I explained them
what is the function of adjectives because I did not want the students confused
grammatical terms.
To conduct this exercise I read the instructions to the class. Then I read the
adjectives in the box, and had the students repeat them after me.
After, I had the students work individually or in pairs to match the words to the
pictures. I checked the answers with the class. After that, I asked the students
to work in pairs to match the adjectives with their opposites. I checked the
answers with the class (relaxing/stressful; healthy/unhealthy; boring/exciting;
wasteful/green.
To encourage students to speak using the new vocabulary and also to transfer
the vocabulary learnt into a different context, I asked the students to practice
in pairs saying what type of lifestyle his/her family had and saying why. E.g.
Student A: My mom has a healthy lifestyle. She plays sports and she eats
healthy food. Student B: Really? Well, my dad is 65 now, so his life isn’t very
exciting, to perform this activity we reviewed vocabulary for family members. I
elicited vocabulary the students know for other family members and wrote the
words on the board. Then, I put students into pairs to complete the task. At
this level it‟s important to give students time to gather their thoughts. I
circulated and gave help where required. It is not only a good opportunity to
monitor whether the vocabulary has been understood and can be employed,
but also shows the students that you are a part of the group. When circulated I
helped students to correct mistakes using the guidelines to correct DT2
activities. To conclude I asked students to readpersonal profiles individually on
section 2 of the unit to reinforce what they had been studying that day. The
activity consisted on reading some profiles and say where did they think they
came from and answer some questions with the information on the profiles
e.g. What do the people have in common? In what ways are they different? I
asked students to compare their answers in pairs and we finished this class
eliciting some examples of the vocabulary studied that day and asking them
when we can use these words.
30/58

31. As part of the homework and reinforcement I asked students to write a
personal profile similar to the previous exercise and making activities on
Macmillan platform.
7. Conclusions
I think this lesson contained a variety of exercises for revising the present
simple affirmative form. The conversation model usedrecycled vocabulary and
it was a good idea for integrating old vocabulary in students‟ conversations or
activities. The activities used gave them the opportunity to personalize the
subject and talk about something “real” and interesting to each of them
motivated them to expand the discussions, as well as promoting group
adhesion. Using visual aids like pictures in their book is also very popular in
this group. It helps them remember and produce vocabulary, without inhibiting
their own input.
8. Self Evaluation
I tried to make this lesson interesting and varied, providing material which
would appeal to all learner types and promoting learner autonomy wherever I
could. I attempted to encourage the students to use the grammatical structure
they learned before as a communicative tool to help them complete the task in
hand, and they did it very successfully. I also established that errors in using
new vocabulary is completely normal and they need to use them to
understand when can they use these type of vocabulary.
31/58

32. 9. Lesson Plan
T = teacher / S = students
Phases of Activities Social Media/materials Aim of Time
Learning Form activity (mins)
Icebreaker/ -Introduce the --group Student Book -Introduce 5
Introduction to activity theme.
theme - Students -to elicit
„different look at -pairs vocabulary
strokes“ pictures and already
brainstorm a -plenary
known.
few examples
for different
preferences
e.g. social
relationships,
food,
exercise, etc.
-students in
pairs discuss
their personal
preferences
Extension of . Make a list -Teacher Board -Extend
theme of pairs of - Markers vocabulary
opposites the Students Student Book -Lifestyle
students will adjectives 10
know, e.g.,
big-small,
long-short,
old-new, hot-
cold. Write the
pairs on the
board in
random order,
and ask the
students to
make four
pairs of
opposites.
Then tell them
they are going
to learn some
more new
adjectives
- Have the - Student book - 10
Personalization students Individual Recognition
work -Pairs of
individually -Plenary vocabulary
32/58

33. or in pairs to
match the
words to the
pictures (on
page 58).
- Check the
answer with
the class.
- Ask the
students to
work in pairs
to match the
adjectives
with their
opposites.
Check the
answers with
the class.
Transfer Ask ss to - N/A S: Use the
practice in Individual information
pairs saying -pairs in a 15
what type of -Plenary different
lifestyle context -
his/her family provides a
had and progressive
saying why. way to build
E.g. Student vocabulary
A: My mom skills for
has a healthy education
lifestyle. She and for
plays sports practicing
and she eats vocabulary
healthy food. studied
Student B: recently.
Really? Well,
my dad is 65
now, so his
life isn’t very
exciting.
-Elicit
vocabulary for
family
members
from ss write
the words on
the board.
Consolidation -Have ss read - -Student book S:Reflect
personal Individual on their
profiles on -pairs lifestyles
33/58

34. section 2 and -plenary and 15
answer some practice the
questions learned
after reading vocabulary
with the
information on
the profiles
e.g. What do
the people
have in
common? In
what ways are
they different?
Conclusion I asked T. Measure
and students to the 20
Evaluation compare their progress of
answers in students
pairs and we about the
finished this numbers of
class eliciting words
some learned and
examples of the concept
the they
vocabulary studied.
studied that
day and
asking them
when we can
use these
words.
Homework Ask ss Individual Internet Reinforce
task to work on connection knowledge.
activities at
Macmillan
platform
section
vocabulary
34/58

35. 10. Attachments
Attachment 1
35

36. Attachment 2
Attachment 3
36

37. Task 5:
PLANNING AND EVALUATION
Class project to manage their time by writing a to-do list with activities for each day of
the week.
Theme: Here, there and everywhere
37

38. Table of Contents: January 2013
1. Description of the area
2. Description of class and course
3. Theme and motivation
4. Aims of the project
5. Planning
6. Procedure
7. Conclusions
8. Evaluation of the project and self-evaluation
9. Lesson plans and attachments
38

39. 1. Description of the area.
This area covers a wide range of needs especiallyElementary students. For
this area it is necessary to recycle and consolidate the target language of the
unit, and to expose the students to vital soft skills that will enable them to
become more competitive and successful in their academic and professional
lives. It is also important to remember that the skills developed can be applied
in contexts beyond the English classroom.
2. Description of class and course
This course is the same A1 course as for Language Teaching. Students will be
able to understand and use cognates when reading. There are nineteen
students between the ages of 19 and 25, 15 male and 4 female. 3 male
students come from different classrooms and careers and the rest of them
come from the same classroom and career.
The group meets on Tuesday mornings between 9.30 and 11 a.m. The course
book is Openmind1 (Cambridge). The reasons for joining the course is
because is part of the syllabus for University Superior Technician and when
they finish the career they have to be able to read different texts and
understand at least the main idea and know different information related to
culture.
3. Aims of the project
- to recycle and consolidate the target language
- to expose the students to vital soft skills
4. Personal Aims.
- Evaluate students in a different way e.g. by developing a project.
- Help my students to plan further learning to suit their needs.
- Analyze and assess my students‟ language competence according to the
CEFR.
5. Planning: The project was to cover the last lesson of the current UT term.
Step 1: To understand different problems to manage time
Step 2: To write a to-do list and categorize each task
39

40. Step 3: To make decisions on the order of tasks.
6. Procedure
Step 1:
To start the lesson I asked students if they had time to do things, or if they
sometimes feel they didn‟t enough time to do all the things they needed to do. I
checked that they understood the word busy (a busy person has many things to do
and not enough time).
I emphasized the importance of effective time management. I also explained the
concept of a to-do list (writing down all the things you have to do in a day or a
week) and the benefits of putting these in order of priority (from most important to
least important).
I asked the students if they wrote to-do lists and, if they did, how they help them
plan their days.
The first exercise consisted on looking at the pictures on the quiz on page 44 on
student book. I asked them which picture showed a calm, organized person. I went
over the meanings and pronunciation of worried and waste time. Then I read the
instructions for the quiz. I made sure the students understood that they needed to
choose one answer for each question. I told them to circle the answer that was true
for them in each case and next I had them to do the exercise individually.
I circulated while the students were working, and offered help when needed. When
students finished I had them to calculate their scores according to the chart at the
bottom of the quiz. I took a class poll to find out which category the students
belonged to. At this point was necessary to explain the concept achieve (do
something successfully) and attitude (your opinion about something).
Step 2:
At this step I referred the students to the term to-do list (a list of everything you
want or need to do). I asked the class how many of them made to-do lists regularly.
I then, had students look at the example list on student‟s book and I asked them
what three categories were included in the to-do lists (the day or date, the tasks,
the estimated time for each task) I checked that they understood the word task
(something that you need to do, often something that is difficult).
After, I asked the students to make s similar to-do lists for all the days of the next
week. I wrote the three categories on the board to remind the students to include
them all. I gave them plenty of time to think about this before moving to step 3 on
this lesson.
Step 3:
40

41. At this stage, I nominated four students to read aloud the four categories. I
explained that this is one possible way of prioritizing tasks when writing a to-do list
– important, not important, necessary, and not necessary. I pointed out to the How
to say it box, (Is this important? How important is this?, It‟s very important!, I don‟t
really need to…and I had the students repeat the sentences chorally and then
individually. Next, I put the students into pairs, and told them to exchange to their
to-do lists with their partner, I encouraged them to use the questions in the How to
say box to find out whether the tasks in their partner‟s to-do list were important or
not, and had them work together to rank the tasks from category 1 to category 3.
When they finished I told them to give the to-do lists back to their partner.
To finish this class I asked students to reflect on their lists. I explained that they
would need to reorganize their original to-do lists based on how important each
task was. I highlighted the importance of prioritizing. I emphasized that the
students might find it helpful to balance out their to-do lists if they moved tasks
from one day to another. While the students were doing this task, I circulated and
monitored and gave help where required.
I encouraged them to evaluate each other‟s lists and decide if they had enough
time to do everything they had listed. When the pairs finished, briefly got some
feedback from the class. I briefly reminded the class effective time management
can help us to be calm and relaxed, even when we are busy. Making to-do lists,
planning; prioritizing can help us to organize our time much more effectively.
7. Conclusions
The project turned out to be a success and an enjoyable way to end the term. The
students agreed that know how to manage our time it‟s a good skill than could be
applied not just for classroom but beyond it in their real life.
8. Evaluation of the project and self-evaluation
The development of this project was very satisfactory, because this life skill section
has the purposes to include a linguistic focus and a soft skill focus and the aim of
the first is to recycle and consolidate the target language of the unit, and the aim of
the second is to expose the students to vital soft skills that will enable students to
become more competitive and successful in their academic and professional lives.
However, this project should have taken more than one class because sometimes
the fact of explaining a lot of new terms to students took more time from the
originally planned time for this classroom situation. On the other hand, this was a
great opportunity to encourage students to reflect on how does categorizing tasks
help us to organize our time and on what they had learned or practiced in this
section and where and how they could apply the strategies outside the classroom.
9. Lesson Plans and Attachments:
41

42. Lesson Plan: Planning and Evaluation
T: Teacher / S: Student
Phases of Activities Social Media/ma Aim of Time
Learning Form terials activity (mins
)
Icebreaker/ - T. asked ssif they have time to -group -None - To introduce 5
Managing do things, or if they sometimes feel the topic.
time they don‟t have enough time to do -to elicit
all the things they need to do. vocabulary
-T. explained basic concepts like already
the word busy, the expression to-
known and to
do list.
T. emphasize the importance of explain new
effective time management. vocabulary
and
expressions.
42

43. Extension -T. askss to look at some pictures - -course - To analyze 40
of theme on a quiz on page 44. Individ book own activities
T. askss to say which picture ual and evaluate
shows a calm, organized person. themselves
T. Read the instructions for about the way
answering the quiz. they manage
T.askss to do the exercise -group their time
individually. - -to extend
T. circulate while ss are working, individ vocabulary.
and offer help as needed. ual-
T. When the ss finish, have them
calculate their scores according to -Pairs
the chart at the bottom of the quiz.
T. take a class poll to find out
which category the students belong
to.
T. Explain any concept that may be
necessary for students
understanding.
Note: the quiz can be done as an
interview. (Ask ss to work in pairs
and ask each other the questions.
They should then write down their
partner‟s answers to each
question, and figure out their
partner‟s score and which category
they belong to.
43

44. Personalis T. refer ss to the term to-do -group Course -writing to-do 30
ation - book list.
T. ask the class how many of them individ -Learn
make to-do lists regularly. ually sentences for
evaluating
T. have students to look at the
priority in
example list on student‟s book.
tasks
T. check any difficult term.
T. asked the students to make
similar to-do lists for all the days of
the next week
(alternative: ask the students to
make a to-do list for just two or
three days of the next week)
T. Nominate 4 students to read
aloud the four categories
(important, not important,
necessary, not necessary) Explain
that this is a way of prioritizing
tasks when writing a to-do list.
I point out to the How to say it box,
(Is this important? How important is
this?, It‟s very important!, I don‟t
really need to…
T. Have students to repeat the
sentences chorally and then
individually.
T. put the students into pairs, and
tell them to exchange their to-do
lists with their partner
T. Have them work together to rank
the tasks from category 1 to
category 3.
44

45. Conclusion T. class I asked students to reflect - Course -Reflect on 15
on their lists individ book their
ual management
T. highlight the importance of -pairs time
prioritizing.
Encourage them to evaluate each
other‟s lists and decide if they have
enough time to do everything they
have listed.
When the pairs finish, briefly get
some feedback from the class.
T, Briefly remind the class effective
time management can help us to
be calm and relaxed, even when
we are busy. Making to-do lists,
planning; prioritizing can help us to
organize our time much more
effectively.
Step 1:
(a) Quiz management time
Step 2:
(a) To-do list format
Step 3:
a) Schedule for managing time.
45

46. Attachment 1
46

47. Attachment 2
47

48. Attachment 3
48

49. Task 6:
SELF-ASSESSMENT AND DEVELOPMENT
Topic: Day in, day out.
This lesson we will use feedback rules, difficult classroom situations. As teachers,
our purpose is to observe the student‟ skills, dealing with feedback, awareness of
one‟s own strengths and weaknesses, and awareness of possibilities for further
professional development.
Students will be able to reflect and draw conclusion from observations and self-
observation in order to gain a better understanding of their own skills.
49

50. Table of Contents:
1. Description of the area
2. Description of class and course
3. Theme and motivation
4. Aims of the project
5. Planning
6. Procedure
7. Conclusions
8. Evaluation of the project and self-evaluation
9. Lesson plans and attachments
50

51. 1. Description of the area
This area includes Development of observation skills, dealing with feedback,
awareness of one's own strengths and weaknesses, awareness of
possibilities for further professional development and the resources and
sources of help.
2. Description of class and course
This course is a level 1 course. Where students will be able to understand
and use the simple present, frequency adverbs and prepositions of time to
talk about interesting activities. In this lesson students will talk about when
things happen, they will learn to organize and plan activities (time
management) and also the will learn to describe weekday and weekend
routines.
3. Topic: day in, day out.
Theme and motivation
The real motivation for students about this course was seeing that they can
apply what they practice in class in a real life situation. We believe that it is a
successful lesson because students get more interested in their activities
and also they show interest in their classmates‟ activities. Students will feel
motivated when they share their interest with other students.
51

52. 4. Aims of the lesson
- Students describe weekdays and weekend routines.
- Talk about interesting activities
- talk about unusual activities
- talk about the frequency they do their activities
- Use prepositions of time correctly.
5. Personal aims
- To receive feedback on my teaching performance
- To give constructive feedback to colleagues
- To share ideas with colleagues to promote best practice
- To promote learner autonomy.
52

53. 6. Procedure
You can find this topic in the unit 4 (p. 41). A good part of this lesson directly
follows the lesson layout of the Teacher‟s Guide. During UT‟s term, the English
academy has been able to discuss and share ideas to promote best practice.
For the first exercise, the icebreaker, ask the students to look at the picture on
page 41. Ask them what a routine is. Then explain them that they will hear Mark
talking to Janet about his routine. Don‟t expect them to produce any complicated
sentences here; it is just to let them know what is the audio listening about.
Before starting this exercise students have already practice simple present in past
sessions and also they just saw and learn how to use frequency adverbs and
prepositions of time. Students opened the book (p. 41) and individually they read
the questions at the end of the conversation. After doing that, I played the
recording once and checked progress. I asked if they need to listen to the
recording again and checked the answers with the class.
The next step is to walk around the classroom and ask each person to tell them
two interesting or unusual things their classmates do each week. Students have to
find as much as they can. Give students a little time to think about the interesting or
unusual things they do. (e.g., suggest sports or hobbies). To give them a better
idea of what the objective of the class is, I asked two students to read the model
conversation aloud. When they finished, all the class start to walk around the
classroom.
When students finish the exercise, I asked for the first volunteers to share some
interesting things they learned about their classmates. As students give their
answers, I encourage the rest of the class to ask questions to find out more
information about their classmates‟ interests. It is interesting to write on the board
some interesting or unusual activities to help them stimulate and increase their
vocabulary.
Finally I ask the students how they felt during the activity, if the activity was easy or
difficult for them. If they found useful the vocabulary during the activity. If they think
they could find a similar situation in real life. They all agreed that was fun,
interesting and they probably will face a similar situation in the future
53

54. Conclusions
I think this lesson encouraged students to experiment with the language, to use the
previous vocabulary and grammar they learned. I consider that this lesson was
useful for them because it made them realize that there is a purpose, that they can
use it in a real life situation. The objective in general of this course is that students
realize that they can apply the language, the can use the activities practiced in the
classroom to interact outside the class.
Self Evaluation
I try to do this lesson authentic, using slide in a language classroom, giving
students real life situations, encouraging and motivating the students to learn and
use the language and I also incorporate listening task and activities which
encourage and facilitate learner autonomy and interaction between the integrants
of the class. These activities take into account learners‟ learning styles and cultural
expectations. I also shared ideas with colleagues to promote the improvement in
our classrooms and students. This is also important to find solutions to difficulties
in teaching during a class.
54

55. 9. Lesson plan
Phases of Time
Social Media/ma Aim of
Learning Activities (mins
Form terials activity
)
Icebreaker: - Before lesson begins, T. ask - group -engage 5
Routines students to look at a picture. - book students in
- T. ask what a routine is. image topic.
- S. share their ideas. (p.41)
- introduce
theme.
Extension Identify
of theme T. explain that students will hear a -Student routines and
conversation between Mark and student book interesting 10
Janet about his routine.. s activities.
S. read the questions at the end of - Audio
the conversation.
T. play the recording once and
check progress.
T. play the recording again and
check the answers with the class.
55

56. Personalis - Students walk around the - -Student - Practice
ation classroom and ask each person to individu book simple 35
tell them two interesting things or al present
unusual things they do each week. questions,
- Before doing that, two students use the
read the model conversation vocabulary
aloud. and
- After reading the conversation T. prepositions
gives a little time to think about the of time
interesting or unusual things that during a
they do. conversatio
n.
Transfer- - encourage students to circulate, - - practice
asking and answering questions individu -N/A questions
about their activities. al and 15
- answers in
plenary simple
present
Consolidati -when students finish asking and - -S. can see
on answering questions around the individu -N/A report what
classroom, ask for the first al they found 15
volunteers out of several to share out
some interesting or unusual things -
they learned about their classmates plenary
56

57. Conclusion - as students give their answers, - -N/A -S. “see”
and encourage the rest of the class to individu what they 10
Evaluation ask questions to find out more al have
information about their classmates‟ learned and
interest. - that they
-write on the board some interesting plenary can apply it.
or unusual activities to help them
stimulate and increase their
vocabulary.
57

58. 10.Attachments
58