Dossier_Jorge_Ordoñez

TASK 4.1
PREPARING A TEACHING DOSSIER
Aim: To design a TEACHING DOSSIER for a class.

Dossier for UT Students as Technician University Superiors in
Mecatronics Career.

Task 1: LANGUAGE AWARENESS – Topic: Musical notes

Task 2: LANGUAGE AND CULTURE - Topic: Culture Vulture

Task 3: LANGUAGE LEARNING PROCESSES – Topic: The 1990s

Task 4: LANGUAGE TEACHING - Topic: It could happen to anyone!

Task 5: PLANNING AND EVALUATION - Topic: Tickets, Money, and

Passport!

Task 6: Group Project - SELF-ASSESSMENT AND DEVELOPMENT

(Future plans- Am I able to talk about my vacations plans and preferences?)

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TOPIC: Musical Notes

To describe music and musical genres.

Vocabulary: words to describe music and musical genres.

The students have to choose one topic about Musical festivals, a band, a type of music or
Playlist; they will explain about it in three minutes, for example if they choose a band, they
will explain musicians, musical styles, history, recent CDs, recent tours and albums that they
recommended. They can use a Power Point presentation to support their ideas.

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January 2013

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

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This area includes Link between linguistic competence and communicative competence,
Target language description and appropriate terminology, language description being
understood as a system of abstract elements, constructions, and rules Awareness of
language systems differences Application of this awareness to teaching and learning
experience (i.e. analysis of learning materials).


This course is an A2 course. Students will be able to understand and produce present
perfect and simple past sentences with music vocabulary and musical genres. There
are nineteen students between the ages of 19 and 25, 11 male and 8 female. 9 male
students come from different classrooms and careers and the rest of them come from
the same classroom and career.

The group meets on Monday afternoon between 5:40 and 7:20 p.m. The course book
is Openmind 2 (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.

Topic: Musical Notes.

Aims of the lesson

To revise and practice simple past and present perfect tense.

To expand vocabulary relating to music and musical genres.

To talk about musical genres.

To revise music and musical genres vocabulary

Personal aims

To provide an interesting, lively lesson those students will enjoy.

To explain how to use simple past and present perfect at the same time.

To motivate and encourage to learn English as a second language.

Procedure

To start the class I asked the students to tell me the names of any famous musicians or
singer that admire and the type of music that they play. Then I asked them if there are any

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performers who sing in English and what were their favorite musical instruments (e.g. Guitar,
drums, piano, saxophone, violin, etc.)

I had students to listen and match some excerpts of music with the countries on page 47 in
the student book; they had to write the number of each excerpt next to the correct country,
after that I explained the vocabulary words with a power point presentation in each slide that
I presented appear the words with a picture that reflect the meaning of it, the students
repeated at least three time each word to avoid mis pronuntiation of this vocabulary.

Then, the students used the vocabulary studied previously to create sentences. To conduct
this activity I played first an excerpt of music from different musical genres for example blues,
country, R & B, Funk, gospel, heavy metal, dance and rap, etc. I stimulated them to express
their personal opinion about each type of music using the correct vocabulary and time
expressions. After that, I asked the students to do the exercise A on page 52 part 8
individually and then compare their answer in pairs, they discussed differences in their
answers, then I checked the answer with the class, finally the student made a list of all the
musical genres that they can think and they wrote an example of a band, singer or album for
each genre. Then ask their partner for any information that they need to complete their list.
After that I listened some ideas from the class and we found which musical genre was the
most popular.

To finish this class the students read a text about music, they used the strategy prediction
using titles, headings, pictures and what they already knew about the topic to understand the
text, when they finished, they discussed in groups some questions about fusion music and
they made recommendation.

VII. Conclusions

I think this lesson contained a variety of vocabulary about music and musical genres and
different kind of exercise to practice present perfect and simple past. The conversation model
used recycled vocabulary and it was a good idea for integrating old vocabulary in students’
conversations or activities. The activities were very interesting because the student tried to
integrate the vocabulary that they studied and gave them the opportunity to express their
personal opinion about music and their favourite musical genre, this motivated them to
expand the discussions, as well as promoting group adhesion.

VIII. Self Evaluation

I tried to make this lesson interesting and fun, 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 vocabulary studied and the grammatical structure they learned before
as a communicative tool to help them complete the task in hand, and they did it very

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successfully. I also stimulated the students to express their feeling about their favorite
musical genre, singer, band, or group.

Lesson Plan. T = teacher / S = students

Phases of Activities Social Media/materials Aim of activity Time
Learning Form (mins)

Icebreaker/ Elicit from --group Board -Introduce 5
Introduction to theme.
theme students -to elicit
Markers
“Musical Notes” different names vocabulary
of musicians or already known.
-plenary
singer that they
admire and the
type of music
they play.

Extension of - Students listen and match -Teacher Board -Extend
theme some excerpts of music with -Students Markers vocabulary
the countries on page 47 in Student Book - Learn Musical
the student book. Computer genres 10
- T explain the vocabulary Speakers
words with a power point
presentation and Student
repeat at least three time
each word to avoid mis
pronuntiation of this
vocabulary.
a) T play an excerpt of Computer -Recognition of 10
Personalization music from different -Plenary Speaker vocabulary
musical genres for
example blues, country,
R&B, Funk, Gospel, Heavy
Metal, Dance and Rap, etc.
then students express their
personal opinion about
each type of music using
the correct vocabulary and
time expression.
Transfer Students use -Pairs Power point S: Use the
-Plenary presentation information in a
the information Pictures different context 15
that they Clues - provides a
learned to talk progressive
way to build
about a special vocabulary
topic related skills for
education and
with the music for practicing
and musical vocabulary
genres. studied
recently.

Consolidation -Have ss read a text about - -Student book S:Reflect on
music, they used the Individual their lifestyles
strategy prediction using -pairs and practice
titles, headings, pictures and -plenary about music the 15
what they already knew learned
about the topic to vocabulary

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understand the text.
Conclusion and Students discuss in group Plenary T. Measure the
Evaluation some questions about fusion progress of 20
music and they made students about
recommendation about it. the numbers of
words learned
and the concept
they studied.
Homework task Ask ss to work on Individual Internet connection Reinforce
activities at Macmillan knowledge.
platform section vocabulary

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Task 2:

Describing and comparing art.

Discussing and comparing cultural activities.

Comparatives with as...as/not as...as- Superlatives.

Talking about movies

Discussing cultural differences.

Learning vocabulary of adjectives for describing the arts and cultural activities.

JANUARY, 2013.

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Table of Contents:



Topic

Aims of the lesson

Personal aims

Procedure

Conclusions

Self evaluation

Lesson plan

Attachments

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This area will awareness of socio-cultural and intercultural aspects of language use and
language learning, dealing sensitively with difficult classroom situations relating to
intercultural differences, understanding different backgrounds (therefore different study
methods) of students and cross-cultural communication.


There are 15 students between the ages of 18 and 25, 13 male and 5 female. 3 of the
ladies like to talk and express their feelings in English. The other 2 ladies joined the
class but they admitted that they do not like English language too much and the male
students joined the English course saying that they don’t dislike English but it’s not their
favourite subject.

The group meets on Tuesday and Thursday between 9:30 and 11:10 a.m. The course
book is OpenMind 2 and their English level is 3. The reasons for joining the course were
to accredited their English class but also communicate with friends abroad, for being
able to have a normal conversation about their abilities, places, their lives in the past
and their plan in the near future.

Topic – CULTURE VULTURE

Aims of the lesson:

To learn how to compare art, discussing cultural activities, talking about movies and
discussing cultural differences.

To learn comparatives with as...as/not as...as and superlatives.

To learn adjectives for describing arts and cultural activities.

To identify speaker´s opinions.

To learn how to link sentences.

To talk about cultural activities.

To develop cultural awareness.

Personal aims

To provide an interesting, lively lesson that students will enjoy.

To explain the grammar structure in simple steps that the students understand and can
easily employ.

To encourage my students to become critically aware of different cultural
standards.

To promote empathy with other cultures.

Procedure

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Before the lesson begins, write the topic “Culture Vulture” on the board and ask students if they
have an idea what this phrase really means giving them some clues, and finally let them know
its real meaning, once doing this, paste some images on the board with famous people, movies
and cities from different countries, then tell students they are going to test their culture
knowledge.

After ask them to look one of the pictures and telling you the name(s) of this person, movie, play
or city, making sure your students have understood your instructions. In order to make them this
activity easer, write some expressions for giving opinions on the board, e.g. I think (she) is
from... I am pretty sure (he) was...I am not absolutely sure, but I think..., please do not forget to
always encourage your students to use them when discussing the pictures, one way to achieve
this is encourage them to share any other information they know about the people and
characters in the pictures, and eliciting some more ideas from the class.

Once doing this activity, think of 6 or 8 words which are form of art (in order to teach them
adjectives for describing the arts) e.g. theatre, photography, music, painting, opera, ballet,
sculpture, movies, etc., write the words on the board in scramble order (anagrams) and have
your students work in pairs to unscramble the words and write the correct spellings, the first pair
to correctly guess and spell all the words wins.

In order to teach your students the comparatives with as... as/not as... as highlight that these
comparative forms are fixed forms and we cannot use them with that. Then ask them to do the
practice exercise (p. 19 part C.) individually and then compare the answers in pairs, and check
the answer with the class. The next step will be to make your students to speak using these
comparative forms, make them look at the pictures (p.19 part. D) and compare them in oral
form. An extra practice of the comparatives would be make the students to work in groups of 4
or 5, setting a time limit of 5 minutes and then tell them to make as many sentences as possible
in that time comparing the different members of their groups e.g. Tony isn´t as tall as Anna,
Simon´s watch is not as expensive as Paula´s. Eliciting some ideas from the class and correct
any errors in the use of as...as.. /not as... as. The group with the most correct sentences will be
the winner.

Referring the identification of speaker´s opinions you could give the students time to read the
information in the skill box (p.20 part A) and ask them to name some aspects that could help
them identify the opinion of the person who is speaking and invite them to tell you any word of
phrases they know that introduce an opinion.

To teach Superlatives it will be necessary to focus on the superlative forms and then invite the
students to tell you the superlative forms of these one-syllable adjectives: short, long, young,
new and cold (shortest, longest, etc). Then focus on one-syllable adjectives ending in

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consonant–vowel-consonant and emphasized that the final consonant is doubled. Ask the
students to spell the superlative forms of big, sad and wet (biggest, saddest, wettest). Then ask
them to practice these rules by doing an exercise (p. 22 part C) individually and then to
compare their answers in pairs, checking the correct answers with the class.

Another way to put all this knowledge in practice is through a “guessing game”, asking the
students to think of five culture-related categories using superlatives, have them write their
answer for each one. In pairs, have the students read aloud their answers, their partner has to
guess the category for each answer, the winner will be the student who guesses the most
answers within a set time limit.

On the other hand, we cannot leave the writing practice behind, mainly at the time of liking
sentences, we most highlight our students the use of words so and because to link ideas,
eliciting them why it is a good idea to use these words when writing (because they allow them to
form longer sentences, which can make them writing more interesting.)

Finally, but not less important is to ask the students what they understand by the term cultural
awareness. If necessary explain that it means knowing that people from other cultures do things
differently from them and understanding and respecting these differences. Explain that the word
awareness means knowledge or understanding of a particular subject or situation, emphasizing
that in order to be culturally aware, it is important to understand not just the differences between
cultures but the reasons for those differences.

Conclusions

This lesson encourages our students to compare art, and discuss about different cultural
activities, make students aware of the patience, tolerance and respect on their own
culture.

Self Evaluation

I tried to make this lesson different from the rest. Joining in these activities, and hearing
the students´ comments, made me reflect on my own cultural attitudes and made me
aware of the importance of developing the competences necessary for intercultural
interaction and dialogue.

Lesson Plan T = teacher / S = students

Phases of Media/ Aim of Time
Learning Activities Social Form materials activity (Minutes)

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Engage -engage
Students: - Before lesson begins, T. tells - group - board students in
Introduction students (ss) they are going topic.
to theme: to test their culture - set of six - introduce 10
knowledge.
“Culture - T. Ask ss to lok at the fourth
different theme.
Vulture” picture (Name the artist. pictures. -S. reflect on
(Reflecting - T. Will write some - Pair culture in own
on what this expressions for giving work country.
expression opinions on the board... I
really think she is from.., I´m pretty
means) sure he was..., I´m not
absolutely sure, but I think... - Team -S.use clothing
- T will ask ss to work in pairs work -Grammar vocabulary,
and take the quiz, then ss will
work in groups of 4 and will
structure (p. comparatives
compare their answers to the 78-79) and 10
quiz. -grammar superlatives to
Pre-teach sheet describe it.
grammar: - T. Will ask ss to look at the -S. reflect on
(comparing picture. Inviting them to say - plenary life/people in
art) where they think these people other countries
are... and
- Asking ss questions about -worksheet acknowledge
their opinions of photography: 1(p.21) similarities and
Do you prefer paintings or differences.
pictures?, Do you like
abstract pictures? Why or
Present Why not?
10
Grammatical - plenary -T. explains
Structure - T. Will highlight the grammar
comparative forms as...as structure
and not as... as are fixed -S. revise
Grammar forms and they cannot used structure and
Practice: them with that. - Individu ask questions if
Comparative al required.
with - T. Will ask ss to do a practice - worksheet 2 -S. practice 25
as..as/not exercise individually and then - plenary (p.22) and use
compare their answers in
as... as demostrative
pairs and checking the
answer with the whole class. and
comparatives
-S. talk about
Grammar - Individu differences with
- Have the ss to work
Comparative individually to look at the
al other country
s and pictures and make notes to -S. reflect on
superlatives compare them. Encourage and evaluate 20
Conclusion: them to use as many their behaviour
(Reflect on adjectives as possible. - groups and response
cultural - Have the ss to work in groups to cultural
differences of three to compare the situations and
and pictures. Once they have encounters.
similarities) compared the pictures, listen
some ideas from the class.
-S. practice
- groups comparatives,
- T. Will ask the ss to work in
groups of four. Set a time limit superlatives
of five minutes and tell them -S.talk about
to make as many sentences demostrative
as possible in that time adjectives 15
comparing the different - plenary -encourage
members of their group. awareness and
- Elicit some ideas from the evaluation of
class, and correct any errors own culture
in the use of as...as/not and other
as...as, and the group with
cultures.
the most correct sentences is
the winner. -S. develop
empathy with
other cultures.
-develop17/52
critical
cultural
awareness,

X. Attachments

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Task 3:

Talking about the effect of technology.

Talking about past events (review of the simple past and past progressive).

Evaluating different sources of information.

Talking online activities (internet activities)

Taking about you birth year.

Describing people´s reactions

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Table of Contents:



Topic

Aims of the lesson

Personal aims

Procedure

Conclusions

Self evaluation

Lesson plan

Attachments

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January, 2013.


This area covers the needs that a learner requires when learning a language. It is
focused on correcting mistakes, and provides a social background where the learner is
able to learn by being autonomous, and using his/her own learning style. Thus, students
are going to be able to create their own learning strategies in order to improve the
learning process.


This, material is designed for learners in a level 2 course. Most of the learners are
students between the ages of 17 and 24, with some age exceptions.

This class is going to let students understand main ideas in a conversation, and talk
about previous experiences. The main purpose is to make use of the simple past,
including regular and irregular verbs. At the end, learners have to be proficient to
express past ideas and memorable experiences. The book needed for this class is open
mind 1 from Macmillan editorial; covering the unit 10, page 97.

Topic - Simple past tense
Aims of the lesson

I can form affirmative statements in the simple past.

I can form questions and negative statements in the simple past.

I can understand and use −ing and −ed adjectives.

I can talk about memorable experiences.

I can say verbs with −ed endings correctly.

I can understand and conduct short surveys.

Personal aims

To let learners to be aware of past contexts where they could interact.

To let students establish communication patterns where they could make use of the
simple past tense.

To motivate and encourage the students to experiment with the language.

To promote learner autonomy.

Procedure

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The UTSV is focused on communicative approach development; which is achieved through a
constant interaction between students. This topic is focused in the unit 10, “Speaking of the
past” (p. 97). In this section learners have to make use of past information and express it by
making use of the regular and irregular verbs. They also have to understand the main idea in a
past 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 past. The book is going
to provide clear examples of how to express ideas in past, and activities that are going to help
the learners as practice.

The first exercise is an icebreaker. All the students must be organized in a horseshoe form. The
main idea is practicing simple past verbs, regulars and irregulars. The activity consists in saying
a simple past verb (regular or irregular), starting with a letter said by the teacher, then the next
student have to say another verb that begins with the last letter of the previous word said by the
student. Example, the teacher says the letter “S”, and then the first student says “studied”, the
second student says “died”, and so on until all the students say a verb in past. It is
recommended that learners say the verbs as fast as they can.

The next activity is in the book (p.98). Here the learners are going to understand the grammar
section of the simple past tense. They have to read a small text where they have to infer the
grammar structure of the simple past tense. After understanding the structure they have to
make all the activities of the same page. After they finish, it is necessary a full review of the
exercises in the page in order to correct mistakes and clarify questions and doubts.

Once all the doubts are covered, the learners have to get together in groups of eight. They are
going to work with the attachment activity which consists in creating a story (unit 10A activity).
Each member of the team is going to take one piece of paper, then they have to put all the
pieces together in order to create a story with simple past verbs. The story is about a terrible
experience in a date; students have to find the correct order to give the correct sense of the
story. When they finished, the teacher has to lead them to have a group discussion about the
topic.

Students have to learn new vocabulary; they are going to get the attached list of verbs and
make brief reading, so they could understand what the meaning of those words is. Then, they
have to get in pairs and improvise a small role play by using at least five of the verbs in the list.
The rest of the class has to put attention on the conversation, and identify which were those five
verbs that the learners used in their conversation.

Finally, there is going to be a quick review about the class and a conclusion about the topic.

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Conclusions

I consider this topic one of the most important because it is necessary to understand and
remember all the verbs in simple past (regular and irregulars). I consider that these
activities are helpful to let students realize about the knowledge that they posses
already, then they acquire more knowledge (vocabulary). Finally they have to use that
new knowledge. In the end, they are going to learn progressively, and they are going to
notice it.

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. Grammar is boring for most of the students;
so, the grammar activities have to be joyful and related to the daily life, otherwise they
are going to forget it and dispose the information. Interaction with the learners has to be
taken into account. No matter the topic, it is important to provide confidence to them, so
they could feel eager to interact and make questions when necessary.

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T = teacher S = students

Tim
Phases of Social Aim of the e
Media/ (mi
Learning Activities Form activity
materials ns)

- S. Have to seat in a horse shoe form in -- - To introduce
order to make the activity. group -None the topic.
- T. has to explain the instructions of the -to elicit
Icebreaker/ activity. vocabulary
Simple past - T. has to say one letter of the alphabet already known. 5
and the first S. of the U structure has to
say one verb in past with the letter said
by the teacher,
-The next student has to say another
verb with the last word of the previous
verb. (they have to be different verbs)

-S. turn to p. 98 of course book. - -course - To identify the
T. explains that S. have to read a small individu book structure and
paragraph where they have to infer the al - use of the simple
simple past tense structure. attachment past tense.
-S. compare the information they -extend simple
understood, and infer the structure -group past tense
Extension of requested. T. solves doubts and questions vocabulary. 40
theme and clarifies the information. -reading for
-S. have to complete the rest of the - familiar words to
activities of the page individu help understand
- T. answers S. questions and doubts. al text.
- S. have to work in teams, they have to -Group
use the attachment and put the story in -Teams
order. Then T. provides the correct order o
the story, so S. could compare.

-S. have to talk about a similar -group - None -Talk about past
experiences in the past. experiences. 15
Personalization -T. has to provide a conclusion of the - Provide
class (Feedback) feedback of the
lesson

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I. Attachments

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Task 4:

Class project to do an oral presentation using power point presentation to talk about
their good and bad experiences from their life for example good experiences: I won the
lottery, I got married, my daughter was born, etc. Bad experiences I had a car accident;
I lost my wallet, I failed my exam, etc.

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Table of Contents:



Topic

Theme and motivation

Aims of the project

Planning

Procedure

Conclusions

Evaluation of the project and self-evaluation

Lesson plans and attachments

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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-centred approach, use of target language versus
lingua franca for instructions and explanations and classroom management

2. Description of class and course

This course is an A2 course. Where students will be able to understand and produce
present perfect with ever and never to talk about opinions and discussing good and bad
experiences. This course will help to our students to express their ideas about their
experiences with the correct structure from a list of facts and using brainstorm. There
are nineteen students between the ages of 19 and 25, 11 male and 8 female. 9 male
students come from different classrooms and careers and the rest of them come from
the same classroom and career.

The group meets on Monday afternoon between 5:40 and 7:20 p.m. The course book is
Openmind 2 (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: It could Happen to Anyone!

4. Theme and motivation

The real motivation for this course was the students talk about their good and bad
experiences using the vocabulary and the correct structure. We believe that it is a
success project because our students get more interesting about their careers and also
they can share personal information about some experiences that they happened and it
creates an excellent atmosphere in the class.

We believe that the students will be motivated when they know that others students
happened the same situation and how they do an effort to follow with their normal life.

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5. Aims of the lesson

Understand and produce present perfect sentences with ever/ never.

Talk about opinions.

Discuss good and bad experiences.

Talk about life events and changes.

Talk about feelings.

Create brainstorm ideas in a group.

Developing autonomous learning and self-awareness

6. Personal aims

To provide an interesting, lively lesson that student will enjoy.

To motivate students to talk about their experiences.

To explain the structure in simple steps that the students understand and can easily
employ.



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7. Procedure

Teacher asked to the students to keep their book closed. Then teacher created on the
board a table that separate in good and bad experiences, after that teacher invited the
students to tell me some good experiences or bad experiences that they happened in
their lives for example: I went to other country, I lost my wallet, I found a cell phone, I
broke my arm, I had a car accident, etc.
Then teacher asked the students open their books and read the four statements.
Teacher checked that the students understand the vocabulary, especially definitely (for
sure) and winning (being first in a competition or race, or being successful in a match).
Teacher asked the students to work individually on their book page 37 exercise “A” and
match the statements to the picture, and then teacher checked the answer with the
class. Then teacher asked the students to work individually to read the four statements
in ex. “A” again and check the ones they agree with, teacher told them that they can
check as many as they want to (or none at all). When the students finished this activity
they shared their opinions about it.
After that teacher chose a good and bad experience that teacher wrote before on the
board and teacher wrote some sentences about it. Then teacher asked the students to
work individually on their book on page 38, exercise “A”, and then teacher and students
checked the answers together.
Before, teacher started to work in grammar section; teacher asked the students if they
ever buy lottery tickets. How many do they buy? What prizes can they win? Do they
know anyone who won a big prize? And Why do people buy lottery tickets?, then
teacher played the track 19 to the students listen the conversation, then teacher asked
the students to read the questions, then teacher played the record again, and teacher
and students checked the answers together and teacher explained that the expression
guess what? Teacher and students use when teacher and students want to tell a friend
some interesting or exciting news to attract their attention and create a sense of
suspense. Then teacher asked the students to look at the conversation again and read
the phrases in bold. And teacher explained that this structure is named present perfect,
then students work individually to read the rules and circle the correct answer in the
third rule and we checked the answers together. Teacher told the students that present
perfect can also be used to talk about an activity or action that was repeated several or
many times in the past and teacher explained that the exact time when it was done it is
not specified because it is not important. For example teacher has won several times.

Then teacher explained on the form of the present perfect is necessary to use the
auxiliary have + past participle. Students read the grammar table and note how the
affirmative, negative, question, and short answers are formed with the present perfect
that appears on page 39 in their student book. After that the students worked in the
same page in exercise C to complete the questions with the correct structure.

To finish this class the students read a text about Fortune Cookies, and analyzed the
information to check the structure about present perfect. They used the information that

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they studied then students worked in pairs and asked the questions about Fortune
Cookies, finally we checked the answer in class.

8. Conclusions
Teacher think this lesson encouraged students to know and what is their purpose in life,
what attitudes they should have it if they want to be a successful people in their careers,
It also helps to students to learn a little bit their experiences using new vocabulary and
verbs regulars and irregulars in present perfect. I believe that this lesson improve
students to take care about their actions and attitudes to help them in the future, we
finish our class telling students, if they want a better life, they should learn about their
experiences it doesn’t care if these are good or bad.

9. Self Evaluation
I try to do this lesson authentic, using power point presentation in a language
classroom, give students vocabulary that they could use to express their experiences,
encouraging and motivating the students to learn and use the language and I also
incorporate learning task and activities which encourage and facilitate learner autonomy
and take into account learners’ learning styles and cultural expectations.
10. Lesson plan

Phases of Activities Social Media/materials Aim of activity Time
Learning Form (mins)

Icebreaker/ Teacher asked --group Board -Introduce 5
Introduction to theme.
theme to the students -to elicit
Markers
“good and bad to keep their vocabulary
experiences” book closed. already known.
-plenary
Then teacher
created on the
board a table
that separate in
good and bad
experiences,
after that
teacher invited
the students to
tell me some
good
experiences or
bad
experiences
that they
happened in
their lives

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Extension of - Teacher asked the -Teacher Board -Extend
theme students open their books -Students Markers vocabulary
and read the four Student Book (competition or
statements. Teacher Computer race, or being 10
checked that the students Speakers successful in a
understand the vocabulary, match).
especially definitely (for
sure) and winning (being
first in a competition or race,
or being successful in a
match).
Teacher asked the students Computer -Recognition of 10
Personalization to work individually on their -Plenary Speaker vocabulary
book page 37 exercise “A”
and match the statements to
the picture, and then teacher
checked the answer with the
class. Then teacher asked
the students to work
individually to read the four
statements in ex. “A” again
and check the ones they
agree with, teacher told
them that they can check as
many as they want to (or
none at all). When the
students finished this activity
they shared their opinions
about it.

Transfer After that teacher chose a -Pairs Power point S: Use the
good and bad experience -Plenary presentation information in a
that teacher wrote before on Pictures different context 15
the board and teacher wrote Clues - provides a
some sentences about it. progressive
Then teacher asked the way to build
students to work individually vocabulary
on their book on page 38, skills for
exercise “A”, and then education and
teacher and students for practicing
checked the answers vocabulary
together. studied
recently.

Consolidation -. Teacher started to work in - -Student book S:Reflect on
grammar section; teacher Individual grammar
asked the students if they -pairs structure and
ever buy lottery tickets. How -plenary practice about 15
many do they buy? What prizes and
prizes can they win? Do they learned
know anyone who won a big vocabulary
prize? And Why do people
buy lottery tickets?, then
teacher played the track 19
to the students listen the
conversation, then teacher
asked the students to read
the questions, then teacher
played the record again, and
teacher and students
checked the answers
together and teacher
explained that the
expression guess what?
Teacher and students use

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when teacher and students
want to tell a friend some
interesting or exciting news
to attract their attention and
create a sense of suspense.
Then teacher asked the
students to look at the
conversation again and read
the phrases in bold. And
teacher explained that this
structure is named present
perfect, then students work
individually to read the rules
and circle the correct answer
in the third rule and we
checked the answers
together. Teacher told the
students that present perfect
can also be used to talk
about an activity or action
that was repeated several or
many times in the past and
teacher explained that the
exact time when it was done
it is not specified because it
is not important. For
example teacher has won
several times.
Conclusion and . Then teacher explained on Plenary T. Measure the
Evaluation the form of the present progress of 20
perfect is necessary to use students about
the numbers of
the auxiliary have + past
words learned
participle. Students read the and the concept
grammar table and note how they studied.
the affirmative, negative,
question, and short answers
are formed with the present
perfect that appears on page
39 in their student book.
After that the students
worked in the same page in
exercise C to complete the
questions with the correct
structure.

To finish this class the
students read a text about
Fortune Cookies, and
analyzed the information to
check the structure about
present perfect. They used
the information that they
studied then students
worked in pairs and asked
the questions about Fortune
Cookies, finally we checked
the answer in class.

Homework task Ask ss to work on Individual Internet connection Reinforce
activities at Macmillan knowledge.
platform section vocabulary

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10. Attachments

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Task 5:

Use of the present progressive as a future

Time expressions, adverbs of frequency

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Table of Contents:



Topic

Aims of the lesson

Personal aims

Procedure

Conclusions

Self evaluation

Lesson plan

Attachments

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September
2012


This area covers a wide range of needs that learners need, specially the advanced
students. For this area it is necessary to provide social forms where learners could face
difficult situations. It is necessary that learners establish a micro peer teaching, where
they are going to learn by interacting with classmates. Media e-learning is important in
order to complement their knowledge. Other techniques as materials use and
pronunciation training are required to cover the cognitive development that learners
need. The teacher has to play as a counselor and lead the students into an environment
of awareness of the language,


This, material is designed for learners in a level 2 course. Most of the learners are
students between the ages of 17 and 24, with some age exceptions.

The class is focused on let the learners use the present progressive for future plans. For
this reason it is necessary to make a review of the present progressive tense, and then
establish the link with the future. Thus, students are going to be able to express future
plans by making use of time expressions.

The book needed for this class is open mind 1 from Macmillan editorial; covering the unit
12, page 118.

Topic - Tickets, Money and Passport.

Aims of the lesson

- Describing definite plans and arrangements
- Talking about intentions and resolutions
- Describing personal learning plans.
- Making suggestions.

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Personal aims

To provide future tense contexts where students could interact and make plans.

To let students know about the usage of present progressive for future, and clarify their
doubts

To let students establish communication patterns where they could make some future
arrangements.



Procedure

The utsv is focused on communicative approach development; which is achieved
through a constant interaction between students. This topic is focused in the unit 12, “In
the near future” (p. 118). In this section learners have to make use of the present
progressive to express future actions. They also have to make plans by using time
expressions. It is necessary to review the present progressive and provide more
vocabulary in order to let them interact in a context. The first thing to do is remember the
structure and characteristic of the present continuous, by adding “ing” to the verbs.

The first exercise is an icebreaker. All the students must be organized in a horseshoe
form. The main idea is practicing the present continuous tense. The activity consists in
creating a story. The teacher has to provide the first idea by saying a sentence in
present progressive. Example, “I am going on vacations next holiday”, then the first
student has to continue this idea with another sentence in present progressive; example,
“and I´m visiting Paris”. The next student has to continue with this idea with another
sentence in present progressive, and so on. The idea is having fun by making mention of
not very common situations.

Then, it is necessary a small introduction about how the present progressive is related to
the future tense. The next activity is in the book (p.118). In order to clarify the topic, it is
necessary that students listen a conversation in this page, and make a full inferring
about the usage of the present progressive for future plans. The conversation also
shows a few time expressions that students could use. After this activity, it is necessary
a quick review about the topic so far, it is necessary to have a small feedback and clarify
the grammar. After that, they have to continue working with the rest of the activities of
the page. Once they finished, the teacher provides clarification and mistakes corrections
on the activities, more feedback time is required to answer to learners´ doubts.

After the questions, each student has to work on the attachment activity (Unit 12A
activity). They are going to see some pictures, and then they have to put them in the

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table below as a schedule. After they finish, they have to “invite” to a classmate that has
available time in his/her schedule time table. They have to use specific questions in
order to know what she/he is doing a specific day. The activity finishes when the learner
has a full schedule table.

For the last activity, learners have to write a letter to a partner. They have to write their
future plans for the weekend. Then they have to deliver the letter to a partner. Learners
have to response the letter and include the mistakes in the letter. The learner has to
point the mistake and correct it, and then they have to give the letter back to the sender.

To finish the session, the teacher has to provide a complete feedback for the entire
class, and provide homework in the eurocsys platform (questionnaire 3). The teacher
has to check the homework, and provide feedback of it next session.

Conclusions

This topic is helpful to make use of a grammatical structure into a different usage. For
this reason it is important that learners get aware about how much to they know about
the main topic, and then use it for different purposes. It is also a good opportunity to let
students evaluate themselves as a group. The topic enforces vocabulary already known
by the students, and they acquire new vocabulary. The aim is to provide more complex
activities that are going to make students analyze situations. In the end, learners are
going to feel eager to face more difficult contexts, they are going to use self correction,
and become autonomous gradually.

Self Evaluation

The class is designed to cover some grammar points related to the future. The activities
provides an important section where students are able to make peer correction. As this
area specifies, it is important to have evaluation (as soon as possible). However, instant
evaluation turns complex when having groups with many students. For that reason,
evaluation could be considered as an extra class activity for the teacher; providing
results next session. Digital environment is helpful to cover this task. In the case of
eurocsys platform, it is easy to obtain the results based on learners´ performance.
According to the information showed in the platform, the teacher is able to enforce the
weaknesses of the class, by clarifying the topic where learners could have problems.
The aims cited before are easy to obtain; however, it takes time to cover them all,
especially in the same class. Thus, it is necessary to invest extra time for grading and
evaluating.

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Lesson Plan

T = teacher / S = students

Phases ofActivities Social Media/mat Aim of activity Tim
Learning Form erials e
(min
s)

Icebreaker/ - S. Have to seat in a horse shoe form--group -None - To introduce5
Present in order to make the activity; the group the topic.
progressive has to invent a story. -to elicit
- T. has to explain the instructions of vocabulary
the activity. already known.
- T. has to start with a sentence in
present progressive
- S. has to continue this idea with
another sentence in present
progressive and so on until everyone
expresses an idea.
Extension of-S. turn to p. 118 of course book. - -course - To identify the40
theme T. explains that S. have to listen aindividu book structure and
small conversation where they have toal -attachmentusage of the
infer the grammatical structure and present
usage of the main topic. continuous as
- T. solves doubts and questions and future.
clarifies the information. -group -to extend
-S. have to complete the rest of the- vocabulary.
activities of the page individu -listening to
- T. answers S. questions and doubts. al infer
- Ss. have to work individually, they-Group information.
have to use the attachment and-
complete a schedule table where theyindividu
have to plan 7 activities. Then theyal-
have to talk to rest of the class and fullTeams
the table.

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Personalisat -S. have to write a letter about their-group - None -write about15
ion plans for the weekend, they have to future plans.
send it to a partner. - Provide
- The students have to correct the feedback of the
mistakes of the letter they received, lesson
and give it back to the sender. - provide
-T. has to provide a conclusion of the homework
class (Feedback), and homework in
the eurocsys platform.

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10. Attachments

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Task 6:

This lesson we will use feedback rules, difficult classroom situations, progress tests,
also students will use a learning diary. As teacher, our purpose is development our
student observation skills, dealing with feedback, awareness of one’s own strengths
and weaknesses, and awareness of possibilities for further professional development.
Students will develop their used to resources and sources of help.

Students will be able to reflect and draw conclusion from observations and self-
observation in order to gain a better understanding of the teaching situation and
validate their near future. They will put forward ideas about their plans in the near
future.

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Table of Contents:



Topic

Aims of the lesson

Personal aims

Procedure

Conclusions

Self evaluation

Lesson plan

Attachments

46/52


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.


This course is a B1 course. Where students will be able to understand and use
the present progressive to talk about their plans in the future. They will note the
different between verbs ending in -y and -ing correctly and also will be able to
understand and use going to talk about future intentions. Students will use start
and stop with gerunds (-ing words) to talk about intentions. This lesson
improves students to talk about some of their personal futures plans using
sequencing words (first, then, next, etc) to connect ideas.

Topic: Future plans- Am I able to talk about my vacations plans and
preferences?

Theme and motivation

The real motivation for this course was the students start thinking about their
personal future plans and make conscience about their long and short goals in
life. We believe that it is a success lesson because our students get more
interesting about their future and also they put times and form to their purpose
or goals in life. It will help our students to describing definite plans and
arrangements, talking about their students and resolutions, describing personal
learning plans and making suggestion.

We believe that the students will be motivated when they define their personal
plans and learn from them and as teachers we can help them to use different
resources and sources to get clear their goals. How much effort did those
talent people did and attitudes they had when they did such amazing discovers.

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Aims of the lesson

Students describe definite plans and arrangements

Talk about intentions and resolutions

Talk about ways of improving your English

Describe personal learning plans

Make suggestions

Understand and use going to to talk about future intentions

Use verbs with ground to talk about their intentions in the near future.

Create brainstorm ideas in a group.

Developing autonomous learning and self-awareness

Personal aims

To reflect and draw conclusions from observations and self-observation in order
to gain a better understanding of the teaching situation and validate, bring
changes to and improve my own teaching.

To receive and make use of feedback on my teaching performance

To give constructive feedback to colleagues

To incorporate the systematic sharing of ideas with colleagues to promote best
practice

To access the relevant support systems that will enable me to develop further
and find solutions to my teaching problems.

To put forward ideas on how to ensure continuous professional development.


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Procedure

You can find this topic in the chapter III Learn from In the Near future (Unit 12)
was worked (attached at p. 117). A good part of this lesson directly follows the
lesson layout of the Teacher’s Guide. This book is an invaluable selection of
guidelines and tips, which not only facilitate lesson planning, but has helped me
to improve my classes every day, reflect and draw conclusions from
observations and self-observation in order to gain a better understanding of the
teaching situation and validate, bring changes to and improve my won teaching,
put forward ideas on how to ensure continues professional development,
receive and make use of feedback on my teaching performance. During UT’s
term, the English academy has been able to discuss and incorporate the
systematic sharing of ideas to promote best practice.

For the first exercise, the icebreaker, ask the students what their plans for the
near future, example for this evening, or next weekend. Ask them to work in
pairs and make a list of the things they plan to do. Don’t expect them to produce
any future forms here (present progressive or going to) If they write things like
(dinner with friends on friday night, this is sufficient at this point). Have the
students look at the statements again and think about members of their family
of their friends. Have them work in pairs and talk about their family and friends
in this way: My sister always plans everything very carefully, but my friends do
not make plans.

Present slides to the students and remind them of the form of the present
progressive: the verb be + the -ing form of the verb and remember to them it will
be used for future arrangements. We opened the book (p. 118) and individually
the students choose a present progressive sentence from the conversation in
this page and write it on the board. Elicit the same sentence using different
pronouns. Focus on the contractions of the verb to be. Ask the students to read
the conversation again and underline all the examples of the present
progressive. Elicit the answers from the class, emphasize that we use the
present progressive for the future to talk about plans that are definite.

The next step has the students look at the picture (p. 119). Ask some questions
to set the scene (probably at one of their homes, in their late teens/early
twenties, they look relax, etc). Tell the students that they will hear a
conversation between the two people in the picture and that some words as
well as the singular, as these are the ones which are heard in the recording.
Check the meaning and pronunciation of these words, chorally and individually.
Encourage the students to write the key words. Tell the students to listen for the
extra syllable in the words in the left hand and have the students repeat the
words, firs chorally and then individually. Encourage them to practice saying
just hose words first, focusing on the difference in pronunciation when the verb
ends in consonant y + -ing.

After that, we can open the book (p.120) read the instructions and the three
target phrases to the class. Tell the students that these are three very common,
useful expression that use the verb go. Read the instruction to the class. Refer

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the students to the grammar table, and point out the future form with going to.
Elicit that it is always proceeded by the simple present form of be and followed
by the base form of the verb, tell the students should practice in the worksheet
12A, tell them the difference between the present progressive and going to
when talking about future plans. Tell students that we use the present
progressive when the plans are definite. Emphasize that we use the going to
form to express plans in the form of intentions (things that we strongly want to
do).

Finally ask the students to keep their books closed. Elicit from them what
different skills they have practiced while suing this book. Elicit speaking,
reading, listening, and writing. Ask them which of these skills is the easiest and
which is the most difficult, and shy. Then ask them what general areas of
language they have practiced. Elicit grammar, vocabulary and pronunciation.
Ask them which of these they think is the most important, and why. Finally,
have them say which skills and areas of language they like the most/least and
why. (p. 124 & worksheet 12B)

Conclusions

I think this lesson encouraged students to know and what is their purpose in life,
what plans they have in life, make future intentions about them and identify
them in short and long terms. The students can understand and use the present
progressive to talk about the future, can understand and use going to to talk
about future intentions, use some phrases with go, use start and stop with
gerunds (-ing words) to talk about intentions. They can say verbs ending in -y +
-ing correctly. Students can use sequencing words as first, then, next, ect to
connect ideas and the most important they can evaluate their strengths and
weaknesses and make plans for improvement.

Self Evaluation

Using slides in a language classroom, give students difficult classroom
situations, encouraging and motivating the students to learn and use the
language and I also incorporate learning task and activities which encourage
and facilitate learner autonomy and take into account learners’ learning styles
and cultural expectations. I also incorporate the systematic sharing of ideas with
colleagues to promote best practice and access the relevant support systems
that will enable me to develop further and find solutions to my teaching
problems. One of the most important facts, I put forward ideas on how to ensure
continuous professional development.

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I. Lesson plan

Phases of Activities Social Media/ Aim of activity Time
Learning Form materials (mins
)

Engage -engage students in
Students: -Before lesson begins, T. topic.
Introduction ask the students what -group -board - introduce theme. 10
to theme: their plans for the near - book - -S. look at the
The near future, example for this coloured statements again and
future evening pens think about members of
(Reflecting - S. they write things like their family of their 10
important (dinner with friends on -plenary friends
plans in your friday night, this is
life) sufficient at this point) -S. To present and
practice using start/stop
- image + gerund
- Individually students l -Indivitual -S. To present and
Pre-teach To present and practice practice going to for
grammar: using present future intentions 10
present progressive for future
progressive plans -grammar
as future - Talking about weekend chart (121) -T. To provide an
plans opportunity for students
to assess their own
progress and help them 25
-Plenary according to their results
-T. Using slides and -worksheet -S. go + start/stop +
going to / -y + present the new 12A gerund to talk about
-ing and vocabulary and going to - Pairs intentions.
vocabulary - T. asks S. To identify -S. To provide an
syllables and practice opportunity for students
word stress to assess their own
Language S. To present and progress culture and
Wrap-up practice phrases other cultures. 20
with go
S. To present and - -S. develop empathy with
practice going to for worksheet other cultures.
future intentions 12B -develop critical cultural
awareness, evaluating
-In pairs use present own and other cultures. 15
progressive for future -groups
Conclusion: plans and going to,
(Encourage talking -plenary
the
knowledge -S. Discussing intentions
about history and resolutions
of some
important
events)
-S. Writing about
intentions and
resolutions

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II. Attachment

worksheet 12A

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Dossier_Jorge_Ordoñez

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