Handbook level 6 unit 9 12

Toshiba

[2013]

TRAINEE HANBOOK TASK 4.6 Part 3 PREPARING

A TRAINEE HANDBOOK

Aim: To design a training manual for a teacher

training.

Handbook for UT Teacher Training at UNIVERSIDAD TECNOLOGICA DEL SURESTE

DE VERACRUZ.

Certificación de tutores de docentes de idiomas

Language awareness 2/143

TASK 4.6 Part 3

PREPARING A TRAINEE HANDBOOK

Aim: To design a training manual for a teacher training.

Handbook for UT Teacher Training at UNIVERSIDAD TECNOLOGICA DEL SURESTE

DE VERACRUZ.

GENERAL INFORMATION

The aims of the training

The requirements

Which language the training is offered in and for

Requirements of the trainee

Application form for trainees interested

A questionnaire

Course rules

STRUCTURE AND TIMING

CONTENTS

CERTIFICATE

General information

Application form for certification

Application form for lesson observation

MANUAL

Dossiers Explanation

Instructions for dossier Elaboration

EVALUATION

Teaching dossiers checklists Class Observation checklist Evaluation Procedure and Assessment criteria Trainer Evaluation checklist

MATERIAL

Reading List Dossiers Examples Materials



GENERAL INFORMATION

The aims of the training

This Trainee handbook (TH) is designed and produced by Rosa Margarita Mijangos

Santiago members of the English Academy from Universidad Tecnologica del

Sureste de Veracruz (UTSV), which has provided examinations in English for

speakers since 1996.

The teacher in training should know: concepts related to pronunciation training,

listening comprehension, understanding different accents, learning spoken and

written language, planning and preparing dossier in language awareness, language

and culture, language learning processes, language teaching, planning and

evaluation and self-assessment and development.

This handbook also will encourage teachers in their professional development by

providing steps in a developmental framework of awards for teachers of English.



The requirements

The trainee handbook is suitable for:

- Teachers in training who teach levels 1 - 9 in the Universidad Tecnologica del

Sureste de Veracruz

- Classroom assistants who work with levels 1-9 in the UTSV

- Candidates taking this certification will normally have some experience of

teaching English to speakers of other language.

- Teachers need at least an intermediate level of English level B1 of the Council

of Europe’s Common European Framework of Reference for Languages

(CEFR), e. g. TKT band score of 2.

- English as an additional language teacher who work with non-native speaker

learners in mainstream classes.

Which language the training is offered in and for

This trainee handbook is offered only in English language for helping teachers in

training to develop their own teaching dossiers. The TH includes the language used

as English teachers and their activities. It guides to understand and design a dossier

for the 6 areas, for any topic and level 1-9 that they choose to work on.



Requirements of the trainee

All the candidates taking this training will normally have experience of teaching

English to speakers of other language. They may also be taken:

- Candidates studying for teaching qualifications who may have non-native

learners in their classrooms.

- Teachers need at least an intermediate level of English. Level B1 of the

Council of Europe’s Common European Framework of Reference for

Languages (CEFR)

- Candidates taking this training are expected to be familiar with the language of

teaching a represented in the glossary from level 1-9 as well as the

terminology related to the description of language, subject vocabulary and

concepts for this training.

- Successful candidates are likely to have experience of teaching school

subjects through the medium of English.

- Candidates should be certificated in a teaching Knowledge Test with minimum

band 3.

- All trainees must receive at least major or bachelor is necessary for our

college admission.

- All trainees must update their application form for trainees interested.

- We are required to send a quarter progress reports on the training.

- All trainees must answer the questionnaire to get integrated in their profile.

- Trainees’ updated CVs every year

- All trainees are required to be involved in conducting or teaching research and

policy. All trainees are required to present work in progress about their

dossiers.

- Trainees will receive formal and informal instructions in the responsible

conduct of research, including language and teaching integrity and ethical

principles of teaching.



Application form for trainees interested

Personal Information

Saludation First Name Last name

Email

( ) ( )

Phone Mobile phone

/ /

Birth day Birth month Birth year

Citizenship

F M

Gender

Marital Status

City

Country

Zip / Postal code

Education and Experience

Title of Bachelor

Years of experience Years as a teacher

Certification Band /Score

Signature



A questionnaire

NAME: ____________________________________________________________

Instructions: Choose the best answer

1. When you are teaching do you use the appropriate terminology to your students?

a) Yes b) Sometimes c) No d) I need to improve in it

2. Do you understand the principles of language learning and teaching?


3. Do you select the appropriate teaching points from teaching materials to suits

different levels?


4. Do you provide your students with clear and effective explanations in a way that is

helpful to them?


5. Do you use grammar books, platforms or websites effectively to provide your

students with clear answers?


6. Do you provide to my students styles and strategies for learning?


7. Do you give your students feedback on their language competence in a way that is

appropriate and helpful?


8. Do you encourage and motivate your students to improve?


9. Do you define the aims of my lesson and understand how to achieve them?


10. Do you use a variety of exercise types?


11. Do you use various media forms appropriately as moodle, whiteboard, smart

board, etc?




Course rules

This training handbook includes all the rules to do these certifications possible.

- All trainees must update their application form for trainees interested before

starting the training.

- Trainees’ updated CVs with their application form

- We are required to send a quarter progress reports on the training, depending

the English level that they’re teaching.

- All trainees must answer the questionnaire to get integrated in their profile.

- All trainees are required to be involved in conducting or teaching research and

policy. All trainees are required to present work in progress about their

dossiers.

- Trainees will receive formal and informal instructions in the responsible

conduct of research, including language and teaching integrity and ethical

principles of teaching.

- This course should be read it completely before planning and doing the

dossier.

- The questionnaire should be answered by all candidates without any

exception.



STRUCTURE AND TIMING

Face to face

The face to face program provides you an opportunity to sit in on University of

Technological of south-east from Veracruz class to explore experiential learning in a

small class setting. This trainee handbook can be development in different structures

or way to teaching.

The training will include “train the trainer” programmes. This course also comes with

a set of a manual where it describes and explain how to do the dossier in six different

areas and it will explain the topic of the dossier as Language Awareness, Language

and Culture, Language Learning Processes, Language Teaching, Planning and

Evaluation, Self-Assessment and Development.

Members of the English academy will explain to the trainees what are the aims of the

each lesson, it will give an example of the description of a class, it also will explain

what are the correct procedure to do the dossier and the conclusion of the lesson. It

is also important for trainees to know all attachments or resources that they could

use for develop their classes.

All the material or resources to support are showed face to face by the English

Academy will also be made available. The ultimate objective should be to create

increased the best methodology and strategies for teaching, so that all trainees can

utilise the information for improvement of their quality of teaching, and to create

scope for teaching skills development.

All nine members of the English academy will be instructors who will teach in the face

to face format. We should not forget all benefits of face to face training which are

though face to face communication, additional information is available such as the

deducting through body language, tone, volume and modulations of voice.

Sometimes technology often does not facilitate the right type of information being

shared or exchanged. This means that learning potential can be limited. However,

the trainees are not entirely passive in this relationship or tutorial, as they give the

instructor valuable information about how they are progressing, areas in which they

are doing well and those that would benefit from further input. Face to face also

delivery allows trainees to share their personal experiences, thoughts and challenges

in relation to the content. This can be a rich source of learning and one that many

trainees miss when undertaking distance education.

The timing for this program using face to face training will be twice a week, three

hours per day, counting 60 hours in total



Blended course

The benefits of face to face courses are well documented elsewhere on this

handbook. Onsite courses have the face to face contact which online courses lack,

and online courses do not include any practice teaching, and for this reason are less

recommended for absolute beginner teachers

There are many factors which may lead a trainee to go for online training, however,

factors which include convenience, cost, access, location, learning styles and

preferences.

Online courses do enable you to gain a useful insight into this handbook, and where

there is a lower minimum requirement for the qualifications of teachers, these

courses can serve as a 'passport' into teaching. Online courses give a foundation

which is ideal for helping to orientate potential teachers who may be going off on a

short term teaching mission, where teaching English is not being seen as a long-term

career, nor to provide a sustainable source of income, where teaching might take

place on a casual or volunteer basis.

This kind of course will take more time because it will required more practice for face

to face and online practices. It should count 60 hours in total.

Online course

With our busy lives, conventional employee training can become a repetitive, time-

consuming task for all involved. In-person classroom training requires that everyone

involved get together at the same time/place, and the teacher must be paid for

his/her time, even though the same material is presented again and again.

Conventional training involves print materials, travel expenses, and many other cost-

producing aspects.

Flexibility: Online training works great with tight schedules. Since many people are

living busy lives, these Web-based applications can be reached from home or any

other Internet-accessible computer anytime! No more scheduled training sessions to

work around. Trainees can train at their own pace, and work around their schedules,

thereby minimizing loss of productivity.

Relevance: All content-managed courses stay up-to-date, ensuring that the most

accurate, relevant information reaches trainees.

Affordable: Companies with a large volume of high-turnover positions where

continuous training is necessary can save thousands with online training programs.

They eliminate classroom related costs and materials' expenses. Now trainers can



develop the course content, present it once and go on to the next project. Trainers

only need to revisit the course if the content needs to be modified.

Retention: Since trainees are learning at their own pace, the learning retention rate is

often higher than in a classroom setting. They can still have opportunities to email or

call the teacher to ask questions, although many online courses now offer an

updatable FAQ section where they can look first for answers to the most commonly

asked questions, which reduces repetitive questions.

Reporting: Most applications, like Osmosis, are customizable. The reporting tools are

also customized to suit the company. During the analysis phase of the project,

specialists determine what components are most important and develop easy ways

to gather the exact data needed for grading.

This kind of course will take more time because it will required more practice for face

to face and online practices. It should count 60 hours in total.

Weekend course

The way for this training will be only apply on weekends, it gives to teachers all the

information that they need to know but on weekends so they will be able to develope

their work and put in practices their experimental work in the week with their

students.

Compact course

In this course, we use the summary of all the methodologies and strategies for

teaching, it also focus in the meaning of the main concepts and includes a lot of

examples about to how make the dossiers. Talking about compact course is

spending the same hours for having this course but the insensitive for learning and

practice increase, it means that teachers will have to spend more time practicing and

doing research that reading or assist face to face to a course. It will be more practical

than theoretical.



CONTENTS

This handbook helps the teachers in training to develop their own teaching dossier. It

is really practical for trainees; it will help in order to design teacher’s teaching

dossiers. This manual contents general information such as the aims of the training,

the requirements of the trainee, the application form for trainees interested, the

questioner and all the course rules.

It also specifies all strategies, structure and timing that we are using for this training.

Some strategies are face to face, blended course, online course, weekend course,

compact course.

This trainee handbook will develop the language awareness, language and culture,

Language Learning Processes, Language Teaching, Planning and Evaluation and

Self-Assessment and Development in all the trainees teachers in order to guide to

meet, understand and design six dossiers for different areas, for any topic and level

they choose to work on.

The six main areas of the training are:

1. Language awareness, where trainees will improve their pronunciation training,

learning vocabulary, listening comprehension, understanding different accents,

learning spoken and written languages. Trainees will be able to describe the

language I am teaching and use the appropriate terminology, to understand the

principles of language learning and teaching, to select the appropriate teaching

points from teaching materials to suit different levels, to provide my students with

clear and effective explanations in a way that is helpful to them, to select and apply

the appropriate methodological tools to highlight differences in language systems,

to use reference materials (i.e. grammar books) effectively to provide my students

with clear answers with regards to language-related questions at the end of the

course.

2. Language and culture, the purpose in this area is awareness of socio-cultural and

intercultural aspects of language use and language learning, dealing sensitively

with difficult classroom situations relating to intercultural differences, understanding

different backgrounds (therefore different study methods) of students, cross-

cultural communication and applicacion of this knowledge to the teaching situation.

Trainees will be able to take into account and incorporate into my teaching the

educational experiences my students have had previously, to provide for individual

learner styles and strategies in my teaching, to design my lessons with my

students' needs and interests in mind in order to make it interesting, lively and

motivating, to give my students feedback on their language competence in a way

that is appropriate and helpful (i.e. error correction) taking into account the stage of



language development they are at, to encourage and motivate my students to

improve at the end of the course.

3. Language learning processes, in this area the trainees will be able to take into

account and incorporate into my teaching the educational experiences my students

have had previously, to provide for individual learner styles and strategies in my

teaching, to design my lessons with my students' needs and interests in mind in

order to make it interesting, lively and motivating, to give my students feedback on

their language competence in a way that is appropriate and helpful (i.e. error

correction) taking into account the stage of language development they are as well

as the stage aim we are trying to achieve in a particular stage of a lesson, to

encourage and motivate my students to improve, being aware of different types of

motivation and capable to relate those to my students at the end of the course.

4. Language teaching, trainees will be able to define the aims of my lesson and

understand how to achieve them by the end of the lesson as well as make my

students aware of what my aims are, to be confident in selecting, adapting and

designing materials to suits those aims, to use a variety of exercise types, to use

various media forms appropriately (Moodle, whiteboard, Smartboard...), to

evaluate learning tasks and activities, to incorporate learning tasks and activities

which encourage and facilitate learner autonomy and take into account learners'

learning styles and cultural expectations, to give clear instructions and make sure

they are understood, to manage a class effectively in a wide variety of contexts

taking into consideration the learners' needs and levels of language competence

as well as mixed abilities and clarify the meaning of new vocabulary through the

use of different means and I am able to check that the students have understood

at the end of the course.

5. Planning and evaluation, in this area trainees will be able to state the general aims

of a course with reference to the CEFR (European Framework), to define the aims

of my lesson so that they fit within the context of the whole course, to plan lessons

and teaching programmes and include appropriate tasks to suit the learning

outcomes, to use various ways of conducting a course evaluation, to do a needs

analysis and assess my students' language competence according to the CEFR,

to inform my students on language examinations available to them and advice

them on the appropriate options for them, to help my students to plan further

learning to suit their needs and use a variety of inductive and deductive

approaches to present a grammar structure and select an effective approach

taking into account the grammar point in question and the group I'm teaching at

the end of the course. At the last area but not the least

6. Self-assessment and development, in this area trainees wil be able to reflect and

draw conclusions from observations and self-observation in order to gain a better

understanding of the teaching situation and validate, bring changes to and improve

my own teaching, to receive and make use of feedback on my teaching

performance, to give constructive feedback to colleagues , to incorporate the

systematic sharing of ideas with colleagues to promote best practice, to access the

relevant support systems that will enable me to develop further and find solutions



to my teaching problems and to put forward ideas on how to ensure continuous

professional development at the end of the course.

CERTIFICATE

General Information

Getting a certification as English trainee teachers will improve the trainee’s teaching-

learning strategies in English as a second language. It gives the teacher the abilities

and understanding to increase the cognitive process in the way that they teach, it

also helps all the communications strategies to develop the intercultural

understanding.

The global necesity to learn another language, specially English, as teacher, we

should motivate our student the importance of this language at present and getting

this certification will help teachers to do that kind of motivation.

This certification will provide to teachers to develop their own teaching strategies or

metodologies for teaching. Getting this certification, teachers will improve how to

correct mistakes from their students in class, it is really important to teachers use

social forms and identify how adults learn a language.

The documents require to obtain the certificate are:

- A bachelor degree

- Teaching Knowledge Test certification (three modules with at least band 3 in

each one)

- Elaborate and develop six dossier in areas as Language Awareness,

Language and Culture, Language Learning Processes, Language Teaching,

Planning and Evaluation and Self-Assessment and Development.

- Have at least 1 year of experience in teaching

- Trainee teachers should be attendance to all hours of this course

The candidates receive a certificate for Trainee Teachers. Candidates performance

is reported to the European Competence Systems Certificate and evaluate it by this

important and international organization. This one will be who decided is the

certification has been successful and it will let the teachers know about it.



Application form for certification

Fill in the boxes with your information, all required fields must be completed or your

form will be returned.

LAST NAME (as photo ID)

FIRST NAME (as photo ID)

ADDRESS. LINE 1

ADDRESS. LINE 2

CITY

COUNTRY

ZIP CODE

PHONE NUMBER

GENDER

MAL

E FEMALE

DATE OF BIRTH

NATIVE LANGUAGE MONT

H DA

Y YEAR



Application form for lesson observation

Date / Time: Duration:

Teacher:

Level. & Subject: No. in Class:

Support Staff: Observer:

Context:

Where the teaching was effective, it was because:

Where the learning was effective, it was because:

Where the teaching was not so effective it was

because:

Where the learning was not so effective it was

because:

Agreed areas for development



MANUAL

Dossiers Explanation

The first area is Language Awareness. Here the trainee is going to be able to

describe the language taught in class, and making reference about appropriate

terminology. The apprentice is going to learn how to select the appropriate teaching

points from materials, in order to share the principles of language learning; also

he/she is going to learn how to provide effective explanations to the learners through

the use of appropriate methodological tools. By doing this, is necessary to make use

of reference materials which are going to provide clear information related to the

language.

Instructions for dossier Elaboration

Cover.- Your dossier must contain a cover where you specify the area that you are

going to work with. Provide the title, the date, and the name of the person that is

elaborating the dossier.

Description of the area.- Here you have to explain the characteristics of the area that

you are developing, providing just a brief explanation about the area in no more than

a full page.

Description of the class and course.- here you have to explain the participants of the

class. You have to include number of students that are in the class, the level of the

learners, their age; the characteristics of the course like the goals of the session, the

topic, and the order which is going to be performed.

Topic.- You have to provide the main topic that you are using to elaborate your

dossier.

Aims of the lesson.- provide the objectives that learners have to achieve at the end of

the lesson according to the topic.

Personal aims.- provide the personal objectives that you want to achieve at the end

of the lesson.

Procedure.- In this section you have to describe all the activities of the class. This

description has to be very detailed. It must be described in order, and explaining

what should the learners do and the dynamic issues. It is important to add the

materials that students need in every activity. It must cover the whole class, from the

introduction to the conclusion.

Conclusion.- here you have to write a general conclusion about the way you

developed the dossier. You have to provide your thoughts about the aims you

completed, and if it is necessary changing anything.



Self evaluation.- in this section you have to elaborate a personal evaluation about

your performance and if you found any problem during the dossier creation. You

have to include what you have learnt, and what do you think you could improve for

future activities.

Lesson plan.- here you have to include the lesson plan that you elaborated for the

dossier. You have to consider all the activities of the class, the material that you are

going to use, the time for each activity, and how is going to be the interaction per

activity.

Attachments.- in this section you have to include all the extra materials that you are

going to use for the class; they could be worksheets, flashcards, pictures, etc.

Dossier Format

Cover.-

“ENGLISH LEVEL”

Objectives of the lesson

Topic

Theme:

Date

Note: The information of each section of the dossier, does not have to pass 15 lines,

only the procedure section must be no less than a full page

EVALUATION

Teaching dossiers checklists

Teaching Dossier Area: Language Awareness

Necessary point to cover Covered? Observation/comment

“NAME OF THE AREA”



yes no

The teacher is completely familiar

with the basic tools for language

analysis.

The teacher is able to make general

comparisons between the source

language of the learners and the

target language.

The teacher can deploy this

knowledge in his/her teaching, using

it in particular for the planning of

language lessons and language

courses.

The teacher is able to check his/her

knowledge of the language system

and to further develop it, using

relevant reference sources.

Uses correct and appropriate

terminology to describe language.

Formulates learning objectives

clearly and comprehensibly for

language lessons and parts of

language lessons

Analyses language and help

learners to understand language

structures

Perceives and understand difficulties

related to the structures of the target

language which learners encounter

and to provide appropriate didactical

and methodological measures to

deal with such problems

Provides grammatical explanations

which are readily comprehensible

and accessible to his/her learners



Teaching Dossier Area: Language and Culture


yes no

The teacher is aware of socio-

cultural and intercultural aspects in

language use and language

production.

The trainer is able to sensitive

learners to cultural differences.

Shows empathy with/sensitivity to

the cultural background(s) of the

learners

Promotes sensitivity towards

cultural differences whilst avoiding

cultural stereotypes in his/her

learners.

Integrates socio-cultural and

intercultural topics into the

language lessons.



Teaching Dossier Area: Planning and Evaluation


Yes no

Is the teacher able to plan and

evaluate language lessons within

the context of a given curriculum-

syllabus.

Understand the institutional

context of his/her teaching

activities and is familiar with the

overall training programmes

offered within his/her institution.

Understands the levels of

competence defined in the

European Framework of

Reference, is familiar with the

main language examinations

offered in the target language and

is able to prepare learners to take

such examinations.

States general aims and

objectives for a course or a series

of lessons

Defines aims and objectives for a

lesson and integrate them in the

context of a course

Plans lessons, selecting

appropriate learning tasks and

activities to suit the aims and

objectives of the lesson



Teaching Dossier Area: Language Acquisition


yes no

The teacher is aware of the most

important concepts related to

current theories of language

acquisition, can recognise

development patterns in the target

language, and is able to integrate

these into the planning of

language lessons, thus structuring

and supporting the language

learning process.

Integrates learners' previous

learning experience in his/her

language lessons

Presents learning materials in a

lively and relevant manner

Takes into consideration the

needs and interests of the learners

Recognises the level of language

competence of the learners

Anticipates possible language

problems and show evidence of

envisaged solutions in his/her

planning



Teaching Dossier Area: Global Evaluation


yes no

Combines theoretical knowledge

with practical language teaching

Acquires basic methodological-

didactic competence and skills

and know when and how to apply

them

Understands the different aspects

and problems related to modern

language teaching

Reflects and analyse own

teaching, based on practical

examples, and draw conclusions

for own further development.

Tries out and evaluate new and

alternative solutions.

Learns from others.

Works together with others.



Class Observation checklist

Name of trainee

_____________________

Class observed

_____________________

Observer

___________________________

Date

______________________________

Mark with an X in the appropriate space:

1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed

Teaching Dossier Area: Global Evaluation

Necessary point to cover Result Observation/

Comment 1 2 3 4 5

Before the lesson takes part:

The planning of the lesson

The choice of material,

activities and tasks

Reflection on potential

problems

Well designed materials

During the lesson:

Review of previous topic

Invites to class discussion

Solicits students input

Demonstrates awareness

of individual needs of

students

aims of the lesson (clear

and transparent)

correction (how)



language of instruction

Context appropriate?

classroom management

social forms

atmosphere

Confidence provider

Content organized

Relates concept to

students needs and

experience

After the lesson:

topics to be discussed

Commitments

Proper and clear feedback

Personal feedback (if

needed)

Evaluation Procedure and Assessment criteria

The evaluation criteria for the trainee are going to be according to the way which

evaluation is held in the institution. The evaluations’ university is divided in two parts,

70% practice and 30% theoretical knowledge. Based on this, the observation must

be considered by following the practical part. It is important that the trainee provides

practical activities, more than grammar explanation. Also, the institution is focused on

communicative approach; for this reason, the interaction must be by speaking

practices.

The evaluation criteria would be obtained by taking into account the next activities:

Class preparation, class development, and class ending. The first part must contain

the way which the trainee is getting ready for the class, including material, resources,

and how there is an anticipation to possible problems.

During the class development, it is considered the interaction between the trainee

and the students. It is necessary to catch student’s attention by providing interesting

information for them. One of the most important points to consider in this part is



clarifying doubts and questions properly, as well as providing clear explanations

about grammar structures and communication patterns.

Finally, the class ending must cover a feedback about the topic. It is important that

during this section of the class, students clarify all the doubts. It is needed a general

review of the session as well.

In order to achieve a satisfactory evaluation of 70% of practice, and 30% theoretical

knowledge, the teacher has to achieve those three sections in every session. For that

reason, the trainee has to comprehend and put into practice all those requirements.

The evaluation will be divided in the next form:

Class preparation.- 30%

Class development.- 45%

Class ending.- 25%

ainer Evaluation checklist

Name of trainer

_____________________

Class observed

______________________

Date

______________________________

Mark with an X in the appropriate space:

1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed

Trainer Evaluation

Point to cover Result Observation/

Comment 1 2 3 4 5

1. The training met my

expectations.

2. I will be able to apply

the knowledge learned.

3. The training objectives

for each topic were

identified and followed.



4. The content was

organized and easy to

follow.

5. The materials

distributed were pertinent

and useful.

6. The trainer was

knowledgeable.

7. The quality of

instruction was good.

8. The trainer met the

training objectives.

9. Class participation and

interaction were

encouraged.

10. Adequate time was

provided for questions

and discussion.

11.- The trainer showed

patience during the

training

12.- The trainer showed

fairness and objectivity in

evaluations



MATERIAL

1.- A reading list

1.- The importance of language awareness, Maria Prtic Soon; see the article at:

http://dspace.mah.se/bitstream/handle/2043/6229/Examensarbete100%25vers.fin.pd

f?sequence=1

2.- Language awareness: an international project, Dolors Masats; see the article at:

http://jaling.ecml.at/pdfdocs/articles/English.pdf

3.- 100+ ideas to promote language awareness, Joe Debono; see the article at:

http://www.newburypark.redbridge.sch.uk/langofmonth/activitiesbooklet.pdf

4.- Culture and Language, Edward P. Lazear; see the full article at: http://faculty-

gsb.stanford.edu/lazear/personal/PDFs/culture%20and%20language.pdf

5.- culture and language studies-wonderland through the linguistic looking glass,

Biljana Misic Ilié; see the article at: http://facta.junis.ni.ac.rs/lal/lal2004/lal2004-01.pdf

6.- Factor affecting the language learning process, Bilqees Shabbir; see the complete

article at: http://www.usindh.edu.pk/irjah/irjah_37/6.%20Bilqees%20Shabbir.pdf

7.- Interpreting communicative language teaching, Sandra J. Savigon; see the

complete article at: http://yalepress.yale.edu/yupbooks/pdf/0300091567.pdf

8.- Planning, conducting, and evaluating parenting education programs, Karen

DeBond; see the full article at:

http://www.ces.ncsu.edu/depts/fcs/temp/parent_ed/pdfs/planning%20family%20progr

ams.pdf

9.- Self-assessment and development planning; you can see the full article at:

http://dera.ioe.ac.uk/4104/1/self-assessment-and-development-planning.pdf

http://dspace.mah.se/bitstream/handle/2043/6229/Examensarbete100%25vers.fin.pdf?sequence=1

http://dspace.mah.se/bitstream/handle/2043/6229/Examensarbete100%25vers.fin.pdf?sequence=1

http://jaling.ecml.at/pdfdocs/articles/English.pdf

http://www.newburypark.redbridge.sch.uk/langofmonth/activitiesbooklet.pdf

http://faculty-gsb.stanford.edu/lazear/personal/PDFs/culture%20and%20language.pdf

http://faculty-gsb.stanford.edu/lazear/personal/PDFs/culture%20and%20language.pdf

http://facta.junis.ni.ac.rs/lal/lal2004/lal2004-01.pdf

http://www.usindh.edu.pk/irjah/irjah_37/6.%20Bilqees%20Shabbir.pdf

http://yalepress.yale.edu/yupbooks/pdf/0300091567.pdf

http://www.ces.ncsu.edu/depts/fcs/temp/parent_ed/pdfs/planning%20family%20programs.pdf

http://www.ces.ncsu.edu/depts/fcs/temp/parent_ed/pdfs/planning%20family%20programs.pdf

http://dera.ioe.ac.uk/4104/1/self-assessment-and-development-planning.pdf



TASK 4.3

PREPARING FOR LESSON OBSERVATION

A live lesson observation will take part in your training exam.

The lesson observation consists in the preparation, actual teaching, a written self-assessment by the

trainee and a written evaluation of the teacher trainer of a language lesson.

Please consider the following questions and send a file with your responses:

1. - How would you as a teacher trainer introduce the peer lesson observation?

When organizing a peer observation, it is essential to discuss the following at least a week before the

observed lesson is due to take place.

Which year group or class to observe

The time, date and duration of the observation

The observation focus

The aims and lesson structure and content

The role of the observer during the lesson, e.g. where they should sit, their involvement

(if any) in the lesson itself

The composition of the group, e.g. numbers, boys, girls, special educational needs; band,

set or mixed ability

The nature of any in-class support

The observation recording format to be used

Whether the observer can ask students questions and look at their work

The information that will be required by the observer prior to the observation, e.g. the

lesson plan

When feedback will be given – time should be allowed for reflection but the feedback

should be given within a week of the observation taking place

Any concerns the colleague being observed may have.

2. - Which observation tasks could be interesting for your trainees? Write down some ideas.

How to introduce vocabulary, how to practice grammar and how to correct mistakes.

3. - How would you prepare your visit with the trainee? Which information do you need before the

observation?

Focus on the areas agreed beforehand with your colleague.

Record information as accurately as possible.

Only record information relevant to what was agreed prior to the observation.

Arrive on time.

Be positive and courteous.



Do not move around the room, look at books or talk with students unless you previously

agreed to do so. If colleagues and students are not used to others in the classroom, this

can cause a change in the classroom dynamic.

5. - How long should the lesson observation last?

At least 20 minutes.

6.-How would you write down your feedback? Create a feedback sheet which you could use for your

future lesson observations.

For feedback to be effective it must be given in an environment of trust; that is, we should all be

committed to helping each other learn and improve as much possible. In the feedback we need to be

honest, specific and remember to focus on positive.

Group Observation Form

Teacher’s Name: __________________________________ Date:

________________________

Observer’s Name: _________________________________ Time in class: from _________ to

_________

Level: __________ Unit: ___________ Number of students: ____________

In the box on the left mark a check () if you observed this step or area and it was okay, make a cross

() if the step or area was not done well, and leave it blank if you didn’t see this area or step during

the observation.

STEPS/AREAS COMMENTS

Teacher behavior toward students

The T was organized and prepared

The T was confident and transmitted

enthusiasm

The T motivated and encouraged students

The T always used English

The T’s instructions were appropriate for the

level of Ss

The T was in control of the class

The T maintained a good pace in the class

The T kept eye contact with students

The T’s LOE is adequate for the level s/he’s

teaching

Student learning

Ss were using the target language

Ss understood T instructions in English

Ss were participating in English

Ss were able to carry out the tasks that the T

set up

Ss were able to self correct

Ss were interested in the class

Ss were motivated

Ss achieved the objectives of the class

Weak students I noticed:

Areas to work on with the group:



Classroom set up:

Teacher’s signature: ________________________________ Date: _________________________

7.- How would you manage the feedback-discussion? Write down the most important rules.

Acknowledge strengths – there are always some good things, but sometimes the skill of the observer

lies in identifying them develop confidence – in the early stages of peer observation, that is what you

are there for identify best or developing practice be explicit and specific be evaluative rather than

descriptive reflect only on what was agreed before the observation encourage self-reflection and self-

evaluation – ask questions such as “What do you think?’ and ‘Why is it like that?’, and help

colleagues move beyond initial responses to consider practice in greater detail only offer advice and

alternative approaches if they are asked for – but remember in the early stages they may be neither

required nor valued.

8. - What happens if the trainee fails? What advice would you give him/her?

We give another opportunity, and she/he needs to prepare better.

9. – What can the trainee do, if he does not accept the feedback of the trainer?

He needs to do an auto-evaluation that help what are the areas that he needs to do an effort.

10. - Is a second visit possible? With the same trainer?

Yes, it is possible, it depend on the situation that was generate the first visit with the staff.

Dossier for UT Students as Technician University Superiors in Manteinance Career



Level 6.

CONTENTS

Task 1: LANGUAGE AWARENESS – Topic: Body Talk

Task 2: LANGUAGE AND CULTURE - Topic: Developing your memory

Task 3: LANGUAGE LEARNING PROCESSES - Topic: Taking about a live

performance

Task 5: PLANNING AND EVALUATION - Topic: Subject Relative Clauses

Task 4: LANGUAGE TEACHING - Topic: At a live performance!

Task 6: Group Project - SELF-ASSESSMENT AND DEVELOPMENT: Writing

descriptions

UTSV Task 1:

LANGUAGE AWARENESS

To revise and pronounce the body talk vocabulary

It´s……adjective……+ infinitive

Theme: Body Talk

JANUARY 2013

UT

Task 1: LANGUAGE AWARENESS

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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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3. Description of the area

This area includes to Analysis of phonology, grammatical and lexical structures

and use of related basic terminology, to link between linguistic competence and

communicative competence, to target language description and appropriate

terminology, language description being understood as a system of abstract

elements, constructions, and rules, to awareness of language systems

differences to application of this awareness to teaching and learning experience

(i.e. analysis of learning materials)

2. Description of class and course

This course is level 6 . There are twenty students between the ages of 18 and

25. Most of the students do not like English language too much but all the

students accept English not as their favorite subject but as a necessary subject

for their carreer.

The group meets on Monday afternoon between 4:00 and 5:40 p.m. The course

book is Open Mind 3. They joined the course to pass the English class as a

subject and to be able to understand English TV programs and websites.

3. Topic – It´s + adjectives + infinitive

4. Aims of the lesson

b) To revise and practice the impersonal use of the infinitive.

c) To use Infinitive

d) To talk about injuries

e) To talk about symptoms

f) To give advice for injuries

5. Personal aims

g) To provide an interesting topic and a very enjoyable lesson.

h) To explain the infinitive so that the students can use it in their conversation.


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i) To encourage the students to have English class as a necessary and

important class as others.

j) To provide grammar structures for giving advice.


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6. Procedure

The topic of the new chapter (Unit 9 /p.87) was BODY TALK and in this lesson we

looked describing student’s injuries and illness that the students suffered when they

were small children.. 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 have taught me many useful strategies to improve

my teaching and help my students. During our UT’s term, we have been able to discuss

and use many of these strategies and examples first hand, and the lessons learned

from trainers´ and colleagues´ experience have made us appreciate and be aware of

why I’m including certain exercises in the lesson and what benefits they can offer.

For the Icebreaker part Teacher had to nominate a student to read some phrases in

the box. She or he has to point at the muscle that he is pointing ans at the same time

she or she has to pronounced. So all the rest of the class can see that that is the way

to pronounce this word.. The teacher has has to ask the students to do this activity in

pairs, to recognize the parts of the body. T ask the Ss to work in pairs and discuss what

rules they have to follow in the school building or in the classroom. It was very important

to elicit students to answer and try to think in English Ideas. Then Teacher listened

several ideas from the class.Teacher ask Students to say whatever they know about

social rules. After that part, Teacher elicited suggestions like : You shouldn’t run in the

corridor. You shouldn’t eat in the classroom. When the SS have said their injuries, the

teacher must focuss on suggestions foer each one.

For the final part of Icebreaker moment Teacher gave a moment to read the

instruccions carefully and Teacher made sure they understand confession(telling the

truth about something they did that was wrong). If it is nesecary several SS must give

their point on view too. So they can share pieces of adivice for the injuries they talked

about.

After this activity Teacher asked Students to opened the book (p.52 , 53 ) and

individually Students looked at the exercises. Before th e teacher revise the exercise, if

it is necessary the students must check their information in pairs in order to share their

knowledge of the topic. After that processes Teacher has to point out that if you sprain

your ankle , knee, or wrist , you injure it by turning suddenly , but your do not break

anything. He or she has to point out that injury is normally a bit more serious that hurt.

Ask the Students to read the instructions to the class; nominate a two students to read

aloud the model conversation; elicit the tense the students will need to used ( the

simple past tense) Poit out that the students can describe either an accident or injury

that happened to them personally or to a friend or to a relative . Ask the students to

answer the questions in pairs and at the same time encourage them to to ask

follow-up questions and try to keep the conversation going. And listen to some ideas

from the class.


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Give the students some advice in using SHOULD and SHOULN¨T to give advice.

Write the words avoiding injuries on the board . Ask the students to work in pairs

and discuss what people should or shouldn´t do when they are playing some sports.

Listen to some ideas from the class and elicit a list of shoulds and should ( e.g.

Your shouldn´t swim after a meal; You should stretch your muscles before you

exercise).Students Pointed out that when a car was driving the wrong way along one-

way street is very dangerous because you canget injured.. Students nominated an S to

read instructions and the grammar explanation to the class. After that teacher focused

on the form of the structure.

After all the information written above , each checked the answers with the class.

Teacher pointed out that not paying attention, or being careless is a dangerous when

your are waking down the street or a place where cars did not normally stop. So it could

be very dangerous an dyiou can be damaged. The Students had to do exercise

individually and then they compared their answers in pairs, discussing any differences.

After that activity students answered each question in plenary.

For definition words teacher asked Students worked with their partners from Ex.B. and

teacher asked Students to work in pairs and say what the man should and shouldn’t

have done using new verbs. Teacher asked Students to look at the Words in the

language box. If you were supposed that you should ot shouln´t do, so they can gice

some adive using the infinitive for giving advice.

In the part of focus grammar teacher asked students to complete the grammar table

using the information from the text in EX A; the teacher nominate students to read a

liud the correct sentences; poit out that we must use TO in this structure , eg. IT IS

IMPORTANT TO KEEP THE SHOULDERS RELAXED. The teacher must help the

students with the comparative form of the adjectives can also be used in this

structures eg, IT´S BETTER TO SPEAK TO A PROFESSIONAL; IT´S MORE

IMPORTANT TO KEEP THE SHOULDER RELAXED. The teacher must elicit other

ways fo giving advice with a similar meaning. E g. YOU SHOULD KEEP THE

SOULDER RELAXED ; YOU´D BETTER SEE A DOCTOR; YOU OUGHT TO SPEAK

TO A PROFESSIONAL.

You can continue like this: draw the students´attention to the language box. Give

them a moment to read the information and elicit the target grammatical construction.

The teacher can say that these are some of the other adjectives that can be used in

this structure . Other examples include unusual, rare, possible, unnesessary, and

other words that are important such vital, and crucial.

Make the students see the student´s book page for the audio script. Teacher asked

Students to read the question and options carefully. Teacher Showed Students the

grammar structure for S+Should have+past participle+C. And teacher asked students to

complete the grammar table individually, by referring t the text in Ex. A teacher


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nominated a Student to read the instruction and the grammar explain with a similar

meaning to the class.

For Transfer part teacher drew Students´s attention to the Watch out! Box and

emphazise that we cannot omit the words IT or the word TO in the infinitive when

using this structure. Ask the students to do this exercise individually and then to

compare their answers in pairs , disucssing any differencs. The teacher has to check

the answers with the class. In this part teacher asked students do this exercise

individually and then they compared their answers in pairs. Students checked the

answer with the class. They read the instructions to the class.

Ask Ss to read the model sentence.

Ask Ss to work in pairs and tell their partner about the actions and their consequences.

He asked Students to look at the examples in the Watch out! Box, teacher reminded

them that they should not forget to use IT IS......TO......, e. Teacher gave Students a

few minutes to think about some things that are importan to do.

For conclusion and evaluation part for the class teacher put the students into groups of

three or four to discuss the questions. When the groups finished, teacher elicited some

ideas from the class. Teacher listened to some ideas from the class and correct any

errors in the use of should have/ shouldn´t have. Then teacher asked Students to work

in pairs and told their partners about the things they didn’t do, using the phrases in the

box. For final part a homework teacher asked Students to complete asked Students to

complete WORKBOOK p- 52, section 1. And for the other topic teacher asked Students

to do exercises from WORKBOOK page 53,section 3.

7.- Conclusions

This lesson contained many exercises for revising the modal SHOULD/SHOULDN’T

and IT IS........TO....... for giving advises. With the examples we use pictures or images

for auxiliary verb and short answers appealed to the students and it hopes to help them

to understand the structure. As a teacher it gives the chance to personalize the subject

and talk about something as rules and advises. This lesson motivates the Students to

apply their ideas for expressing advises and at the same time help them to improve

vocabulary for being creator of their own learning processes . As we are in a very

modern world sttudents must creat their own knowledge of the language according to

their likes.

8. Self Evaluation

In this part of this work, it is important to say that it was a very interesting way to

introduce the topics for encourage the students to use grammar rules and structure as a

communicative tool for communicating each other. However it has been created with


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the best tools to improve their vocabulary. This plan was a good option for helping the

students to create a good communicative approach.

9. Lesson Plan

T = teacher / S = students

Phases of Learning

Activities Social Form

Media/

materials Aim of activity

Time (mins

)

Icebreaker/ Introduction to theme BODY TALK

T ask the Ss to work in pairs and discuss what rules they have to follow when they are practicibng any sports.. T listen several ideas from the class. T elicit suggestions like IT IS IMPORTANT TO...... T gives Ss a moment to read the instruccions carefully so the SS can anderatant and aqquires the structure properly.

Group Brainstorming

Workbook

Students´s

book

Introduce theme. -to elicit rules Ss have

to follow when donig

sports.

-

400

Extension of theme

Ask Ss to work In pairs and compare the examples they found of rule-breaking ,discussing any injuries and hurts and maybe accidents. Ask Ss to decide which is the most serious injury they have had i ytheir lives and why. Elicit several responses from the class. Along with each example of INJURIES AND acccidents , elicit more information about why it is important to be careful, e.g. IT IS IMPORTANT TO ........ Point out that it is important to be cafelu to avoid accidents and injuries. Nominate an S to read instructions and the grammar explanation to the class. Focus on the form of the structure. Point out that IT and TO are part of the structure

-individual -partner -Brainstorming

- Student book Copies Workbook

-Injuries Accidentts Advice Speak about injuries and their possible advice .

400

Personalization

Check the answers with the class. Point out that injuries cabn be avoided if you have acution and it is a dangerous not to be carefull. Have Ss to do exercise individually and then compare their answers in pairs, discussing any differences. - S. answer each question in plenary.

-partners - plenary

-Student book

600


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Defining words

Have Ss work with their partners from Ex.B. Ask Ss to work in pairs and say what the man should and shouldn’t have done using new verbs. And the impersdonal structire for givibg adive IT IS IMPORTANT TO... Ask Ss to look at the Words in the language box. If you were supposed to do something. The meaning is very similar to the idea to corealtion between disease, injuries and accidents prevention..

-individual -plenary

-Student book

- practice circumlocution. -familiarize students with more vocabulary which can be implemented with next exercises.

600

Focus on Grammar

See the student’s book page for the audio script. Ask Ss to read the question and options carefully. Show Ss the grammar structure for It IS -----TO.......... Ask Ss to complete the grammar table individually, by referring t the text in Ex. A Nominate a S to read the instruction and the grammar explanation to the class.

-plenary

-board -grammar sheet

-Ss can see structure clearly. Ss can apply it.

600

Transfer

Draw Ss´s attention to the Watch out! Box. ,. The response to the question must therefore also refer to the past. Have Ss complete the grammar table individually by referring to the text in Ex. A and then compare their answers in pairs, discussing any differences. .

Individually pairs

-board -grammar worksheet

-S. practice the structure in a controlled form. -pre-teach vocabulary for next exercise.

400

Consolidation

Have the Ss do this exercise individually and then compare their answers in pairs. Check the answer with the class Read the instructions to the class. Ask Ss to read the model sentence. Ask Ss to work in pairs and tell their partner about the INJURIES and the advice for evoiding them. Ask Ss to look at the examples in the Watch out! Box, remind them that they should not forget to useIT IS:......TO..... fot structuring this sentence.

-plenary

-worksheet

-T give exercises and express answers in pairs to do a coevaluation.

400


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Conclusion and Evaluation

b) Put the students into groups of three or four to discuss the questions. When the groups finish, elicit some ideas from the class.

T listen to some ideas from the class and correct any errors in the use of should have/ shouldn´t have. AND it is important/ vita/ useful, etccc to Ask Ss to work in pairs and tell their partner about the things they didn’t do, using the phrases in the box. Correct any errors in the use of was/were going to


worksheet 3 student book

Get the Ss´s ideas and correct any errors with the grammar structure. Do a feedback about the used structures.

200

Homework task

-T. asks S. to complete WORKBOOK p- 52, section 2. T ask Ss to do exercises from WORKBOOK page 53,section 3.

-individual

-workbook

Feedback the structure.

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- Attachments

-

Shortening that-clauses It Expressions Followed by Clauses

IT (ADJ) THAT + SUBJUNCTIVE VERB CLAUSE IT (ADJ) FOR + INFINITIVE CLAUSE

It's + adj can be followed by a that-clause with should or Or It's + adj can be followed by an infinitive clause. Use a

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a subjunctive verb to express a wish, recommendation or suggestion. The subject is mentioned in the clause.

[for+ noun / pronoun] to include the subject "doer of the activity" of the infinitive clause. (Omit it if it refers to everyone in general. )

EXPRESSION

It is important

THAT

that

SUBJUNCTIVE CLAUSE

you be careful at all

times.

EXPRESSION

It is important

FOR + PRON.

for you

INFINITIVE CLAUSE

to be careful at all times.

It is a good idea (noun!)

that Jack close all cages at

night.

It is a good idea for Jack to close all cages at night.

It is essential that it go well. It is essential for it to go well.

It's not necessary that they work until 3 a.m. It's not necessary for them work until 3 a.m.

It is rare that we wear lab coats. It is rare for us to wear lab coats.

Infinitive Clause | Imperative Clauses | "Order" + Noun + Infin

It…for Pattern List

It is/ was easy

for you to do that.

advisable dangerous difficult easy

essential exciting a good idea (noun) good manners (noun!)

hard impolite important likely (climate, temperature)

logical necessary not easy not so hard

rare rude smart wrong

worksheet 1

one.

Appearance

Adjectives

adorable

beautiful

clean

drab

elegant

fancy

glamorous

handsome

long

magnificent

old-fashioned

plain

quaint

sparkling

ugliest

unsightly

Color

Adjectives

red

orange

yellow

green

blue

purple

gray

black

white

Condition

Adjectives

alive

better

careful

clever

dead

easy

famous

gifted

helpful

important

inexpensive

mushy

odd

powerful

rich

shy

tender

Feelings (Bad)

Adjectives

angry

bewildered

clumsy

defeated

embarrassed

fierce

grumpy

helpless

itchy

jealous

lazy

mysterious

nervous

obnoxious

panicky

repulsive

http://www.grammar-quizzes.com/pop-quesarchive/pop-question-infinclause.html

http://www.grammar-quizzes.com/nounclause3.html

http://www.grammar-quizzes.com/infinitive2c.html

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wide-eyed uninterested

vast

wrong.

scary

thoughtless

uptight

worried

Should or Shouldn´t .Giving advice

Read the sentences. Write should or shouldn´t

1)If it´s rainy you take an umbrella.

2)Tom eat so many lollipops. It´s bad for his teeth.

3) a) I drink hot tea if I have a sore throat?

b) Yes, you .

4) They have a test tomorrow. They go to the cinema . They stay at home and study!

5) Children eat lots of vegetables but they eat lots of sweets.

6) I have a party tonight. What I wear? A dress or a pair of trousers?

7) The doctor said: "_ You eat healthy food. You eat fast food. You watch so much

TV. You walk 1 hour a day. You drink fruit juice and water. You drink wine or beer

Look at the pictures . Make sentences giving advice to these people . Use should.

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He has a so

He has a so

He has a so

He has a so

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He has a so

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WISH FOR REGRETS

TSV Task 2:

LANGUAGE AND CULTURE

Theme: Wish for regrets

5. Learning REGRETS

6. Sensitising students to use wish for regrets

7. Using I wish::::...........................................

8. Learning vocabulary of ideas, past events , hobbies or interests, wishes and regrets.

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JANUARY, 2013

UTSV

Table of Contents:

b) Description of the area

c) Description of class and course

d) Topic

e) Aims of the lesson

f) Personal aims

g) Procedure

h) Conclusions

i) Self evaluation

j) Lesson plan

k) Attachments

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a.Description of the area

This area will awareness of socio-cultural and intercultural aspects of language

use and language learning, with different situations related to intercultural

differences, understanding different social backgrounds of students, crosscultural

communication, e.g. wishes and regrets that took place in the past but that are

affecting until now in the present.

b.Description of class and course

This is the same group above mentioned. There are twenty students between the

ages of 18 and 25 Most of the students do not like English language too much

but they take it as a very important subject for their carreer. English is not their

favorite subject but they need it as all the up-to-date material is in English.


book is Open Mind 3. They joined the course for passing their English class as

a subject and for being able to understand English songs

c.Topic –I WISH...........

d.Aims of the lesson

c) Talking about wishes and regrets

d) Talking about past events

e) Use If ONLY......

f) Talking about having your wishes

g) Describing your best regrets

h) Use past events and hypothetical sentences

i) Practicing wishes and regrets

e.Personal aims

k) To promote students for being critical.

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l) To provide a very funny lesson.

m) To encourage students to communicate their wishes and regrets

n) To introduce the grammar structure in an easily way.

f.Procedure

The teacher has to write the word REGRET on the board , and he will ask the students

what regrets means in their mother language . Elicit that regrets is a feeling of sadness

about something that has already happened . Tell the students that they are going to

learn how to express regrets a bout the past in English. Point out that regret can be a

noun or a verb, eg, I REALLY REGRET EATING THAT SECOND PIECE OF PIE (

verb), ONE OF MY BIGGEST REGRETS IS NOT EXERCISING MORE WHEN I

WAS YOUNGER (noun).

For the correct development of this lesson, Teacher gave Students a moment to read

the instruccions carefully after that teacher made sure they understood

confession(telling the truth about something you regret that has happened in the past.).

For the developments of this part teacher nominated a Student to read instructions

and the grammar explanation to the class. Teacher try to focus on the form of the

structure. And teacher pointed out that the structure to expresss regrests is I WISH.

For the moment of personalization teacher checked the answers with the class.

Teacher pointed out that all the people without exeption have regrets and wishes they

did not make them come true. So that is the reazon of these lesson: to express wishes

and regrest.

Teacher asked students to do exercise individually and then compare their answers in

pairs, discussing any differences and students answered each question in plenary.As

the next step, defining words teacher asked Students to work with their partners from

Ex.B.

The teacher elicit what an autobiography is (the story of someone´s life written by

that person; a biography is the story of someone´s life written by someone else.). Ask

the students to read the questions carefully ; have the students to complate the task

indivdually and then compare to the classmates in pairs , discussin g any difference.

Check the answer with the class . Encourage the sttudents to explaian the answer (eg

because she smoked, she had a poor immmune system ; she didn´t eat well; she

dindn´t do much exercise).

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Teacher also Ask ed Students to work in pairs and say what they regret . Teacher

asked students to look at the Words in the language box. If you were supposed to do

something. The meaning is very similar to the idea to of a past intention. It suggests to

check answers with the class. Note that the topic sentence is, in this case,two

sentences. An alternative way for expressing this as a single sentence a d use the

sttructure I WISH I HAD..........

When the teacher try to Ask Ss to complete the grammar table individually, by referring

t the text in Ex. After that teacher nominated a Student to read the instruction and the

grammar explanation to the class.and the question was in the simple past. The

response to the question must therefore also refer to the past PEREFCT for the

structre of the I WISH I HAD WRITTEN , for example. Students had to complete the

grammar table individually by referring to the text in Ex. A and then compared their

answers in pairs, discussing any differences.

As following step teacher gave Students a few minutes to think about some things

they wish they haven done and use regrets and wishes- to do in the past but he didn´t

and why they didn´t do them. Next of these activities teacher asked students to work in

pairs and tell their partner about the things they didn’t do, using the phrases in teh box.

When this activity finished teacher corrected any errors in the use I WISH I HAD.........

For concluding with this part, it was taking into account to do put students into groups of

five or six, and students had te read each other’s descriptive paragraphs Have the

students to work in pairs and reapeat the exercise using IF ONLY instead of I

WISH , SHE WISHES ETC... Check the answer with the class. Eg.. IF ONLY SHE

HAD GONE TO COLLEGE , IF ONLY THEY HADN´T GONE ON VACATION LAST

YEAR.....

g.Conclusions

It believes that this lesson help students to know the different ways to think in a

different ways to face the some kinds of problems in past perfect and using at the

same time I WISH and IF ONLY... for expressing wishes and regrets. What would

have happened if something had been too diffrente. In short using hypothetical

sentences.

h.Self Evaluation

Most of the time design a a very interesting lesson is very important when using some

attitudes for completing the activities and teacher tried to share and listened student´s

comments. It required not only to have a good knowledge about any topic, it needs t

have some other structures that are extremely important as simple past, and past

perfect.

i.LESSON PLAN “Culture”

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Phases of Learning

Activities Social Form

Media/


Time (mins

)

Icebreaker/ Introduction to theme Wish for regrets

T gives Ss a moment to read the instruccions carefully.make sure they understand confession(telling the truth about WISHES

Group Brainstorming

aderograms

Introduce theme. -to elicit some

importanta wihes i your

life

- Cross-cultural

communication

400

Extension of theme

Nominate an S to read instructions and the grammar explanation to the class. Focus on the form of the structure. Point out that it is necessary to remenber tyhe simple past ant past perfect, to put them together in the structure I WISH or IF ONLY


- Student book

- Speak about wishes for regrets .

400

Personalization

Have Ss to do exercise individually and then compare their answers in pairs, discussing any differences. - S. answer each question in plenary.

-partners - plenary

-Student book

600

Defining words

Ask Ss to look at the Words in the language box. If you were supposed to do something. The meaning is very important because you are going to to use past and past perfect and the Structure I WISH


-Student book


600

Focus on Grammar

Ask Ss to complete the grammar table individually, by referring t the text in Ex. A Nominate a S to read the instruction and the grammar explanation to the class.

-plenary



600

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Transfer

Point out that for expressing wishes for regrest in the past is very omportant remenber some past tenses that support the structure. Have Ss complete the grammar table individually by referring to the text in Ex. A and then compare their answers in pairs, discussing any differences. .

Individually pairs



400

Consolidation

Ask Ss to look at the examples in the Watch out! Box, remind them that they should not forget to use going to, even f the main verb is go. Give Ss a few minutes to think about some things they were going to do in the past but he didn´t and why they didn´t do them.

-plenary

-worksheet


400


Ask Ss to work in pairs and tell their partner about the things they regret using the phrases in the box. Correct any errors in the use of I WISH OR IF ONLY




200

Homework task

T ask Ss to do exercises from WORKBOOK page 54,section 5 Y 6.

-individual

-workbook


j.Attachments

If only = I wish. Se emplea para sugerir un deseo o pero más fuerte sobre el presente o el pasado o would + el infinitive sin “to”

If only he were here.

If only we hadn’t taken the bus we would have arrived earlier.- Si no hubiésemos cogido el autobús habríamos llegado antes

If only you could stop talking.- Si al menos dejara de hablar

Fill in the blanks with the correct form of the verb.

1. Tom’s mother wished he ………….. (be) tidier around the house. 2. Jenny wished she …………….. (be) prettier. 3. Mike wishes he ……………. (can) swim as well as Tom. 4. I wish we ……………….. (not have) exams tomorrow.

5. Tom and Mary wish they ……………. (can) buy a new car.

6. I wish I …………………. (buy) that sweater I saw last week; now it is been sold.

7. Do you wish we ……………………. (spend) more time at Madame Tussaud’s when we were in London?

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8. Tom now wishes he ………………… (work) harder when he was at school. 9. Mike wishes he …………………… (go) to see his grandfather while he was

in hospital. 10. Gary wished you ……………………. (not tell) everyone where he lived. 11. I wish it ……………………. (not rain) so much when we were in England. 12. I wish my children ……………… (not spend) so much money! 13. I wish I ………………….. (win) the first prize instead of John. 14. If only he ……………. (have) a dog when he was a child. 15. His parents wish he ……………. (read) more and …………………. (not watch)

so much television. 16. Mary wishes she …………… (buy) that necklace she saw, but it was much

too expensive. Here are some situations make suitable wish sentences for each one.

1. Tommy would love to have a baby sister. Tommy wishes …

2. Bill is not looking forward to going to the dentist tomorrow. Bill wishes …

3. I am really sorry I can’t come with to the theatre tonight. I wish …

4. The neighbour was upset about the loud noise Bob was making. The neighbour wishes …

5. Jill is upset that he quarrelled with his girlfriend. Jill wishes …

6. What a pity Jean missed the film last night. Jean wishes …

7. I don’t really want to go to the dentist. I wish …

8. John is too short to be a basketball player. John wishes …

9. The Smiths regret cancelling their holiday in Turkey. The Smiths wish …

10. Dad really wants you to stop smoking. Dad wishes …

11. What a shame you missed the school trip. I wish …

12. I hope it snows at the weekend. I wish …

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Task 3 JANUARY 2013

UTSV

LANGUAGE LEARNING PROCESSES

To learn subject relative clause

Object relative clause

Relative pronouns

Theme: Subject Relative Clause

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UTSV

Table of Contents:

b) Description of the area

c) Description of class and course

d) Topic

e) Aims of the lesson

f) Personal aims

g) Procedure

h) Conclusions

i) Self evaluation

j) Lesson plan

k) Attachments

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January 2013


This area covers the needs that students require when they are learning a

language. It is focused on correcting mistakes and a the same time gives the

students all the tools for help them to learn through self-learning in order to improve

their own learning process.


This work has been designed for learners in level 6. Most of students are studying so they are between ages of 18 and 25, and some students older than them.

This lesson has been designed to help students to comprehend the main ideas in

oral exercises. The main purpose is to encourage to use the relative clause as

subject and object, .At the end they must be able to talk about people, places and

things. For completing this activity teacher should use Open Mind 3 from MacMillan

editorial, covering unit 12, page 97.

11. Topic : Subject Relative Clauses


-Talking about live performance and entertainment

-Giving information about people, places, and things

-Talking about electronic forms of entertainment

-Descriving Tv shows and movies.

- Discussing the characteristics of good teams and team players.

-Evaluating individual and team performance

13. Personal aims

b) To help students to use different subject relative clauses. And object relatgive clauses

c) To help them to make the difference between both uses.

d) To help students to write descriptions.

e) To recycle some vocabulary about people, places and things

f) To guide students to use communication patterns to use the vocabulary with clauses.

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g) To motivate and encourage the students to do a good use with the language.

h) To promote student´s autonomy.

14. Procedure

This lesson has been designed on communicative approach development. This topic is focused in the unit 12, “STAGE AND SCREEN!”(p.97) . In this section students have to make use of RELATICE CLAUSES and express it when they make difference between CLAUSES as subject and object. And at the same time students interchange information. The main topic is to recycle vocabulary and some adjectives to describe characters. In this case the book is going t be the mail tool ,which will help us with some activities and they are going to use in the activites.

As icebreaker moment. All students should be organized to play with recycle vocabulary. Ask the students to keep their book closed. Write the word entertainment on the board . Elicit words for different types of entertainment , weg,, movies, theater, dancing, opera, musicals, ballet etc…. Teacher asks students to cover the list of entertainment with a strip of paper. Ask students to work in pairs and discuss what the entertainment in the pictures are most common . Elicit some ideas from the class. Then ask them to uncover the list of entertaiment and match them with the pictures.

As a second activity is in the book (p.97) teacher asks students to look at the picture on the book and the students have to discuss what their favorite activity is. . Then teacher ask them some questions: Whay is that activity so important ? Give the students some minutes to read the questions . The teacher has tyo explain the difference between watch a play and got ot the thaerter, generallye referws to seein g a professional theater production , while wate a play can refer to professional show but it can also mean going to an amateur or children performance, or watchibng a play on Tv.

All the answers are covered, teacher nominates a student to read the grammar explanation to the class. After that teacher ask students to work individually and find examples in the text in Ex. A to complete the grammar table (p-98)

Teacher asks students to compare their answers in pairs and finally teacher ask students to compare their answers in pairs and as last activity teacher check the answers with the class.

Check that the students underatntd some words that are very important for this lesson for example STAND-UP COMIC ( some one whose job is to tos stand in front of the audience and entertain them by telling jokes and stories to make them laugh . The term STAND-UP COMEDIAN is also widely used.

Give tehs students time tot do the task individually . There may be another choice fdor this activity: askl the students gto work individually and rank the activities from 1 (favorite) to 5 (least favotite). Ask them to compare tair

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ranking in pairs . To wrap up , fin out which activity are the most popular in the class and which are the least popular.

Start with a physical warm up that is related to the theme of acting and performing . Ask the students to stand up and for a circle . If you have a class with more than 15 students ask them to form two circles. Nominate a student to start the activity . Ask them to imagine that they are holding an incredibly valuable antique vase , and that they should pass it very carefully around the circle . Repeat the mime activity with other imaginary object , eg and angry cat, a crying baby, a piece of smelly cheese , a hot potato, a full glass of water.

The teacher asks the students to read the instructions before they listen to the recording , play the recording once. Check the answer with the class and he should ask the students what the word or words helped them to decide the answer, eg. Lightning , scenery, ballerina. There is another alternative, the teacher ask the students to keep their books closed. Write the words play, ballet and stand-up comic on the board. Tell the students they will hear two people discussing one of these performances. Play the recording once and ask the students to compare their answer in pairs and at the end, check the answer with the class.

Finally teacher gives students extra practice, ask them to complete sentences

using subject relative clause: HE IS THE DIRECTOR WHO´S WORKING ON

THIS SHOW, THE LAST SCENE IS ALWAYS THE ONE THAT MAKES

PEOPLE CRY. OR THIS IS THE VENUE THAT IS USED FOR THE OSCAR

CEREMONY.

15. Conclusions

Personally, I consider this topic so important because it is necessary to

understand and remember and express some ideas that are more complex, I

mean that are compound sentence; The compound sentences have more than

one main verb. All the verbs in simple past (regular and irregulars, most of the

time), then they acquire more knowledge (vocabulary) to express their iades in a

complex structure.. Finally they have to use that new knowledge. In the end, they

are going to learn progressively, and they are going to notice it. They are going

to recycle also some vocabulary that they learnt in the previous lessons so they

can re-use and remember in order to enrich their background.

16. Self Evaluation

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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. When the students are facing some

grammar structure they do not want to follow ordinary lessons but different

ones where the SS can interact in pairs or in groups.

17. Lesson Plan


Phases of

Learning

Activities Social

Form

Media/mate

rials

Aim of activity Time

(min

s)

Icebreaker/

Simple past

Past Perfect

Relative

pronouns

- S. Have to seat in a horse shoe form in

order to make the activity.

- T. has to explain the instructions of the

activity.

- T. has to draw the SS´s attention to the

picture by pointing out they type of

performance they are looking at, in the

images.

- the students give ideas about the

performances

-They comment about their own experience

--group

-None

- To introduce the

topic.

-to elicit

vocabulary

already known.

5

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Extension of

theme

-S. turn to p. 98 of course book.

T. explains that S. have to read a small

paragraph where they have to infer the

simple past tense structure.

- The students have to share their aideas

about the reading and they have to

comment the general idea of the text and

they have to make a relation about their

experience.

-S. compare the information they

understood, and infer the structure

requested. T. solves doubts and questions

and clarifies the information.

-S. have to complete the rest of the

activities using the relative clause as a

subject and a s object. In order to use more

complex structures in their language

performing.

-

individua

l

-group

-

individua

l

-course book

-attachment

- To identify the

structure and use

of the past perfect

and present.

-extend past

perfect of the

verbs .

-reading for

familiar words to

help understand

text.

To read for

general ideas

To recycle

vocabulary

40

Personalisatio

n

-S. have to talk about a similar experiences

in the past perfect using relative clause as

subject and as a object.

-T. has to provide a conclusion of the class

(Feedback)

-group

- None

-Talk about past

experiences.

- Provide

feedback of the

lesson

15

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10. Attachments

Exercise on Relative Clauses (Contact clauses)

Relative Pronouns (who / which / whose)

Choose the correct relative pronoun (who, which, whose).

1. This is the bank whose

was robbed yesterday.

2. A boy sister is in my class was in the bank at that time.

3. The man robbed the bank had two pistols.

4. He wore a mask made him look like Mickey Mouse.

5. He came with a friend waited outside in the car.

6. The woman gave him the money was young.

7. The bag contained the money was yellow.

8. The people were in the bank were very frightened.

9. A man mobile was ringing did not know what to do.

10. A woman daughter was crying tried to calm her.

11. The car the bank robbers escaped in was orange.

12. The robber mask was obviously too big didn't drive.

13. The man drove the car was nervous.

14. He didn't wait at the traffic lights were red.

15. A police officer car was parked at the next corner stopped and arrested them.


Subject Pronouns or Object Pronouns?

Decide whether the relative pronoun is a subject pronoun or an object pronoun.

1. Do you know the girl who I danced with? -

2. Do you know the girl who danced with me? -

3. The apples that are lying on the table are bad. -

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4. The apples that we bought in the shop are bad. -

5. We will stay at a hotel which is not far from the beach. -

6. We will stay at a hotel which my friend has recommended to us.

7. That is a museum which I like very much. -

8. That is a museum which lies in the heart of the town.

9. This is the man who Barbara visited in Scotland.

10. This is the man who lives in Scotland.


Definitions with Relative Clauses

Choose the correct definition.

1. A library is

2. A butterfly is

3. A waiter is

4. A night is

5. A bricklayer is

6. A dictionary is

7. A pickpocket is

8. A carnivore is

9. A synonym is

10. Spring is

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Task 4: LANGUAGE TEACHING

UTSV Task 4:

LANGUAGE TEACHING

Topic: Object Relative Clauses

The class in this them has the main goal to understand and make sentences using

Object Relative Causes

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Table of Contents:



9. Topic

10. Theme and motivation

11. Aims of the project

12. Planning

13. Procedure

14. Conclusions

15. Evaluation of the project and self-evaluation

16. 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-centered

approach, use of target language in order to get accuracy and fuency in the

second language learnes process.


This course is a course for the students of level six. Where students will be

able to understand and produce simple past sentences with When clauses, use

object pronoun, talk about major life events, describe some historical event,

stress object pronouns in a sentence correctly and listen and understand details

in a life story. This course will help to our students to create a short biography

from a list of facts and using brainstorm.

3, Topic: Stage and Screen (Object Relative Clauses)


Motivation is a essential part in the language adquisition, most of the tiome when the students like what they are learning and how they are learning. That is why they have to use the information they like. I mean fashion, Tv shows and performing lifestyle. The real motivation for this course was the students read and talk about someone who they admired and they want to show them the rest of their partners . We believe that it is a success project because our students get more interesting about their careers and also they care about the qualities, abilities and values to those people who they admired. It is very important to involve the students in searching the knowledge or information to get a complete biography.

Being involve in today´s fashion world is very easy for the students because currently we have a lot of technology and they can have the newest information We believe that the students will be motivated when they know how much effort did those talent people did and attitudes they had when they did such amazing discovers.

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- understand and produce simple past sentences with when clauses.

- understand and use object pronouns (me, you, us, etc)

- talk about some important life events from very important people´s life..

- describe some historical events that were so known by everybody in the world

- Point out the importance of object pronouns in a sentences correctly.

- Take into account some phrases to take time to think when they do not remember some information

- listen to and understand details in their own life and other people´s life

- To think about and write a biography from .

- To brainstorm some ideas in a group that are very helpful in the class development

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6. Personal aims

o) To provide an interesting, lively lesson that students will enjoy according to the students´ likes and dislikes so they will comfortable with the topic.

p) To motivate students to present and talk about people who they admired and they want to like them.

q) To explain the structure in simple steps that the students understand and can easily use in their everyday performance in the class.

r) To motivate and encourage the students to experiment with new language and new structure to enrich their language awareness

s) To promote learner autonomy.

t) To promote learners to study about important events in their lives and other people´s life.

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7. Procedure

You will find the information on page101 from the unit 10 that its title is STAGE AND SCREEN 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 everyday, giving me strategies to improve in my teaching techniques. During UT’s term, the English academy has been able to discuss and use many of these strategies and examples first hand, and the lessons learned from trainers´ and colleagues´ experience have made us appreciate and be aware of why I include certain exercises in the lesson and what benefits they can offer.

For the first exercise, the icebreaker, the teacher has to write on the board : THE BEST MOVIES I HAVE EVER SEEN WAS……THE WORST MOVIE I HAVE EVER WAS……..; THE FUNNIEST MOVIE I HAVE EVER SEEN WAS…… Ask the students to complete the sentences individually . Then ask them to work in groups of four or five and compare their answer . Elicit some ideas from the class.

paste different pictures of some actor s an d actress who were starring t

some famous and popular movies. Each group have to talk about those movies and give their opinin why they like those films or why they did not like in order to start getting into the main topic. OBJECT RELATIVE CLAUSE.

Read the isntructyions to the class , and check that the students understand the word TAGLINE ( a short phrase or slogan for advertising something) . Movies tagline are the shortest sentences that sometimes appear after a title of a movie and are used to promote a movie in advertisements . They usually give a small clue as to what the movies is going to be about. Encourrage the students to look at the type of movie if they need an additional hint

We opened the books (p. 101) and individually the students looked at the language in context and the read read all this information, after they had to match them and understand the information. These sentences could be checked in pairs. This social strategy, helping and learning from each other, not only it is a benefit of knowledge, but it promotes autonomous learning. We ask to student to read aloud the language context some information that has Object Relative Clause.

The next step is clarify the meaning of new vocabulary through the use of different means and we are able to check our students have understood (p.101) with this vocabulary we can manage the class effectively in a wide variety of context taking into consideration the learners’ needs and level of the language competence as well as mixed abilities.

Ask the students to do the matching task individually and then compare their answer in pair or in group and if necessary discuss any different point of view.

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Check the answer with the class . Ask the students give reasons for their choices. Point out that dude ir a very informal expression for man ant that it is generally used in a friendly way to address a man . In this context rendition is the process of transferring terrorist suspects from one jurisdiction to another.

After that, we can use a variety of exercise types and example, students get together in groups of 4 and read page 111, they should answer all the question trivia, an example What famous tenor died in 2007? etc. they share their answer and we give them instructions to close book and be prepare to play a trivia game. Each team ask one question to another team, and they will have 30 seconds to answer it correctly and get one point.

Then we open the book on page 101, and we review grammar points “Object pronouns”, we use slides and present a chart showing the grammar about object pronouns and we also show the differences between subject pronouns and object pronouns. After students will work by pairs and choose one important person, who is recognized for their inventions or actions in the past. They are going to do a biography about this important person and they are going to present in front to their partners using all grammar points (verbs in past and object pronouns) and vocabulary.

To conclude I asked the students to tell us the reason about why these people where mode role for them and explain what attitudes are they having .Ask the students to keep a record of all TV shows they watch in one week . Ask them to write the names of the show and what type of show it is. They should also give each show a rating from 5 (very good/ interesting ) to 1 (very bad/boring). At the end of the week , ask them to work in groups of four or five students and compare their findings. Ask each group to report back to the class and say which programs were the most and the least popular. The students have to answer The Workbook, p 59 section 3 and 60 section 4.

7. Conclusions

I 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 of fashion world and famous people for their careers and their performance in life out of the stage. using new vocabulary and verbs regulars and irregulars in past. 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 future, they should know the past event to not do the same mistakes.

8. Self Evaluation

The class shoulg have all the element that are necesry por the students like sounds, images, some videos and performing or acxting so that is way I try to do this lesson more dynamic with the slide projector because students want to

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look at their favorite actors and actress , and also using pictures in a language classroom, give students different classroom situations in order to be prepared for the real life. Even these scenes are not the real life, students use their imagination for locate themselves in those situation. , 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.

9. Lesson plan

Phases of Learning

Activities

Social Form

Media/materials

Aim of activity

Time

(mins)

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Engage Students:

Introduction to

theme:

Stage and Screen

(Object Relative

Clause)

Past

Grammatical

Structure and

vocabulary

Grammar

Practice

Simple Past

Questions and

object pronouns

Conclusion:

(Encourage the

knowledge about

history of some

important events)

-Before lesson begins, T.

Paste different pictures or

images from important

people in the whiteboard

- S. Tell what important

event or actions do they did

and discuss about why they

are recognised.

- Individually students

looked at small text about

entertainment

- Discuss the main ideas

and share ideas about the

nwe way of entertaimnet

-T. Using slides and present

the new vocabulary

- T. asks S. about the

entertainment .

-S. Talk about these big

events and how do they

expect to be or answer when

these situations appear.

-In pairs using Simple Past,

S. ask each other questions

about a important event in

their lives and use some

tenses that support present

events

-S. discuss why this world

nowadays is full of

entertainment, if this is good

or bad and why. Give the

reason s you think they are

acceptable for the place

where you live

--group

-plenary

-Indivitual

-Plenary

- Pairs

-groups

-plenary

-board

- sets of cards

with images to

famous people

(p.107)

- coloured

pens

- images from

important

people

(p.107-109)

-grammar

sheet (110)

-worksheet

1(p.111)

- -grammar

sheet (102)

-engage

students in

topic.

- introduce

theme.

-S. remember

big event

where people

from the

pictures

participated.

-S.use simple

past to talk

about their

important

events or

actions.

-S. analyze

the

personalities

of important

people

-T. explains

grammar

structure

-S. revise

structure and

ask questions

if required.

-S. practice

Simple Past

question

forms

-S. talk about

personal

experiences

about

entertainment

and tv shows

.

-S. reflect on

and evaluate

their

behaviour

and response

to cultural

situations and

encounters.

-S. practice

present

perfect and

10

10

10

25

20

15

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10. ATTACHMENT

1. Is that the same song we heard yesterday?

2. Mary, has only been in France for a few weeks, speaks excellent French.

3. Who was the man you were talking to ?

4. My brother, wasn´t feeling very hungry didn´t go to the restaurant.

5. I´ve lost all the money you gave me.

6. Hastings, is a town of historical importance, is by the sea

7. This is the letter came this morning.


Relative Pronouns (who / which / whose)

Choose the correct relative pronoun (who, which, whose).

1. This is the bank was robbed yesterday.

2. A boy sister is in my class was in the bank at that time.

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3. The man robbed the bank had two pistols.

4. He wore a mask made him look like Mickey Mouse.

5. He came with a friend waited outside in the car.

6. The woman gave him the money was young.

7. The bag contained the money was yellow.

8. The people were in the bank were very frightened.

9. A man mobile was ringing did not know what to do.

10. A woman daughter was crying tried to calm her.

11. The car the bank robbers escaped in was orange.

12. The robber mask was obviously too big didn't drive.

13. The man drove the car was nervous.

14. He didn't wait at the traffic lights were red.

15. A police officer car was parked at the next corner stopped and arrested them

VOCABULARY

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5

PLANNING AND EVALUATION

Giving Medical Advice

Vocabulary for symptoms

Theme: Body Talk

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UTSV

Table of Contents:



3. Topic


5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10. 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 6 course. Most of the learners are

students between the ages of 18 and 25, with some age exceptions. The class is

focused on let the learners use the present and the impersonal for giving medical

advice. For this reason it is necessary to make a review of the present tense and the

impersonal con IT IS……. TO…Thus, students are going to be able to express

medical advice by making use of time expressions and new vocabulary about

illness and symptoms. The book needed for this class is open mind 6 from

Macmillan editorial; covering the unit 9, page 92.

3. Topic – Writing Information on a Medical Form


- Talk about injuries

- Asking for and giving medical advice

- Asking for clarification

- Describing health problems

- Making suggestions.

81/143

5. Personal aims

i) To provide information about health.

j) To let students know about caring about thier health and some prevetion for some illness.

k) To let students establish communication patterns where they could make medical advice.

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

m) To promote learner autonomy.

6. 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

9, “BODY TALK” (p. 87). In this section learners have to make use of a medical

form. They also have to give some advice for some symptoms by using body

talk and illness expressions. It is necessary to review the present and the

vocabulary for symptoms and diseases in order to let them interact in a context.

The first thing to do is remember the structure and characteristic of medical

conditions, medical vocabulary, and of course symptoms.

The first exercise is an icebreaker. All the students must be organized in a

horseshoe form. The main idea is practicing the new vocabulary and recycle the

previous vocabulary that the students learnt in the past.. The activity consists in

creating a filling a medical form. The teacher has to provide the first idea by

showing a real medical prescription. Ask the students to work in pairs and

discuss in what situation people have to fill in medical forms . Listen to some

ideas from class . Possible situations : when starting a new job, when enrolling

in a school, college or university, when taking out an insurance policy, or when

applying for a driver´s license , etc..

Then, it is necessary a small introduction about how the medical topic, I mean

illness, symptoms atc,,. The next activity is in the book (p.91). 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 medical advice in the real life arter

that the SS will brainstorm about similar situation in a doctor´s office. The

conversation also shows a few time expressions that students could use. After

82/143

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 this activity the SS will listen to a dialogue between a patient and a doctor

so that they get into these atmosphere and use their imagination for this topic..

They are going to see some pictures, and then they have to describe the

situation accordinf to the topic o f the unit. MEDICAL FORM .

For the last activity, learners have to make a medical form and a prescription to a

partner. They have to write their illness, the symptoms and the possible pieces of

davice thy need for healing this medical problem.. Then they have to deliver the

medical form to a partner. Learners have to response the medical form with a

prescrioption performing as doctors. The teacher has to point the mistake and

correct it, and then they have to read the prescription to the class.

To finish the session, the teacher has to provide a complete feedback for the

entire class, and provide homework in the workbook page 54 section 5. The

teacher has to check the homework, and provide feedback of it next session.

7. 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 symptoms and injuries or diseases , and then use it for

different purpose in the class to give help or to express symptoms.. It is also a

good opportunity to let students evaluate themselves because they already

know this topic since it is obvious they have gone to the doctor and they have

this experience in mind. They just need to put ii into a classroom context. 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 more satisfied

to face more difficult contexts like this topic.

8. Self Evaluation

The class is designed to cover some grammar points related to medical

situartions. The activities provides an important section where students are able

to make 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. As a very quick evatuation of the topic,

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the students participate everyday at the end of the class in a daily oral

evaluation. This is a very useful tool in the teaching area because you can

realize that SS really catch the theme, the way you expected.. By clarifying the

topic where learners could have problems, the ss will feel more comfortable with

the new structures they learnt .

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9. Lesson Plan


Phases of

Learning

Activities Social

Form

Media/mate

rials

Aim of activity Tim

e

(min

s)

Icebreaker/

Medical

Form

- S. Have to seat in a horse shoe form in

order to make the activity; the group have

to imagine past event of medical situations

- T. has to explain the instructions of the

activity.

- T. has to start with a real prescription a

a role-play situation

- S. has to continue with the description

of their own experience

--group

-None - To introduce

the topic.

-to elicit

introduce new

vocabulary about

medical form

5

Extension of

theme

.

T. explains that S. have to listen a small

conversation where they have to infer the

grammatical structure and usage of the

main topic.

- T. solves doubts and questions and

clarifies the information.

-S. have to complete the rest of the

activities of the page

- T. answers S. questions and doubts.

- Ss. have to work individually, they have

to use the listening section and pronounce

. Then they have to talk to rest of the class

and share and compare a dialogue they

have to prepare about medical situations

-

individu

al

-Group

-course book

-attachment

- To identify and

fill in a medical

forma

-to extend

vocabulary.

-listen to the

pronunciation

40

Personalisati

on

-S. have to medical prescription and a

medical forma, they have to work on it

with a partner.

- The students play the role of patient and

doctor respectively.

-T. has to provide a conclusion of the class

(Feedback), and homework in the

workbook

-group

- None

-write a

prescription and

a medical form

- Provide

feedback of the

lesson

- provide

homework

15


10. Attachments


Task 6:

SELF-ASSESSMENT AND DEVELOPMENT

Topic: Writing descriptions

This lesson we will use feedback rules, difficult classroom situations, progress tests, also students will use a summary of tasks and homeworks specially about writing . As teacher, our purpose is development our student observation skills and in this section, writing. 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 use the knowledge they have learnt so sar.

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 skill when they are writing and using all they are learning. They will put forward ideas about the fashion world .The students will have some time to read the information in the skills box .



Table of Contents:





5. Planning

6. Procedure

7. Conclusions





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 level 6. Where students will be able to understand and write

descriptions and use relative clauses. They will note the different between

object relative clause and subject relative clause . Students will use the past

vocabulary and the teacher will use the feedback in order to be able to write a

description.

3. Topic: Writing Descriptions

Theme and motivation

The real motivation for this course was the students start thinking about how

to make composition using new vocabulary and the object relative clause and

the subject relative clause. We believe that it is a success lesson because our

students get more interesting about their improvement because they are

learning more complex structure for writing skills. It will help our students to

describe and definite TV shows, programs, and film and other like plays,

performance and other thins like that.

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.




- Students will feedback relative clause

- Talk about TV shows, programs, plays , etc…

- talk about ways of entertainment

- understand and use relative clauses

- Create brainstorm ideas in a group.

- developing autonomous learning and self-awareness

5. Personal aims

u) 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.

v) To receive and make use of feedback on my teaching performance

w) To incorporate the systematic sharing of ideas with colleagues to promote best practice in our way of teaching and our classrooms

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

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

z) To promote learner autonomy.


6. Procedure

You should look up this information on page 103 from level 6. 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 everyday, 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 teaching, put forward ideas on how to ensure continuous 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 to read the instructions, and

ask them to complete the task individually and tghen to compare with a partner

their answer, and discussing any difference. Check the answer with the class. Note

that the topic sentence is , in this case, two sentences. An alternative way of

expressing this as a single sentence would be PROJECT RUNAWAY IS MY

FAVORITE REALITY TV SHOW . Ask the ss to why the writer has chosen to start

her paragraph with a question (eg. To raise the level of interest)

Ask the students what their plans for the writing, example Tv show a play etc... Ask

them to work in pairs and make a list of the programs they like. Don’t expect them to

produce any future forms here ( If they write things like . Have the students look at

the statements again and think about members of their family and the like the have

about television. 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 have the students look at the picture (p. 103). Ask some questions to

set the scene. 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. After that, we can open the book (p.103) 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 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.

7. Conclusions

I think this lesson encouraged students to know and what is their purpose in life, what

plans they have in life, and they can describe some situation about play, comic

programs and in general about television. The students can understand and use

object relative clause and subject to talk about and describing TV shows, and use

this description to use all the knowledge learnt before.

8. Self Evaluation

I try to do this lesson authentic, 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.


9. Lesson plan

Phases of

Learning

Activities

Social Form

Media/material

s

Aim of activity

Time

(mins)



Engage Students:

Introduction to

theme:

Writing

description

Pre-teach

grammar:

Relative pronouns

Language Wrap-up

Conclusion:

(Encourage the

knowledge about

history of some

important events

for the TV and

entertainment )

-Before lesson begins, T. ask the students what they know about TV

- Talking and write description

-T. Using slides and present

vocabulary

-In pairs discuss about Tv

shows

-S. Discussing about fashion world

-S. Writing about intentions and resolutions

--group

-plenary

-Indivitual

-Plenary

- Pairs

-groups

-plenary

-board

- book (p.117)

- coloured

pens

- image

(p.119)

-grammar

chart (121)

-worksheet

12A

- worksheet

12B

-engage

students in

topic.

- introduce

theme.

-S. look at the statements again and think about as many tV shows as they remenber

-S. To present and practice how to write descrition about TV programs

-T. To provide an opportunity for students to assess their own progress and help them according to their results

-S. practice

present

perfect and

simple past

question

forms.

-S. develop

empathy with

other cultures.

-develop

critical

cultural

awareness,

evaluating

own and other

culture and

the

entertainment

the students

have in their

own

hometown

10

10

10

25

20

15


10. ATTACHMENT



DOSSIER FOR STUDENTS AS TECHNICIAN UNIVERSITY

SUPERIORS IN MAINTENANCE CAREER.

BY

ROSA MARGARITA MIJANGOS SANTIAGO


Dossier for UT Students as Technician University Superiors in Maintenance Career

CONTENTS

Task 1: LANGUAGE AWARENESS – Topic: Breaking the rules!

9. Task 2: LANGUAGE AND CULTURE - Learning Past Progressive

10. Sensitising students to different cultural standards

11. Using was supposed to/ were supposed to/was/were hoping to

12. Learning vocabulary of ideas, events or meetings, education or career choices,

hobbies or interests, non visited places.

Task 3: LANGUAGE LEARNING PROCESSES - Topic: TV magazine article

Task 4: LANGUAGE TEACHING - Topic: Stress Patterns with Non separable

phrasal verbs: - Topic: Gerund phrases as subject and object

Task 5: Group Project - SELF-ASSESSMENT AND DEVELOPMENT


UTSV Task 1:

LANGUAGE AWARENESS

To revise and practice the Past and should/ shouldn’t have

Should have + past participle, Shouldn´t + past participle

Theme: BREAKING THE RULES!

JANUARY 2013

UT

Task 1: LA Certificación de tutores de docentes de idiomas

NGUAGE AWARENESS

100/143

Table of Contents:



- Topic

- Aims of the lesson

- Personal aims

- Procedure

- Conclusions

- Self evaluation

- Lesson plan

- Attachments



101/143

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)


This course is level 6. There are twenty students between the ages of 19 and 23.

Most of female students do not like English language too much and the male

students English are not their favorite subject.


book is OpenMind 3. They joined the course for passing their English class as a

subject and for being able to understand English songs.

3. Topic – was/were going to


aa) To revise and practice question forms of the verb WAS/WERE GOING TO

bb) To criticize behavior in the past progressive.

cc) To talk about events or meetings.

dd) To talk about not started hobbies or interests.

ee) To give advice

5. Personal aims

ff) To provide an interesting lessons that students enjoy.

gg) To explain the past progressive structures that the students use easily.

hh) To encourage the students to enjoy a second language.

ii) To provide grammar structures for giving advice.


NGUAGE AWARENESS

102/143

6. Procedure

The topic of the new chapter (Unit 11/p.107) was BREAKING THE RULES and in this

lesson we looked describing student’s own talents and asking about other people’s,

describing people’s positive qualities, talking about abilities and talking about who can

do what in a group. 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 have taught me many useful strategies to improve

my teaching and help my students. During our UT’s term, we have been able to discuss

and use many of these strategies and examples first hand, and the lessons learned

from trainers´ and colleagues´ experience have made us appreciate and be aware of

why I’m including certain exercises in the lesson and what benefits they can offer.

For the Icebreaker part Teacher had to ask T ask the Ss to work in pairs and discuss

what rules they have to follow in the school building or in the classroom. It was very

important to elicit students to answer and try to think in English Ideas. Then Teacher

listened several ideas from the class.Teacher ask Students to say whatever they know

about social rules. After that part, Teacher elicited suggestions like : You shouldn’t run

in the corridor. You shouldn’t eat in the classroom.

For the final part of Icebreaker moment Teacher gave a moment to read the

instruccions carefully and Teacher made sure they understand confession(telling the

truth about something they did that was wrong)

After that activity Teacher asked Students to open the book (p.) and individually

Students looked at the exercise in the book.

Next step Teacher asked Stu work in pairs and they compare the examples that they

have found in the Icebreaker part.

After that processes Teacher asked Students to work in pairs and compared the

examples they found of rule-breaking, discussing any differences. Then Teacher asked

Students to decide which is the most serious example of rule serious and why, after that

Teacher elicited several responses from the class along with each example of rule

breaking, teacher elicited more information about why it is wrong, e.g. why the girl who

was crossing the street was breaking a rule (because the sign says “DON’T

WALK”).Students Pointed out that the car was driving the wrong way along one-way

street. Students asked what the woman with the dog was doing(walking on the grass

where there is a “Do not Walk on the grass” sign). Students nominated an S to read

instructions and the grammar explanation to the class. After that teacher focused on the

form of the structure. Students pointed out that is the past form of be going to.

After all the above mentioned teacher checked the answers with the class. Teacher

pointed out that jaywalking was a dangerous or illegal way of crossing a street at a



103/143

place where cars did not normally stop. The Students had to do exercise individually

and then they compared their answers in pairs, discussing any differences. After that

activity students answered each question in plenary.

For definition words teacher asked Students worked with their partners from Ex.B. and

teacher asked Students to work in pairs and say what the man should and shouldn’t

have done using new verbs. Teacher asked Students to look at the Words in the

language box. If you were supposed to do something. The meaning was very similar to

the idea to of a past intention.

In the part of focus grammar teacher asked students to see the student´s book page for

the audio script. Teacher asked Students to read the question and options carefully.

Teacher Showed Students the grammar structure for S+Should have+past participle+C.

And teacher asked students to complete the grammar table individually, by referring t

the text in Ex. A teacher nominated a Student to read the instruction and the grammar

explanation to the class.

For Transfer part teacher drew Students´s attention to the Watch out! Box.

Teacher pointed out that the second example was inappropriate because, although it

was grammatically correct, it refered to the present or inmmediate future, and the

question was in the simple past. The response to the question must therefore also refer

to the past. Teacher had Students complete the grammar table individually by referring

to the text in Ex. A and then they compared their answers in pairs, discussing any

differences.

For consolidation part teacher asked students do this exercise individually and then

they compared their answers in pairs. Students checked the answer with the class.

They read the instructions to the class.

Ask Ss to read the model sentence.

Ask Ss to work in pairs and tell their partner about the actions and their consequences.

He asked Students to look at the examples in the Watch out! Box, teacher reminded

them that they should not forget to use going to, even if the main verb was go. Teacher

gave Students a few minutes to think about some things they were going to do in the

past but he didn´t and why they didn´t do them.

For conclusion and evaluation part for the class teacher put the students into groups of

three or four to discuss the questions. When the groups finished, teacher elicited some

ideas from the class. Teacher listened to some ideas from the class and correct any

errors in the use of should have/ shouldn´t have. Then teacher asked Students to work

in pairs and told their partners about the things they didn’t do, using the phrases in the

box. Students corrected any errors in the use of was/were going to.


NGUAGE AWARENESS

104/143

For final part a homework teacher asked Students to complete asked Students to

complete WORKBOOK p- 64, section 2. And for the other topic teacher asked Students

to do exercises from WORKBOOK page 66,section 5.

7.- Conclusions

This lesson contained many exercises for revising the modal SHOULD/SHOULDN’T for

giving advises. the examples using pictures or images for auxiliary verb and short

answers appealed to the students and it hopes to help them to understand the

structure. As a teacher it gives the chance to personalize the subject and talk about

something as rules and advises. This lesson motivates the Students to apply their ideas

for expressing advises and at the same time help them to improve vocabulary for being

creator of their own learning processes.

8. Self Evaluation

In this part of this work, it is important to say that it was a very interesting way to

introduce the topics for encourages the students to use grammar rules and structure as

a communicative tool for communicating each other. However it has been created with

the best tools to improve their vocabulary. This plan was a good option for helping the

students to create a good communicative approach.

9. Lesson Plan


Phases of Learning

Activities Social

Form

Media/


Time (min

s)

Icebreaker/ Introduction to theme TV magazine article

T ask the Ss to work in pairs and discuss what rules they have to follow in the school building or in the classroom. T listen several ideas from the class. T elicit suggestions like : You shouldn’t run in the corridor. T gives Ss a moment to read the instruccions carefully.make sure they understand confession(telling the truth about something you did that was wrong)

Group Brainstorming

aderogra

ms

Introduce theme. -to elicit rules Ss

have to follow in

school and

clasroom.

- Cross-cultural

communication

400



105/143

Extension of theme

Ask Ss to work In pairs and compare the examples they found of rule-breaking ,discussing any differences. Ask Ss to decide which is the most serious example of rule serious and why. Elicit several responses from the class. Along with each example of rule breaking, elicit more information about why it is wrong, e.g. why the girl who is crossing the street is breaking a rule( because the sign says “DON’T WALK”). Point out that the car is driving the wrong way along one-way street. Ask what the woman with the dog is doing(walking on the grass where there is a “Do not Walk on the grass” sign). Nominate an S to read instructions and the grammar explanation to the class. Focus on the form of the structure. Point out that is the past form of be going to.


- Student book

-extend rule-breaking Speak about rule-breaking and elicit several responses. .

400

Personalization

Check the answers with the class. Point out that jaywalking is a dangerous or illegal way of crossing a street at a place where cars do not normally stop. Have Ss to do exercise individually and then compare their answers in pairs, discussing any differences. - S. answer each question in plenary.

-partners - plenary

-Student book

600


NGUAGE AWARENESS

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Defining words

Have Ss work with their partners from Ex.B. Ask Ss to work in pairs and say what the man should and shouldn’t have done using new verbs. Ask Ss to look at the Words in the language box. If you were supposed to do something. The meaning is very similar to the idea to of a past intention.


-Student book


600

Focus on Grammar

See the student’s book page for the audio script. Ask Ss to read the question and options carefully. Show Ss the grammar structure for S+Should have+past participle+C Ask Ss to complete the grammar table individually, by referring t the text in Ex. A Nominate a S to read the instruction and the grammar explanation to the class.

-plenary



600

Transfer

Draw Ss´s attention to the Watch out! Box. Point out that the second example is inappropriate because, although it is grammatically correct, it refers to the present or inmmediate future, and the question was in the simple past. The response to the question must therefore also refer to the past. Have Ss complete the grammar table individually by referring to the text in Ex. A and then compare their answers in pairs, discussing any differences. .

Individually pairs



400



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Consolidation

Have the Ss do this exercise individually and then compare their answers in pairs. Check the answer with the class Read the instructions to the class. Ask Ss to read the model sentence. Ask Ss to work in pairs and tell their partner about the actions and their consequences. Ask Ss to look at the examples in the Watch out! Box, remind them that they should not forget to use going to, even f the main verb is go. Give Ss a few minutes to think about some things they were going to do in the past but he didn´t and why they didn´t do them.

-plenary

-worksheet


400


j) Put the students into groups of three or four to discuss the questions. When the groups finish, elicit some ideas from the class.

T listen to some ideas from the class and correct any errors in the use of should have/ shouldn´t have. Ask Ss to work in pairs and tell their partner about the things they didn’t do, using the phrases in the box. Correct any errors in the use of was/were going to




200

Homework task

-T. asks S. to complete WORKBOOK p- 64, section 2. .

-individual

-workbook


Certificación de tutores de docentes de idiomas UTSV TRAINEE HANDBOOK

10. Attachments

UTSV TRAINEE H

Certificación de tutores de docentes de idiomas ANDBOOK

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110/143

UTSV JANUARY, 2013

Task 2:

LANGUAGE AND CULTURE

Theme: WAS / WERE GOING TO

13. Learning Past Progressive

14. Sensitising students to different cultural standards

15. Using was supposed to/ were supposed to/was/were hoping to

16. Learning vocabulary of ideas, events or meetings, education or career choices,

hobbies or interests, non visited places.

UTSV TRAINEE H


111/143

Table of Contents:

l) Description of the area

m) Description of class and course

n) Topic

o) Aims of the lesson

p) Personal aims

q) Procedure

r) Conclusions

s) Self evaluation

t) Lesson plan

u) Attachments


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k.Description of the area

This area will awareness of socio-cultural and intercultural aspects of

language use and language learning, with different situations related to

intercultural differences, understanding different social backgrounds of

students, cross-cultural communication, e.g. missed event or meetings, made

education or career choices, started hobbies or interests.

l.Description of class and course

This is the same group above mentioned. There are twenty students between

the ages of 19 and 23. Most of female students do not like English language

too much and the male students English are not their favorite subject.

The group meets on Monday afternoon between 4:00 and 5:40 p.m. The

course book is OpenMind 3. They joined the course for passing their English

class as a subject and for being able to understand English songs

m.Topic :was-were going to

n.Aims of the lesson

k) Talking about unusual jobs

l) Talking about work and the workplace

m) Agreeing/disagreeing with a lecturer´s ideas.

n) Talking about having your own business

o) Describing your perfect workplace

p) Evaluating job candidates

q) Practicing a job interview

o.Personal aims

jj) To promote students for being critical.

kk) To provide a very funny lesson.

ll) To encourage students to communicate their ideas.

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mm) To introduce the grammar structure in an easily way.

p.Procedure

For the correct development of this lesson, Teacher gave Students a moment to

read the instruccions carefully after that teacher made sure they understood

confession(telling the truth about something you did that was wrong). Then teacher

Pointed out that the car was driving the wrong way along one-way street. Teacher

asked what the woman with the dog was doing(walking on the grass where there is a

“Do not Walk on the grass” sign).

For the developments of this part teacher nominated a Student to read instructions

and the grammar explanation to the class. Teacher try to focus on the form of the

structure. And teacher pointed out that was the past form of be going to(was-were)

For the moment of personalization teacher checked the answers with the class.

Teacher pointed out that jaywalking was a dangerous or illegal way of crossing a

street at a place where cars do not normally stop.

Teacher asked students to do exercise individually and then compare their answers

in pairs, discussing any differences and students answered each question in

plenary.

As the next step, defining words teacher asked Students to work with their

partners from Ex.B.

Teacher also Ask ed Students to work in pairs and say what the man was/ wasn’t

doing using new verbs. Teacher asked students to look at the Words in the

language box. If you were supposed to do something. The meaning is very similar to

the idea to of a past intention. It suggests to check answers with the class. Note that

the topic sentence is, in this case,two sentences. An alternative way for expressing

this as a single sentence would be PROJECT RUNAWAY is my favorite reality TV

show. And then students why the writer has chosen to start her paragraph with a

question (e.g.to raise the level of interests).

When the teacher try to Ask Ss to complete the grammar table individually, by

referring t the text in Ex. After that teacher nominated a Student to read the

instruction and the grammar explanation to the class.and the question was in the

simple past. The response to the question must therefore also refer to the past

progressive. Students had to complete the grammar table individually by referring to

the text in Ex. A and then compared their answers in pairs, discussing any

differences.

As following step teacher gave Students a few minutes to think about some things

they were going to do in the past but he didn´t and why they didn´t do them. Next of

these activities teacher asked students to work in pairs and tell their partner about


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the things they didn’t do, using the phrases in teh box. When this activity finished

teacher corrected any errors in the use of was /were going to.

For concluding with this part, it was taking into account to do put students into groups

of five or six, and students had te read each other’s descriptive paragraphs for

encouraging them to think of reasons why they would or wouldn’t want to watch the

show and as a final task listen to the ideas from the class.

q.Conclusions

It believes that this lesson help students to know the different ways to think in a

different ways to face the same kinds of problems in past progressive. What would

happen if they were visiting some friends in a different country? So the students

could realize English is a very important gate for improving and know about another

countries and cultures.

r.Self Evaluation

It tried to build a very interesting lesson using some culture attitudes for completing

the activities and teacher tried to share and listened student´s comments. It required

not only to have a good knowledge about any topic, it needs t have cultural

knowledge from the own country as the same way as other ones.

s.LESSON PLAN “Culture”


Phases of Learning

Activities Social

Form

Media/


Time (min

s)


T gives Ss a moment to read the instruccions carefully.make sure they understand confession(telling the truth about something you did that was wrong)

Group Brainstorming

aderogra

ms


have to follow in

school and

clasroom.

- Cross-cultural

communication

400

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Extension of theme

Nominate an S to read instructions and the grammar explanation to the class. Focus on the form of the structure. Point out that is the past form of be going to.


- Student book


400

Personalization

Have Ss to do exercise individually and then compare their answers in pairs, discussing any differences. - S. answer each question in plenary.

-partners - plenary

-Student book

600

Defining words

Ask Ss to look at the Words in the language box. If you were supposed to do something. The meaning is very similar to the idea to of a past intention.


-Student book


600

Focus on Grammar


-plenary



600


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Transfer

Point out that the second example is inappropriate because, although it is grammatically correct, it refers to the present or inmmediate future, and the question was in the simple past. The response to the question must therefore also refer to the past. Have Ss complete the grammar table individually by referring to the text in Ex. A and then compare their answers in pairs, discussing any differences. .

Individually pairs



400

Consolidation

Ask Ss to look at the examples in the Watch out! Box, remind them that they should not forget to use going to, even f the main verb is go. Give Ss a few minutes to think about some things they were going to do in the past but he didn´t and why they didn´t do them.

-plenary

-worksheet


400


Ask Ss to work in pairs and tell their partner about the things they didn’t do, using the phrases in the box. Correct any errors in the use of was/were going to




200

Homework task

T ask Ss to do exercises from WORKBOOK page 66,section 5.

-individual

-workbook


10.- Attachments

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Task 3 JANUARY 2013

UTSV

LANGUAGE LEARNING PROCESSES

TALKING ABOUT UNUSUAL JOBS

GERUND PHRASES

Theme: Gerund as subject and object

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UTSV January 2013

Table of Contents:

l) Description of the area

m) Description of class and course

n) Topic

o) Aims of the lesson

p) Personal aims

q) Procedure

r) Conclusions

s) Self evaluation

t) Lesson plan

u) Attachments


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This area covers the needs that students require when they are learning a

language. It is focused on correcting mistakes and a same time gives the

students all the tools for help them to learn through self-learning in order to

improve their own learning process.


This work has been designed for learners in level 3. Most of students are studying so they are between ages of 18 and 24, and some students older than them.

This lesson has been designed to help students to comprehend the main ideas in

oral exercises. The main purpose is to encourage using the gerund phrases as

subject and object, .At the end they must be able to talk about unusual jobs and

different work and workplace. For completing this activity teacher should use

Open Mind 3 from MacMillan editorial, covering unit 12, page 127.

20. Topic: Gerund Phrases as subject and object.


-Talking about unusual jobs

-Talking about work and workplace

-Agreeing and disagreeing with a lecturer’s ideas.

22. Personal aims

n) To help students to use different gerund phrases as subject and object.

o) To help them to make the difference between both uses.

p) To help students to write descriptions.

q) To recycle some job vocabulary

r) To guide students to use communication patterns to use the vocabulary with gerund phrases.

s) To motivate and encourage the students to do a good use with the language.

t) To promote student´s autonomy.

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23. Procedure

This lesson has been designed on communicative approach development. This topic is focused in the unit 12, “JUST THE JOB!”(p.117). in this section students have to make use of gerund phrases and express it when they make difference between gerund phrases as subject and object. And at the same time students interchange information. The main topic is to recycle vocabulary and some adjectives to describe characters. In this case the book is going t be the mail tool, which will help us with some activities and they are going to use in the activities.

As icebreaker moment. All students should be organized to play with recycle vocabulary. Teacher asks students to cover the list of jobs with a strip of paper. Ask students to work in pairs and discuss what the people in the pictures are doing, and what their jobs might be. Elicit some ideas from the class. Then ask them to uncover the list of jobs and match them with the pictures.

As a second activity is in the book (p.119) teacher asks students to look at the picture on the website or a flashcard. Then teacher ask them some questions: How old the woman is? How might she be feeling right now? Where is she? Where does she work? Do you think she likes her job?

Once all the answers are covered, teacher nominates a student to read the grammar explanation to the class. After that teacher ask students to work individually and find examples in the text in Ex. A to complete the grammar table (p-119)


The fact that gerunds are verbal nouns and are formed by adding –ing to the verb, e.g. dancing, working, teaching, studying, singing, and so on. Teacher must reminds students that many verbs ending in consonant-vowel-consonant double the last consonant when forming the gerund, e.g. run-running, swim-swimming. Teacher emphasizes that gerunds can be the subject of the sentence, e.g. dancing is fun, or the object of the sentence, and e.g. I like dancing.

Finally teacher gives students extra practice, ask them to complete sentences

using gerund phrases: I really enjoy…I’m very interested in …I don’t like….is

good way to make money… it is enjoyable way to spend the evening: is a

good way to keep in shape.

24. Conclusions

I consider this topic important because it is necessary to differentiate all the

gerund phrases, which are objects and which are subject (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


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knowledge (vocabulary). Finally they have to use new knowledge. At the end,

they are going to learn progressively, and they are going to realize.

25. Self Evaluation

As a concerned teacher for the students it is very important to use good material for helping students to make difference between gerund phrases as subject or object. It is our responsibility to give our students joyful grammar activities. As the same time to encourage the students to use English as a different way to communicate.

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.

26. Lesson Plan

Phases of Learning

Activities Social

Form

Media/


Time (min

s)

Icebreaker

All students should be organized to play with recycle vocabulary. Teacher asks students to cover the list of jobs with a strip of paper. Ask students to work in pairs and discuss what the people in the pictures are doing, and what their jobs might be.

Group Brainstorming

aderogra

ms


have to follow in

school and

clasroom.

- Cross-cultural

communication

400

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Extension of theme

As a second activity is in the book (p.119) teacher asks students to look at the picture on the website or a flashcard. Then teacher ask them some questions: How old the woman is? How might she be feeling right now? Where is she? Where does she work? Do you think she likes her job?


- Student book


400

Personalization

Once all the answers are covered, teacher nominates a student to read the grammar explanation to the class. After that teacher ask students to work individually and find examples in the text in Ex. A to complete the grammar table (p-119)

-partners - plenary

-Student book

600

Defining words



-Student book


600

Focus on Grammar

The fact that gerunds are verbal nouns and are formed by adding –ing to the verb, e.g. dancing, working, teaching, studying, singing, and so on. Teacher must reminds students that many verbs ending in consonant-vowel-consonant double the last consonant when forming the gerund, e.g. run-running, swim-swimming..

-plenary



600


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Transfer

Elicit some ideas from the class. Then ask them to uncover the list of jobs and match them with the pictures.

Individually pairs



400

Consolidation

Teacher emphasizes that gerunds can be the subject of the sentence, e.g. dancing is fun, or the object of the sentence, and e.g. I like dancing

-plenary

-worksheet


400


Finally teacher gives

students extra practice, ask

them to complete

sentences using gerund

phrases: I really enjoy…I’m

very interested in …I don’t

like….is good way to make

money… it is enjoyable way

to spend the evening: is a

good way to keep in shape.




200

Homework task

T ask Ss to do exercises from students book p.119

-individual

-workbook


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10. Attachments


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UTSV Task 4:

LANGUAGE TEACHING

Topic: Stress Patterns with Non separable phrasal verbs.



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Table of Contents:



19. Topic



22. Planning

23. Procedure

24. Conclusions



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This area has been selected with correct methods as tools for learning and

teaching objectives, evaluation, selection and adaptation of teaching and

learning materials to suit the aims of the lesson. Teacher has been working

with the same group and criteria help beginning teachers distinguish real

communication from „apparent“ communication. No all oral activities are

created equal.


This course is a 6th level course. Where students will be able to produce

simple sentences in different tenses, use gerunds as subjects and objects, talk

about events, describe some historical event and listen and understand details

in a reading or story. This course will help our students to create a short

writing description.

3, Topic: stress patterns with separable and nonseparable phrasal verbs.


In this parte students need to talk about a reality TV show. Teacher asks students what they think happens in a show like this (people exchange jobs for a short period). Teacher asks students if they know any other shows like this.

It thinks that students are motivated because they like this kind of TV shows and in this way they are involved in the same background knowledge.


- To Talk about having your own bussines

- To Describe your perfect workplace

- To Evaluate job candidates

nn) To Practice a job interview


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6. Personal aims

oo) To motivate students to present and talk about people who they admired.

pp) To explain the structure for use the separable and nonseparable verbs.

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

rr) To promote learner autonomy.

ss) To promote learners to learn how to answer an interview for getting a job.

7.-Procedure For the first exercise, the icebreaker, teacher must have students work in groups of four and discuss these two questions: if you could choose any job in the world, what job would you do? Why would you choose that job? Listen some ideas from the class.

As the first activity teacher asks students to read the instruction and the question. After that students do the exercise individually and then compare their answers in pairs and later students check their answers with the class.

After this activity teacher asks students to look at the examples in the language box. Point out that separable phrasal verbs often have these adverbial particles: up, down, on, off, out, back, and away.

Teacher highlight that phrasal verbs with back and away are always separable, because back and away cannot function as prepositions and therefore cannot go before nouns or pronouns.

After that teacher explain that phrasal verbs can have more than one preposition. Teacher asks the students to find an example in the text (I didn´t get along with them) teacher emphasize that phrasal verbs are always non-separable.

Teacher point out to look at the examples in the Watch Out! Box. And teacher reminds them that in separable phrasal verbs, the adverbial particle cannot go before a pronoun. Separable phrasal verbs can be separated by a noun or pronoun, but the pronoun can’t go at the end.

As a final point teacher ask students to do exercise individually and then to compare their answers in pairs. Teacher asks students to compare their answers in pair and discuss a business they’d like to set up.

To conclude I asked the students to tell us the reason about why these people where mode role for them and explain what attitudes are they having.

7. Conclusions

I think this lesson encouraged students to know and what is attitude they have to face in life, what attitudes they should have. This lesson improve students to get some ideas to have a brainstorm a list of interesting types of businesses they can set up and the advantages and disadvantages of that business.

8. Self Evaluation

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I also incorporate learning task and activities which encourage and facilitate learner autonomy and take into account learners’ learning styles and cultural expectations. As a teacher I have to encourage students to use some of the phrasal verbs and gerund phrases verbs and gerund phrases from this unit. I give student the better tools to use the verbs and apply them in the real context.

9.-Lesson plan

Phases of Learning

Activities Social

Form

Media/


Time (min

s)


The icebreaker, teacher must have students work un groups of four and discuss these two questions: if you could choose any job in the world, what job would you do? Why would you choose that job? Listen some ideas from the class.

Group Brainstorming

aderogra

ms


have to follow in

school and

clasroom.

- Cross-cultural

communication

400

Extension of theme

Teacher asks students to read the instruction and the question. After that students do the exercise individually and then compare their answers in pairs and later students check their answers with the class.


- Student book


400

Personalization

Teacher asks students to look at the examples in the language box. Point out that separable phrasal verbs often have these adverbial particles: up, down, on, off, out, back, and away.

-partners - plenary

-Student book

600


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Defining words

Teacher highlight that phrasal verbs with back and away are always separable, because back and away cannot function as prepositions and therefore cannot go before nouns or pronouns.


-Student book


600

Focus on Grammar


-plenary



600

Transfer

Teacher explains that phrasal verbs can have more than one preposition. Teacher asks the students to find an example in the text (I didn´t get along with them) teacher emphasize that phrasal verbs are always non-separable.

Individually pairs



400

Consolidation

Teacher point out to look at the examples in the Watch Out! Box. And teacher reminds them that in separable phrasal verbs, the adverbial particle cannot go before a pronoun. Separable phrasal verbs can be separated by a noun or pronoun, but the pronoun can’t go at the end.

As a final point teacher ask students to do exercise individually and then to compare their answers in pairs. Teacher asks students to compare their answers in pair and discuss a business they’d like to set up.

-plenary

-worksheet


400

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To conclude teacher asked the students to tell us the reason about why these people where mode role for them and explain what attitudes are they having.




200

Homework task

T ask Ss to do exercises from students book. 122 .

-individual

-workbook


10. ATTACHMENT


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Task 5: Group Project - SELF-ASSESSMENT AND DEVELOPMENT

LANGUAGE AWARENESS

Organizing and Planning

To revise and practice Preparing for a job interview.

Theme: LIFESKILLS Organization and Planning.

:


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Table of Contents:



3. Topic



6. Planning

7. Procedure

8. Conclusions



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1. - Description of the area:

This activity has been designed for students, this section is for lifeskills. It has a

linguistic focus and a soft skills focus. 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 of skills that will enable them to become more

competitive and successful in their academic and professional lives.

2. - Description of class and course.

This course is level 6. There are twenty students between the ages of 19 and 23.

Most of female students do not like English language too much and the male

students English are not their favorite subject.


book is Open Mind 3. They joined the course for passing their English class as a

subject and for being able to understand English songs but in this case teacher

may decide to draw attention to the bulleted steps at the beginning of the section

which break down the soft skill.

3. - Topic: Preparing for a job interview

4.-Theme and motivation:

Organization and planning in this case the student’s motivation is focused with this

kind of activities, because the teacher teaches the lifestyle section to remember

that the skills developed can be applied in contexts beyond the English classroom.

It means that teacher gives students important tool for help them to find solutions

in real life or contexts.

5. - Aims of the project

- Evaluating job candidates

-practicing a job interview


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6. - Planning:

Teacher draws the student’s attention to the picture of the man being interviewed.

Teacher asks students to think about how the man might be feeling and to make a

few notes to describe him.

Teacher asks them to compare their ideas in pairs. Teacher listens to ideas from

several students, e.g. he probably feels nervous and uncomfortable because he is

in a job interview.

7.-Procedure

Focus on some of the vocabulary in the text. Write these words and phrases on

the board: give notice, link (verb) honest, calm. Teacher asks students to work in

pairs and find synonyms or definitions for each of these. Check the answers with

the class: give notice (tell your employer your are leaving your job); link (connect):

honest (and honest person does not tell lies or cheat people obeys the law: calm

(a calm person is not affected by strong emotions such as anger, shock,

excitement or fear).

Later teacher asks students to read the instruction and the question carefully,

make sure they understand that they need to provide a reason for their decision.

Emphasize that there are no incorrect answers, the answers will depend on the

students own opinions.

Teacher asks students to compare their choices and reasons in pairs. Teachers

listens several ideas from the class.

Teacher remind students to look again at the interview technique tips for each

questions to make sure that they are answering the interview questions in the best

possible way.

Teacher ask students to look at the How to say it box. Teacher encourages the

students to use the expressions when answering the interviewer’s questions.

Teacher asks them to read the questions in Ex., again and prepare their answers

to the questions. Teacher is a monitor whiles students are working, teacher remind

students to provide full, open and honest answers.

Students read the instructions to the class. Teacher put the students in pairs.

Teacher asks students to decide who is student A and who is student B. Teacher

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asks students to role play interview twice with student A being the interviewer for

the first interview and student B for the second interview. Listen to several

examples from the class.

8. - Conclusions

This section was a good way to show the different kinds of problems students are

going to face in real life. This exercise was good because the students put in

practice all their knowledge they have for developing an interview.

9. - Evaluation of the project and self-evaluation

Teacher give students time to read the reflect questions, and teacher asks them to

tell what areas they need to improve on. Teacher asks them what parts of the

process of preparing for an interview they found easiest and most difficult.

10. - Lesson Plan and attachments.

Phases of Learning

Activities Social

Form

Media/


Time (min

s)


The icebreaker, teacher must Focus on some of the vocabulary in the text. Write these words and phrases on the board: give notice, link (verb) honest, calm. Teacher asks students to work in pairs and find synonyms or definitions for each of these. Check the answers with the class: give notice (tell your employer your are leaving your job); link (connect): honest (and honest person does not tell lies or cheat people obeys the law: calm (a calm person is not affected by strong emotions such as anger, shock, excitement or fear).

Group Brainstorming

aderogra

ms


have to follow in

school and

clasroom.

- Cross-cultural

communication

400


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Extension of theme

Teacher asks students to read the instruction and the question carefully, make sure they understand that they need to provide a reason for their decision. Emphasize that there are no incorrect answers, the answers will depend on the students own opinions.


- Student book


400

Personalization

Teacher asks students to compare their choices and reasons in pairs. Teachers listens several ideas from the class.

-partners - plenary

-Student book

600

Defining words

Teacher remind students to look again at the interview technique tips for each questions to make sure that they are answering the interview questions in the best possible way.


-Student book


600

Focus on Grammar

Teacher ask students to look at the How to say it box.

-plenary



600

Transfer

Teacher encourages the students to use the expressions when answering the interviewer’s questions.

Individually pairs



400

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Consolidation

Teacher asks them to read the questions in Ex.C, again and prepare their answers to the questions. Teacher is a monitor whiles students are working, teacher remind students to provide full, open and honest answers.

-plenary

-worksheet


400


Students read the instructions to the class. Teacher put the students in pairs. Teacher asks students to decide who is student A and who is student B. Teacher asks students to role play interview twice with student A being the interviewer for the first interview and student B for the second interview. Listen to several examples from the class.




200

Homework task

T ask Ss to do exercises students book 1 OpenMind 3 pag 124-125

-individual

-workbook



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10.-Attachments

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Handbook level 6 unit 9 12

Documents

Transcript of Handbook level 6 unit 9 12