Dossier maria martinez

Ma. G. Martínez C.

Complete Sample Dossier for Training Language Teachers Level 1

2013

CONTENTS

Task 1: LANGUAGE AWARENESS – Topic: What do you do? – Two syllable nouns pronunciation.

Task 2: LANGUAGE AND CULTURE - Topic: Down time

Task 3: LANGUAGE LEARNING PROCESSES - Topic: Talking about family (speaking activities)

Task 4: LANGUAGE TEACHING - Topic: Different strokes

Task 5: PLANNING AND EVALUATION - Topic: Here, There and Everywhere

Task 6: SELF-ASSESSMENT AND DEVELOPMENT – Topic: Day in, day out (difficult classroom situations)

UTSV Task 1:

LANGUAGE AWARENESS

To learn information questions with Who and articles a and an.

Who is a doctor? Who is an engineer?

Theme: WHAT DO YOU DO?

JANUARY 2013

UT

Table of Contents:

1. Description of the area

2. Description of class and course

3. Topic

4. Aims of the lesson

5. Correction

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10. Attachments


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 1 course. There are twenty students between the ages of 18 and 21, 15 male and 5 female. Three of the ladies like to talk and express their feelings in English. The other two ladies join the class but they admit that they do not like English language because the pronunciation is difficult for them. Ten male students join the English class they say they like English but it is not their favorite subject. The other eight male students say they do not like the grammar.

The group meets on Monday mornings from 12 to 1:40 p.m. The course book is OpenMind 1. The reasons for joining the course were to accredit their English class but also communicate with friends abroad, for being able to have a normal conversation about general information, their abilities, professions, their likes and dislikes, routines in present.

3. Topic – What do you do?


- To revise and practice articles a and an.

- To revise and practice possessive nouns ‘s and s’

- To expand vocabulary related to family members and occupations.

- To read and talk about jobs, celebrities, family members and ideal careers.

- To revise adjectives for describing jobs and adjectives for describing employees.

- To revise two-syllable nouns.

5. Personal aims

- To provide an interesting, entertaining lesson for the students to enjoy.

- To explain the uses of the articles in a simple way that students understand.

- To motivate students to experiment with the language.

- To promote learner autonomy.

- To motivate students to experiment with their skills.

- To show students the importance of knowing how to express themselves using general information.

6. Procedure

The topic of the new chapter (Unit 2/p.17) was WHAT DO YOU DO? In this lesson we looked students asking about other people’s occupation, describing people’s careers, talking about jobs and talking about family members. A good part of this lesson directly follows the lesson layout of the Teacher’s Guide which is very practical and has a variety of different pieces of advice that help improve teaching. During our UT’s term, we have been able to discuss and use many of these strategies and examples, which have made our experience as teachers richer and more useful.

For the first exercise, the Icebreaker, I had 3 pictures of famous people (John Travolta, Woody Allen and Beyonce). I wrote the celebrities’ name on the board worksheets, I asked the students to identify the three famous people in the pictures. The students worked individually to match the people to their main occupations. After some minutes the students compared their answers in pairs, then they checked the answers with the class. After that I gave them pictures that I had cut from magazines. The pictures were of people with different professions, e.g., baseball player, doctor, teacher, police officer, etc. I wrote the corresponding occupations on pieces of paper and had the students play with the pictures as a team memory game. I place the pictures and the occupations face down on a table and asked teams to come up and take turns trying to find matching pairs. The team that found the most matching pairs won.

We now opened the books (p.18) and individually the students looked at the 10 pictures of different professions. I had students work individually to match the occupations with the correct picture. When they finished they checked their answers, first in pair, and then with the class. The next exercise was to give their opinions on the most (and least) interesting jobs. After doing that, I asked them to compare the professions using numbers and ranking the pictures from

1 to 10 (in this case from 1 for very dangerous to 10 for not dangerous). The second step of this exercise was making students to number again the pictures but this time the ranking was for occupations they thought were very interesting (1) and which they thought were not interesting at all (10). I encouraged the students to give reasons why they thought the jobs were interesting or not interesting, e.g., a taxi driver meets a lot of people.

It was interesting listening to their opinions and to notice that they are able to express themselves in simple sentences. But also it was a good tool to see who the weaker or shy students were. It was nice to observe them talking about their ideas, and as it was expected the stronger students made more comments than the others and they participated more often with different ideas.

We continued with a pronunciation exercise. It is important that students know the correct pronunciation for the professions because they have to use articles at the same time. If they are not aware of the correct pronunciation the make the most common mistakes we all make when learning a second language.

I wrote on the board the words teacher and doctor. I asked the students how many syllables each word had. Then I had students to repeat the words chorally. After that I asked students to go to page 19 and look at the words. I played the recording once (CD 1 Track 8) and had students just listen with their books closed. Then I had students open their books and draw their attention to the underlined (stressed) syllables. Then I played the recording again and asked the students to repeat the words with the correct stress. I emphasized that the stress is on the first syllable.

Some students found the pronunciation of “lawyer” challenging. I asked them to repeat the word several times until they could say it comfortably.

As a consolidation exercise the students looked at the Watch out! Box. I emphasized that with occupations, we always use a or an in English. I reminded the students that when they see a noun in plural form, it will never have the indefinite article a/an. After that they did the exercise about writing the indefinite article when necessary in some sentences. To wrap up I had students repeat the correct sentences, first chorally and then individually, focusing on the stress of the two-syllable nouns.

Finally, I showed the students the pictures of the famous people again. I asked individual students what does he/she do? And elicited answers, he’s a/an…; she’s a/an… After that I wrote on the board, what_____ _____ do? And I pointed to the picture again, I had students tell me the missing words in the question (does, she). I elicited the answer; she’s a singer, from the class. I had the students to ask and answer the questions about the remaining pictures in

pairs. When they finished we checked the answers with the class. For homework they had page 10 from the workbook, section 2.

7. Conclusions

I think this lesson contained a variety of exercises for checking the correct pronunciation of the two-syllable nouns, also the students had the opportunity to ask and answer question in simple present about different occupations. Giving them the opportunity to personalize the subject and talk about something “real” and interesting for them. The activities motivated the students to expand the discussions, as well as promoting group adhesion. Using visual aids is also very popular in this group. It helps them remember and produce vocabulary, without inhibiting their own input.

8. Self Evaluation

I tried to make this lesson interesting and fun, providing pictures of people the students admire which would appeal to all learner types and promote learner autonomy. I attempted to encourage the students to participate and it was not difficult because everybody loves famous people. I motivated the students to use the grammatical structure as a communicative tool to help them complete the task. However, errors continue to be made but with more practice they tent to disappear.

9. Lesson Plan

T = teacher / S = students

Phases of Learning Activities

Social Form

Media/materials

Aim of activityTime

(mins)

Icebreaker/Introduction to theme“Talents“

- T. Write the words teacher and doctor on the board. Ask the students how many syllables each word has. Have the students repeat the words chorally, and ask them whether the stress is on the first or the second syllable in each word.

- TeacherN/A

introduce theme.-two syllable nouns.

1

Extension of theme T. See the student’s book page for the audio

script.

T: play the recording once, and have the students just listen with their books closed. Then ask them to tell you which syllable is stressed in each word (the first in all cases)

T. Have the students open their books and draw their attention to the underlined (stressed) syllables. Then play the recording again, and ask the students to repeat the words with the correct stress. Emphasize that the stress is on the first syllable.

T. Note that many learners find the pronunciation of lawyer challenging. You may need to ask the students to repeat this word several times until they can say it comfortably.

students-Student book

- Audio

Recognize the stressed syllable.

5

Personalisation - See the student’s book page for the audio script. Before you have the students work in pairs, give them time to practice saying the words individually.

-individual -Student book - Practice pronunciation 10

Transfer- - put the students into pairs, and have them take turns saying the words.- Encourage students to listen to their partner’s pronunciation and make sure that the first syllable is stressed.- when the students finish, play the recording and have them repeat the words chorally.

-individual-plenary -Student book

- practice pronunciation and correct stress-Collaborative learning

15

Consolidation -Look at the watch out box.- Ask them to identify the error. Emphasized that with occupations, we always use a or an in English.- students complete the sentences using a or an.- when the finish have them check the answers with the class. Ask individual students what does he/she do? Elicit answers, he’s a/an… she’s a/an…

-individual

-plenary-student’s book

-S. can see structure clearly.

15

Conclusion andEvaluation

- S ask and answer what are the occupations of the famous people in the pictures.

-individual

-plenary

-Pictures -S. “see” what they have learned and that they can apply it.

20

Homework task-T. asks S. to complete WORKBOOK(p.10 section 2)

-individual -workbook -speak about different occupations.

10..Attachments

Task 2:

LANGUAGE AND CULTURE

Theme: DOWN TIME

- Sensitising students about the use of different types of words

- Reading: Recognizing cognates

January 2013

Table of Contents:



3. Personal aims

4. Procedure

5. Conclusions

6. Self evaluation

7. Lesson plan

8. Attachments

LANGUAGE AND CULTURE


This area will aware of socio-cultural and intercultural aspects of language use and language learning, dealing sensitively with difficult classroom situations relating to cultural aspects like music, clothes, art, architecture, food, and customs. Understanding different backgrounds, using different reading strategies for reading comprehension of students.


This course is the same A1 course as for Language Teaching. Students will be able to understand and use cognates when reading. There are nineteen students between the ages of 19 and 25, 15 male and 4 female. 3 male students come from different classrooms and careers and the rest of them come from the same classroom and career.

The group meets on Tuesday mornings between 9.30 and 11 a.m. The course book is Openmind1 (Cambridge). The reasons for joining the course is because is part of the syllabus for University Superior Technician and when they finish the career they have to be able to read different texts and understand at least the main idea and know different information related to culture.


- To talk about hobbies and interests- To recognize words from different countries.- To compare own language with a foreign language.

4. Personal aims

- To provide an interesting, lively lesson that students will enjoy. - To explain the difference between cognates and false cognates.- To encourage my students to be aware of different type of words.- To promote reading for getting information from other cultures.

5. Procedure

Before the lesson began, I wrote words that are cognates in the students’ language, e.g. hotel, television, interesting and program on the board. I asked the students if they recognize these words or parts of them, I told them that some English words were similar to words in their language. I read the information in the skills box in their books to emphasize those sometimes long words in English can be cognates, and students might be able to recognize at least parts of the word and this was particularly useful when reading.

Next, I had students to open their books on page 29 and asked them to read the title of the text “do you want a celebrity hobby?” and find a word that was

similar to one in their own language (e.g. hobby and celebrity were likely to be cognates). I had students to complete the task by circling or underlining words they recognized. When they had finished we checked the answers with the class.

The possible answers were: celebrities, antique, editions, valuable, condition, model, imagination, create, systems, passengers, interested, architecture, reconstruction, probably, design, decorate, art, objects.

I encouraged students to read because I believe that “reading” in any language help to extend our knowledge about different topics or disciplines, because the most you read the most you learn about different cultures. The text titled “do you want a celebrity hobby?” described the hobbies of different celebrities around the world for example: the British singer and songwriter Rod Stewart who has achieved numerous solo hits worldwide, but mainly in the U.K. where he has had six consecutive number one albums and he has lived in the U.S. since 1975 or the American actress Sarah Michelle Gellar best known for her role as the character Buffy Summers in the famous TV series Buffy The Vampire Slayer for which she has won many awards and finally Brad Pitt is an American actor and film producer. He is known for his roles in many movies, including Ocean’s Thirteen and the Curious Case of Benjamin Button. He is married to actress Angelina Jolie.

For the next exercise I asked the students to do this exercise individually and then to compare their answers in pairs. The activity consisted in match each celebrity hobby to the correct famous name. I encouraged students to discuss any different answers they had and decide with their partner which one was the correct. Then, I checked the answers with the class. I asked them to explain how the pictures helped them to make their choices (e.g. picture A showed antique books, etc.). Here the students recognized the importance of “knowing” themselves about different cultures aspects for example, music, clothes, art, architecture, food, and customs.

To conclude I questioned the students to discuss why was it important to read different types of text and help them to comprehend what they are reading by using reading comprehension strategies like recognizing cognates and also all agreed that it is important to make predictions about any text that you have to read and you can do this using your previous information learned from different sources.

6. Conclusions

I think this lesson encouraged students to reflect on their own cultural knowledge and in the use of their own language as the use of vocabulary in a foreign language.

7. Self-Evaluation

I tried to make this lesson interesting and with a real text than can be found in everyday life. It is important for me as a teacher to sensitize students about the importance of developing the competences necessary for reading

comprehension and the great need of teaching students different strategies that can be useful for a better comprehension e.g. prediction, use of cognates, scanning, skimming, etc.

LESSON PLAN “Culture”


Phases of Learning

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

Introduction to theme: Down time

-Teacher writes some cognates on the board and ask students to recognize them.

-Plenary -Board, markers To introduce the theme

5

Sensitizing students to read in a foreign language

-Have students to open their books on page 29 and asked them to read the title of the text.

-individual -Student book Introducing reading comprehension strategies.

10

Comparing L1 vs L2 byRecognizing cognates

-students complete task 1 by circling or underlining words they recognized that are similar in their own language

-individual -Student book Apply reading strategy recognizing cognates

10

Sensitizing students about the importance of reading

-Encourage students to read as a way to learn about different cultures.

Group -N/A Making students aware about reading for getting knowledge from different cultures

5

Brainstorming about culture

Elicit information from the people in the reading. Have them know some facts about the famous people in the text.

Group -N/A Using previous knowledge from students

10

Making agreement when learning in a group

I asked the students to do this exercise individually and then to compare their answers

Group -N/A Using collaborative learning

15

Conclusion Have students to discuss the importance of reading different types of text and help them to comprehend what they are reading by using techniques strategies

-Plenary -N/A To reinforce the importance of reading and use techniques strategies when reading a text.

5

9. Attachments

Activity 1

Activity 2

UTSV Task 3

LANGUAGE LEARNING PROCESSES

To learn the simple present, and express general information

Theme: WHAT DO YOU DO?

UTSV

Table of Contents:



3. Topic


5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10. Attachments


This area covers the needs that a learner requires when learning a language. It is focused on correcting their own mistakes and other’s mistakes, the learner is able to learn by being autonomous, and using his/her own learning style. The students are going to be able to create their own learning strategies in order to interact with their classmates and imitate real life situations and in this way they are going to improve their learning process.


This, material is designed for learners in a level 1 course. Most of the learners are students between the ages of 18 and 20, with some age exceptions. This class is going to let students interact in a conversation, and talk about real experiences. The main purpose is to use of the simple present, including previous vocabulary about occupations and family members. At the end, learners have to be proficient to express their own ideas and talk about other person beside himself/herself. The book needed for this class is open mind 1 from Macmillan editorial; covering the unit 2, page 23.

3. Topic - Simple past present


- Students can use previous vocabulary in a conversation.

- Students can form questions and negative statements in the simple present.

- Students can understand and use simple present.

- Students can talk about real people.- Students can use verbs with −s endings for third persons correctly.- Students can understand other people in a real conversation.

5. Personal aims

- To show students that they are able to communicate in a real life situation.

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

- To promote learner autonomy and improvisation during a conversation.

- To help them to interact with each other and use previous vocabulary in a conversation.

- To show students that they can ask and answer questions about general information.

6. Procedure

The utsv is focused on communicative approach development; which is achieved through a constant interaction between students. This topic is focused in unit 2, “What do you do?” (p. 23). In this section learners have to use the simple present to talk about general information and express it by making use of the previous vocabulary seen in class. They also have to understand the main idea in a present context, and also share information related to the topic they are discussing. For this reason the first aim that students must cover is getting in contact with verbs in present. The book is going to provide clear examples of how to express ideas in present, and activities that are going to help the learners to practice.

The first exercise is a reminder for previous vocabulary. All have to draw a version of their family tree. The main idea is reviewing the vocabulary the already saw. The activity consists in drawing the picture and writing who is who in the family tree.

After they finish drawing their family tree and writing the names of their family members, they have to say the relationship of each person in the drawing. They work in pairs. They have to ask and answer questions (e.g., student 1: who is Francisco?; student 2: he is my father). The next activity is in the book (p.23). Here the learners are going to listen to a conversation (CD1, track 14) with their books closed. I wrote two questions on the board. I played the recording once so that students can look for the answers in the recording. After playing the recording once, students compare their answers in pairs. Then, students opened their books and checked their answers.

After understanding the conversation they have to make a similar conversation, using the pattern given by the book but inserting their own information about their family members.

Once all students practice the conversation in pairs I asked several students to tell me something about their partner’s family, e.g., Maria’s father is a doctor. This is a

good time, when all they have finished to correct the mistakes heard during the practice with the students’ help.

Finally, they are going to go to the Watch out box in their books (pag. 23) to emphasize that we do not say, “This is the pen of Maria” in English.

7. Conclusions

Personally, I consider this topic one of the most important because it is necessary to understand, use and remember verbs in simple present in the correct form for different subjects (singular and plural). I consider that these activities are helpful to let students practice in a situation that could be very similar to a real situation. Also it helps students to realize about the knowledge that they already have. Finally they have to use that new knowledge. In the end, they are going to learn progressively, each one at their own rhythm and they are going to notice it.

8. Self Evaluation

The main objective of all the lessons is having a communicative approach, for this reason it is important that learners interact between them. Activities have to be different, interesting, and valuable for the students. Activities also have to be related to reality, so they can see that what they are learning in the classroom can be applied to a similar situation outside the classroom. Interaction between the learners is important and has to be taken into account. No matter the topic, it is important to provide confidence to the students, so they can feel eager to interact with each other and make questions and answer them when necessary.

9. Lesson Plan


Phases of Learning

Activities Social Form

Media/materialsAim of activity Time(mins)

Icebreaker/ drawing

- S. have to draw a picture of their family tree.- T. has to explain the instructions of the activity.- T. has to say that they are only drawing and writing the names under each picture without any other information.

--group-None

- To introduce the topic.-to elicit vocabulary already known.

5

Extension of theme -S. work in pairs. They have to ask and answer

questions about the members in their family (relationship and occupations)

-group -notebook - To review previous vocabulary about family members and occupations.-to practice simple present tense for questions and the correct structure for answers for third persons.

30

Personalisation - After finishing the activity S. have to tell the T. information about their classmate’s family members.

-individual - None -Talk about their families.- Provide feedback of the mistakes made during the drill.

20

10.Attachments

UTSV Task 4:

LANGUAGE TEACHING

TOPIC: Different Strokes

To revise and practice present simple affirmative sentences with

Lifestyles Adjectives vocabulary ….?

The Class has to make an action plan for changing any area of their lives for

example being green, social relationships, work and study or healthy living, etc.

Describe the area of life to change. Look back through the unit book for ideas.

January 2013

Task 4:

LANGUAGE TEACHING

Table of Contents:



3. Topic


5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10.Attachments

Task 4: LANGUAGE TEACHING


This area includes Selection of appropriate methods to suit learning and teaching objectives, evaluation, selection and adaptation of teaching and learning materials to suit the aims of the lesson, evaluation of language learning tasks, use of media, definition of teacher's and learners' role in a learner-centered approach, use of target language for instructions and explanations and classroom management.


This course is an A1 course. Students will be able to understand and produce simple present sentences with vocabulary adjectives and talk about lifestyles. There are nineteen students between the ages of 19 and 25, 15 male and 4 female. 3 male students come from different classrooms and careers and the rest of them come from the same classroom and career.

The group meets on Tuesday mornings between 9.30 and 11 a.m. The course book is Openmind1 (Cambridge). The reasons for joining the course is because is part of the syllabus for University Superior Technician and when they finish the career they have to be able to communicate basic ideas with friends, at work or for travelling purposes.

3. Topic: Different strokes.


- To revise and practice affirmative forms in present simple tense.- To expand vocabulary relating to a green lifestyles and lifestyle adjectives.- Students talk about green lifestyles.- To revise family members vocabulary

5. Personal aims

- To provide an interesting, lively lesson that students will enjoy.- To explain the use of adjectives in simple steps that the students understand

and can easily employ.- To motivate and encourage the students to experiment with the language.- To promote learner autonomy.

6. Procedure

The topic of the new chapter (Unit 6/p.57) was Different Strokes and in this lesson we looked at “A green lifestyle”. 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 everyday.

For the first exercise, the opener, I read aloud the words and phrases next to the pictures, and I had the students repeat them. Then I asked the students to look at the pictures and gave me a few examples for what each category meant. I elicited answers like social relationships: friends, people having fun; entertainment: relaxing, listening to music, watching movies/TV; food: going to restaurants, cooking at home, eating with friends; exercise: playing sports, going to the gym, jogging; shopping: buying clothes, books, DVDs, food. (see p 57). Next, I asked them to check the things individually that were a big part of their life. I explained to students that a big part of their life meant something that was important in their life. After that, students worked in pairs and they compared the similarities or differences in lifestyles. This was a nice introduction and as individual were keen to see what the others had written about lifestyles, so it motivated them to study this topic.

We now opened the books (p.58) and I read the instructions to the class, and nominated two students to read a model conversation. Reading these aloud gave the students time to digest the information and reflect on how this information (which can be found throughout the book) can help them. I pointed out that speakers in the model sentences added extra information to their answers. For example, they did not just said, Food is a big part of my life; they added details to support the answer (I like going to restaurants…) I told the class that this was an important conversation skill. I wrote phrases on the board to help students to add extra information, e.g. I like… I also like…, I often…, and I don’t usually…

For each of the categories, I had the class brainstorm different preferences, e.g. Social relationships: Spending time alone, spending time with friends; food: cooking at home, eating in restaurants; exercise: going to the gym, playing sports, etc. Then, I put the students into pairs to discuss their personal preferences. This social strategy, helps students to learn from each other, not only benefits group cohesion, but promotes autonomous learning. This exercise discussing in pairs discuss their personal preferences also allowed the students to use the vocabulary they have learned previously. When the pairs finished, I elicited some ideas from the class and I found out which activities are a big part of the lives of most of the students in the class. Finally, I nominated several students to tell me about their partner, e.g. Exercise is a big part of Martha´s life. She goes to the gym three times a week. Shopping isn’t a big part of Frank’s life. He doesn’t like shopping.

At least two students on each pair said 1 sentence. As this is a medium group, we can work more often in plenary, but I use pair work a lot, as peer help can be a strong motivating factor. Also students have the possibility to formulate answers in a “closed” atmosphere, before presenting ideas in a big group. This is particularly advantageous for the shy or weaker students. Another advantage is that students are recycling and using the vocabulary and all students are

involved. I reminded my students that they often won´t know or remember the exact word they are looking for, but they can describe what they need by using other words they know.

After the introduction, I make a list of pairs of opposites the students will know, e.g. big/small; long/short, old/new; hot/cold. I wrote the pairs in random order and asked the students to make four pairs of opposites. Then I told them they were going to do the same thing with some new adjectives. I explained them what is the function of adjectives because I did not want the students confused grammatical terms.

To conduct this exercise I read the instructions to the class. Then I read the adjectives in the box, and had the students repeat them after me.

After, I had the students work individually or in pairs to match the words to the pictures. I checked the answers with the class. After that, I asked the students to work in pairs to match the adjectives with their opposites. I checked the answers with the class (relaxing/stressful; healthy/unhealthy; boring/exciting; wasteful/green.

To encourage students to speak using the new vocabulary and also to transfer the vocabulary learnt into a different context, I asked the students to practice in pairs saying what type of lifestyle his/her family had and saying why. E.g. Student A: My mom has a healthy lifestyle. She plays sports and she eats healthy food. Student B: Really? Well, my dad is 65 now, so his life isn’t very exciting, to perform this activity we reviewed vocabulary for family members. I elicited vocabulary the students know for other family members and wrote the words on the board. Then, I put students into pairs to complete the task. At this level it’s important to give students time to gather their thoughts. I circulated and gave help where required. It is not only a good opportunity to monitor whether the vocabulary has been understood and can be employed, but also shows the students that you are a part of the group. When circulated I helped students to correct mistakes using the guidelines to correct DT2 activities. To conclude I asked students to read personal profiles individually on section 2 of the unit to reinforce what they had been studying that day. The activity consisted on reading some profiles and say where did they think they came from and answer some questions with the information on the profiles e.g. What do the people have in common? In what ways are they different? I asked students to compare their answers in pairs and we finished this class eliciting some examples of the vocabulary studied that day and asking them when we can use these words.

As part of the homework and reinforcement I asked students to write a personal profile similar to the previous exercise and making activities on Macmillan platform.

7. Conclusions

I think this lesson contained a variety of exercises for revising the present simple affirmative form. The conversation model used recycled vocabulary and it was a good idea for integrating old vocabulary in students’ conversations or activities. The activities used gave them the opportunity to personalize the subject and talk about something “real” and interesting to each of them motivated them to expand

the discussions, as well as promoting group adhesion. Using visual aids like pictures in their book is also very popular in this group. It helps them remember and produce vocabulary, without inhibiting their own input.

8. Self Evaluation

I tried to make this lesson interesting and varied, providing material which would appeal to all learner types and promoting learner autonomy wherever I could. I attempted to encourage the students to use the grammatical structure they learned before as a communicative tool to help them complete the task in hand, and they did it very successfully. I also established that errors in using new vocabulary is completely normal and they need to use them to understand when can they use these type of vocabulary.

9. Lesson Plan


Phases of Learning


Media/materials Aim of activity Time(mins)

Icebreaker/Introduction to theme“different strokes“

-Introduce the activity- Students look at pictures and brainstorm a few examples for different preferences e.g. social relationships, food, exercise, etc.-students in pairs discuss their personal preferences

--group

-pairs

-plenary

Student Book -Introduce theme.-to elicit vocabulary already known.

5

Extension of theme

. Make a list of pairs of opposites the students will know, e.g., big-small, long-short, old-new, hot-cold. Write the pairs on the board in random order, and ask the students to make four pairs of opposites. Then tell them they are going to learn some more new adjectives

-Teacher-Students

BoardMarkers

Student Book

-Extend vocabulary-Lifestyle adjectives 10

Personalization- Have the students work

individually or in pairs to match the words to the pictures (on page 58).

- Check the answer with the class.

- Ask the students to work in pairs to match the adjectives with their opposites. Check the answers with the class.

-Individual-Pairs-Plenary

Student book -Recognition of vocabulary

10

Transfer Ask ss to practice in pairs saying what type of lifestyle his/her family had and saying why. E.g. Student A: My mom has a healthy lifestyle. She plays sports and she eats healthy food. Student B: Really? Well, my

-Individual-pairs-Plenary

N/A S: Use the information in a different context - provides a progressive way to build vocabulary skills for

15

dad is 65 now, so his life isn’t very exciting.

-Elicit vocabulary for family members from ss write the words on the board.

education and for practicing vocabulary studied recently.

Consolidation -Have ss read personal profiles on section 2 and answer some questions after reading with the information on the profiles e.g. What do the people have in common? In what ways are they different?

-Individual-pairs-plenary

-Student book S:Reflect on their lifestyles and practice the learned vocabulary

15


I asked students to compare their answers in pairs and we finished this class eliciting some examples of the vocabulary studied that day and asking them when we can use these words.

T. Measure the progress of students about the numbers of words learned and the concept they studied.

20

Homework task Ask ss to work on activities at Macmillan platform section vocabulary

Individual Internet connection Reinforce knowledge.

10. Attachments

Attachment 1

Attachment 2

Attachment 3

Task 5:

PLANNING AND EVALUATION

Class project to manage their time by writing a to-do list with activities for each day of

the week.

Theme: Here, there and everywhere

January 2013


Table of Contents:



3. Theme and motivation

4. Aims of the project

5. Planning

6. Procedure

7. Conclusions

8. Evaluation of the project and self-evaluation

9. Lesson plans and attachments


1. Description of the area.

This area covers a wide range of needs especially Elementary students. For this area it is necessary to recycle and consolidate the target language of the unit, and to expose the students to vital soft skills that will enable them to become more competitive and successful in their academic and professional lives. It is also important to remember that the skills developed can be applied in contexts beyond the English classroom.


This course is the same A1 course as for Language Teaching. Students will be able to understand and use cognates when reading. There are nineteen students between the ages of 19 and 25, 15 male and 4 female. 3 male students come from different classrooms and careers and the rest of them come from the same classroom and career.

The group meets on Tuesday mornings between 9.30 and 11 a.m. The course book is Openmind1 (Cambridge). The reasons for joining the course is because is part of the syllabus for University Superior Technician and when they finish the career they have to be able to read different texts and understand at least the main idea and know different information related to culture.


- to recycle and consolidate the target language - to expose the students to vital soft skills

4. Personal Aims.

- Evaluate students in a different way e.g. by developing a project.- Help my students to plan further learning to suit their needs.- Analyze and assess my students’ language competence according to the

CEFR.

5. Planning: The project was to cover the last lesson of the current UT term. Step 1: To understand different problems to manage time

Step 2: To write a to-do list and categorize each task

Step 3: To make decisions on the order of tasks.

6. Procedure

Step 1:

To start the lesson I asked students if they had time to do things, or if they sometimes feel they didn’t enough time to do all the things they needed to do. I checked that

they understood the word busy (a busy person has many things to do and not enough time).

I emphasized the importance of effective time management. I also explained the concept of a to-do list (writing down all the things you have to do in a day or a week) and the benefits of putting these in order of priority (from most important to least important).

I asked the students if they wrote to-do lists and, if they did, how they help them plan their days.

The first exercise consisted on looking at the pictures on the quiz on page 44 on student book. I asked them which picture showed a calm, organized person. I went over the meanings and pronunciation of worried and waste time. Then I read the instructions for the quiz. I made sure the students understood that they needed to choose one answer for each question. I told them to circle the answer that was true for them in each case and next I had them to do the exercise individually.

I circulated while the students were working, and offered help when needed. When students finished I had them to calculate their scores according to the chart at the bottom of the quiz. I took a class poll to find out which category the students belonged to. At this point was necessary to explain the concept achieve (do something successfully) and attitude (your opinion about something).

Step 2:

At this step I referred the students to the term to-do list (a list of everything you want or need to do). I asked the class how many of them made to-do lists regularly.

I then, had students look at the example list on student’s book and I asked them what three categories were included in the to-do lists (the day or date, the tasks, the estimated time for each task) I checked that they understood the word task (something that you need to do, often something that is difficult).

After, I asked the students to make s similar to-do lists for all the days of the next week. I wrote the three categories on the board to remind the students to include them all. I gave them plenty of time to think about this before moving to step 3 on this lesson.

Step 3:

At this stage, I nominated four students to read aloud the four categories. I explained that this is one possible way of prioritizing tasks when writing a to-do list – important, not important, necessary, and not necessary. I pointed out to the How to say it box, (Is this important? How important is this?, It’s very important!, I don’t really need to…and I had the students repeat the sentences chorally and then individually. Next, I put the students into pairs, and told them to exchange to their to-do lists with their partner, I encouraged them to use the questions in the How to say box to find out whether the tasks in their partner’s to-do list were important or not, and had them work together to rank the tasks from category 1 to category 3. When they finished I told them to give the to-do lists back to their partner.

To finish this class I asked students to reflect on their lists. I explained that they would need to reorganize their original to-do lists based on how important each task

was. I highlighted the importance of prioritizing. I emphasized that the students might find it helpful to balance out their to-do lists if they moved tasks from one day to another. While the students were doing this task, I circulated and monitored and gave help where required.

I encouraged them to evaluate each other’s lists and decide if they had enough time to do everything they had listed. When the pairs finished, briefly got some feedback from the class. I briefly reminded the class effective time management can help us to be calm and relaxed, even when we are busy. Making to-do lists, planning; prioritizing can help us to organize our time much more effectively.

7. Conclusions

The project turned out to be a success and an enjoyable way to end the term. The students agreed that know how to manage our time it’s a good skill than could be applied not just for classroom but beyond it in their real life.


The development of this project was very satisfactory, because this life skill section has the purposes to include a linguistic focus and a soft skill focus and the aim of the first is to recycle and consolidate the target language of the unit, and the aim of the second is to expose the students to vital soft skills that will enable students to become more competitive and successful in their academic and professional lives. However, this project should have taken more than one class because sometimes the fact of explaining a lot of new terms to students took more time from the originally planned time for this classroom situation. On the other hand, this was a great opportunity to encourage students to reflect on how does categorizing tasks help us to organize our time and on what they had learned or practiced in this section and where and how they could apply the strategies outside the classroom.

9. Lesson Plans and Attachments:

Lesson Plan: Planning and Evaluation

T: Teacher / S: Student

Phases of Learning


Media/materials

Aim of activity Time(mins)

Icebreaker/ Managing time

- T. asked ss if they have time to do things, or if they sometimes feel they don’t have enough time to do all the things they need to do.-T. explained basic concepts like the word busy, the expression to-do list.T. emphasize the importance of effective time management.

-group -None - To introduce the topic.-to elicit vocabulary already known and to explain new vocabulary and expressions.

5

Extension of theme

-T. ask ss to look at some pictures on a quiz on page 44.T. ask ss to say which picture shows a calm, organized person.T. Read the instructions for answering the quiz.T.ask ss to do the exercise individually.T. circulate while ss are working, and offer help as needed.T. When the ss finish, have them calculate their scores according to the chart at the bottom of the quiz.T. take a class poll to find out which category the students belong to.T. Explain any concept that may be necessary for students understanding.Note: the quiz can be done as an interview. (Ask ss to work in pairs and ask each other the questions. They should then write down their partner’s answers to each question, and figure out their partner’s score and which category they belong to.

-Individual

-group- individual-

-Pairs

-course book - To analyze own activities and evaluate themselves about the way they manage their time-to extend vocabulary.

40

PersonalisationT. refer ss to the term to-do

T. ask the class how many of them make to-do lists regularly.

T. have students to look at the example list on student’s book.

T. check any difficult term.

T. asked the students to make similar to-do lists for all the days of the next week

(alternative: ask the students to make a to-do list for just two or three days of the next week)

T. Nominate 4 students to read aloud the four categories (important, not important, necessary, not necessary) Explain that this is a way of prioritizing tasks when writing a to-do list.

I point out to the How to say it box, (Is this important? How important is this?, It’s very important!, I don’t really need to…

T. Have students to repeat the sentences chorally and then individually.

T. put the students into pairs, and tell them to exchange their to-do lists with their partner

T. Have them work together to rank the tasks from category 1 to category 3.

-group-individually

Course book -writing to-do list.-Learn sentences for evaluating priority in tasks

30

Conclusion T. class I asked students to reflect on their lists

T. highlight the importance of prioritizing.

Encourage them to evaluate each other’s lists and decide if they have enough time to do everything they have listed.

When the pairs finish, briefly get some feedback from the class.

T, Briefly remind the class effective time management can help us to be calm and relaxed, even when we are busy. Making to-do lists, planning; prioritizing can help us to organize our time much more effectively.

-individual-pairs

Course book -Reflect on their management time

15

Step 1:

(a) Quiz management time

Step 2:

(a) To-do list format

Step 3:

a) Schedule for managing time.

Attachment 1

Attachment 2

Attachment 3

Task 5:

SELF-ASSESSMENT AND DEVELOPMENT

Topic: Day in, day out.

This lesson we will use feedback rules, difficult classroom situations. As teacher, our purpose is to observe the student’ skills, dealing with feedback, awareness of one’s own strengths and weaknesses, and awareness of possibilities for further professional development. Students will be able to reflect and draw conclusion from observations and self-observation in order to gain a better understanding of their own skills.

JANUARY 2013


Table of Contents:



3. Theme and motivation


5. Planning

6. Procedure

7. Conclusions


9. Lesson plans and attachments



This area includes Development of observation skills, dealing with feedback, awareness of one's own strengths and weaknesses, awareness of possibilities for further professional development and the resources and sources of help.


This course is a level 1 course. Where students will be able to understand and use the simple present, frequency adverbs and prepositions of time to talk about interesting activities. In this lesson students will talk about when things happen, they will learn to organize and plan activities (time management) and also the will learn to describe weekday and weekend routines.

3. Topic: day in, day out.

Theme and motivation

The real motivation for students about this course was seeing that they can apply what they practice in class in a real life situation. We believe that it is a successful lesson because students get more interested in their activities and also they show interest in their classmates’ activities. Students will feel motivated when they share their interest with other students.

4. Aims of the lesson- Students describe weekdays and weekend routines.

- Talk about interesting activities

- talk about unusual activities

- talk about the frequency they do their activities

- Use prepositions of time correctly.

5. Personal aims

- To receive feedback on my teaching performance

- To give constructive feedback to colleagues

- To share ideas with colleagues to promote best practice

- To promote learner autonomy.

6. Procedure

You can find this topic in the unit 4 (p. 41). A good part of this lesson directly follows the lesson layout of the Teacher’s Guide. During UT’s term, the English academy has been able to discuss and share ideas to promote best practice. For the first exercise, the icebreaker, ask the students to look at the picture on page 41. Ask them what a routine is. Then explain them that they will hear Mark talking to Janet about his routine. Don’t expect them to produce any complicated sentences here; it is just to let them know what is the audio listening about. Before starting this exercise students have already practice simple present in past sessions and also they just saw and learn how to use frequency adverbs and prepositions of time. Students opened the book (p. 41) and individually they read the questions at the end of the conversation. After doing that, I played the recording once and checked progress. I asked if they need to listen to the recording again and checked the answers with the class. The next step is to walk around the classroom and ask each person to tell them two interesting or unusual things their classmates do each week. Students have to find as much as they can. Give students a little time to think about the interesting or unusual things they do. (e.g., suggest sports or hobbies). To give them a better idea of what the objective of the class is, I asked two students to read the model conversation aloud. When they finished, all the class start to walk around the classroom. When students finish the exercise, I asked for the first volunteers to share some interesting things they learned about their classmates. As students give their answers, I encourage the rest of the class to ask questions to find out more information about their classmates’ interests. It is interesting to write on the board some interesting or unusual activities to help them stimulate and increase their vocabulary.

Finally, I asked the students how they felt during the activity, if the activity was easy or difficult for them. If they found useful the vocabulary during the activity. If they think they could find a similar situation in real life. They all agreed that was fun, interesting and they probably will face a similar situation in the future

7. Conclusions

I think this lesson encouraged students to experiment with the language, to use the previous vocabulary and grammar they learned. I consider that this lesson was useful for them because it made them realize that there is a purpose, that they can use it in a real life situation. The objective in general of this course is that students realize that they can apply the language, the can use the activities practiced in the classroom to interact outside the class.

8. Self Evaluation

I try to do this lesson authentic, using slide in a language classroom, giving students real life situations, encouraging and motivating the students to learn and use the language and I also incorporate listening task and activities which encourage and facilitate learner autonomy and interaction between the members of the class. These activities take into account learners’ learning styles and cultural expectations. I also shared ideas with colleagues to promote the improvement in our classrooms and students. This is also important to find solutions to difficulties in teaching during a class.

9. Lesson plan

Phases of Learning Activities

Social Form

Media/materials

Aim of activityTime

(mins)

Icebreaker:Routines

- Before lesson begins, T. ask students to look at a picture.- T. ask what a routine is.- S. share their ideas.

- group- book image

(p.41)

-engage students in topic.

- introduce theme.

5

Extension of theme

T. explain that students will hear a conversation between Mark and Janet about his routine..

S. read the questions at the end of the conversation.

T. play the recording once and check progress.

T. play the recording again and check the answers with the class.

students-Student book

- Audio

Identify routines and interesting activities. 10

Personalisation - Students walk around the classroom and ask each person to tell them two interesting things or unusual things they do each week.

- Before doing that, two students read the model conversation aloud.

- After reading the conversation T. gives a little time to think about the interesting or unusual things that they do.

-individual -Student book - Practice simple present questions, use the vocabulary and prepositions of time during a conversation.

35

Transfer- - encourage students to circulate, asking and answering questions about their activities.

-individual-plenary -N/A

- practice questions and answers in simple present

15

Consolidation -when students finish asking and answering questions around the classroom, ask for the first volunteers out of several to share some interesting or unusual things they learned about their classmates.

-individual

-plenary-N/A

-S. can see report what they found out 15


- as students give their answers, encourage the rest of the class to ask questions to find out more information about their classmates’ interest.-write on the board some interesting or unusual activities to help them stimulate and increase their vocabulary.

-individual

-plenary

-N/A -S. “see” what they have learned and that they can apply it.

10

10.Attachments

Date post:	01-Nov-2014
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