Dossier rosa mijangos copia

Certificación de tutores de docentes de idiomas

DOSSIER FOR STUDENTS AS TECHNICIAN UNIVERSITY

SUPERIORS IN MAINTENANCE CAREER.

BY

ROSA MARGARITA MIJANGOS SANTIAGO


Language awareness 2/48

Dossier for UT Students as Technician University Superiors in Maintenance Career

CONTENTS

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

Task 2: LANGUAGE AND CULTURE - Learning Past Progressive

Sensitising students to different cultural standards

Using was supposed to/ were supposed to/was/were hoping to

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: LANGUAGE AWARENESS

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Table of Contents:

1. Description of the area

2. Description of class and course

3. Topic

4. Aims of the lesson

5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10. Attachments



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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.

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.

3. Topic – was/were going to


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

- To criticize behavior in the past progressive.

- To talk about events or meetings.

- To talk about not started hobbies or interests.

- To give advice

5. Personal aims

- To provide an interesting lessons that students enjoy.

- To explain the past progressive structures that the students use easily.

- To encourage the students to enjoy a second language.

- To provide grammar structures for giving advice.



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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



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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.



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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

T = teacher / S = students

Phases of Learning

Activities Social

Form

Media/

materials Aim of activity

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



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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.

-individual -partner -Brainstorming

- 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



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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.

-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 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

-board -grammar sheet

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

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

-board -grammar worksheet

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

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

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

400

Conclusion and Evaluation

- 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


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- 64, section 2. .

-individual

-workbook

Feedback the structure.


10. Attachments


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UTSV JANUARY, 2013

Task 2:

LANGUAGE AND CULTURE

Theme: WAS / WERE GOING TO

Learning Past Progressive

Sensitising students to different cultural standards

Using was supposed to/ were supposed to/was/were hoping to

Learning vocabulary of ideas, events or meetings, education or career

choices, hobbies or interests, non visited places.


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Table of Contents:



3. Topic


5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10. Attachments


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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.


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

3. Topic :was-were going to


- Talking about unusual jobs

- Talking about work and the workplace

- Agreeing/disagreeing with a lecturer´s ideas.

- Talking about having your own business

- Describing your perfect workplace

- Evaluating job candidates

- Practicing a job interview

5. Personal aims

- To promote students for being critical.

- To provide a very funny lesson.

- To encourage students to communicate their ideas.


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- To introduce the grammar structure in an easily way.

6. 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.


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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 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.

7. 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.

8. 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.

9. LESSON PLAN “Culture”

T = teacher / S = students

Phases of Learning

Activities Social

Form

Media/


Time (min

s)


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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

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

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 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



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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

UTSV January 2013

Table of Contents:



3. Topic


5. Personal aims

6. Procedure


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7. Conclusions

8. Self evaluation

9. Lesson plan

10. 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.

3. Topic: Gerund Phrases as subject and object.


-Talking about unusual jobs

-Talking about work and workplace

-Agreeing and disagreeing with a lecturer’s ideas.

5. Personal aims

- To help students to use different gerund phrases as subject and object.

- To help them to make the difference between both uses.

- To help students to write descriptions.

- To recycle some job vocabulary

- To guide students to use communication patterns to use the vocabulary with gerund phrases.

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

- To promote student´s autonomy.


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6. 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)

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.

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.

7. Conclusions

I consider this topic important because it is necessary to differentiate

all the gerund phrases, which are objects and which are subject


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(regular and irregulars). I consider that these activities are helpful to

let students realize about the knowledge that they posses already,

then they acquire more knowledge (vocabulary). Finally they have to

use new knowledge. At the end, they are going to learn progressively,

and they are going to realize.

8. 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.

9. 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

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.


-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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Task 4: LANGUAGE TEACHING

UTSV Task 4:

LANGUAGE TEACHING

Topic: Stress Patterns with Non separable phrasal verbs.


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Table of Contents:



3. Topic

4. Theme and motivation

5. Aims of the project

6. Planning

7. Procedure

8. Conclusions

9. Evaluation of the project and self-evaluation

10. Lesson plans and attachments


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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

- To Practice a job interview


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6. Personal aims

- To motivate students to present and talk about people who they admired.

- To explain the structure for use the separable and nonseparable verbs.

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

- To promote learner autonomy.

- 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.


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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

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


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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

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

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

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


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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


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



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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


5. Aims of the project

6. Planning

7. Procedure

8. Conclusions

9. Evaluation of the project and self-evaluation

10. Lesson plans and attachments


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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.

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 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


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-practicing a job interview

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


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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 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)


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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

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


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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

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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