1. ABDIAS GAVILLA HERNANDEZ
Task 1.Match the six content areas to the following themes
TOPIC CONTENT AREA
Use of social forms Language, LearningProcesses
Learning in a group Language and Culture
Function of the Common European Framework Planning and Evaluation
of Reference
Which are the different learner types Language, LearningProcesses
Thefourskills Language, LearningProcesses
Speakingactivities LanguageTeaching
How do we draw up a lesson plan? Planning and Evaluation
How do I present a grammar structure? Planning and Evaluation
Micro-peer teaching Self -Assessment and Development
Different types of exercises in language LanguageTeaching
classrooms
Using pictures in a language classroom LanguageTeaching
Feedback rules Self -Assessment and Development
Pronunciation training LanguageAwareness
Learning strategies and learner autonomy Language, LearningProcesses
Difficultclassroomsituations Language and Culture
Progresstests Language, LearningProcesses
The use of media e-learning / blended learning Planning and Evaluation
Intercultural learning Language and Culture

2. ABDIAS GAVILLA HERNANDEZ
E-MAIL: abgaher@hotmail,com.mx
Planning and Evaluation –Topic: How do I present a grammar structure?
Musical Notes: Making Suggestions or advices.
Language Teaching -Topic: The use of pictures or flashcards in the classroom
To lead Speaking activities. (modals)
Language Teaching, Planning–Topic: Different types of exercises in language classrooms

3. 2. Lesson plan. Choose two of the topics of the table of exercise 1. How would you teach
these contents? Write a lesson plan
LEASON PLAN INTERCULTURAL LEARNING
T = teacher / S = students
Phases of Media/ Time
Social
Learning Activities material Aim of activity (mins
Form
s )
Icebreaker/ - T. Elicit students some ideas related to things they -group BoardM Introduce theme. 20
Introduction observe are positive or negative in society. Example, arkers -To elicit social
to theme the use of traffic lights, seat belt, get lines in the banks, practices in society.
¨Musical above all rules in any case etc…
Notes
-plenary

4. Extension of S. will read a text given by the teacher. Then 40
theme T. Activate schema saying: Student -study grammar
Remember the woman from the story? plenary book (modals of advice
Tell me, should she rest? (pointing to the picture) Board and warming)
T. ask S question: Markers correct any
What is the question? pronunciation
T. Write the questions to the board & have students errors.
repeat it.
Right. Please repeat: Should she rest?
T. show on a flashcard the form of Should or should to
make students give some more ideas about what they
read.
Students will make some drills activities. Get practice about
the structure
After a period of time given. pronunciation.
When the grammatical information is on the board,
analyze the structure, concept and patterns by eliciting
the following information from students: We use
SHOULD to indicate...?
SHOULD means: It’s a good idea.
Can we use SHOULD in Affirmative?
And in negative?
And in questions?
Is it the same or different for singular and plural?
So, SHOULD is a modal auxiliary; it doesn’t change
form for different persons.
Note:
- Remind the students about should (to give positive
advice). Elicit sentences with should using the examples
on the board. Point out the fact that should (and
shouldn’t) are not used to express obligation, but are
used to make suggestions.
Give students 45-60 seconds to assimilate the
information (the moment of silence.)

5. 25
Personalisat “Triskaidekaphobia” -partner - -practicing modals
ion Student of advice.
Problem solving: (Should) - plenary book -sharing
experiencies
The teacher introduce the problem by making a chain Help visual
pictures to help students understand much better. students.
Activate Schema (A): What is a phobia? Do you know
what Triskaidekaphobia is? (Write the word on the
board.) It describes that you are afraid of the number 13.
Think about this question in silence: why do you think
number 13 is considered bad luck?
Instructions: work in pairs. Write a list of things that
bring bad luck because they have number 13 in them.
Why shouldn’t you do these things? T: For example,
here in Mexico they say you shouldn’t get married or
travel on Tuesday the 13th.
Defining T Ask the students to do the exercise individually and - -students recognize 15
words then compare their answers in pairs, discussing any individua - vocabulary studied
differences. On page 52. l Student about
-plenary book differentproblems
The students through a brainstorming activity will give in society.
some ideas about other problems in society. They will
prepare a similar presentation by using their own
material and ideas.
Focus on T. will explain what are the modals advice and warning, -plenary -S. can see 30
Grammar should, ought to and had better with some examples board, structure clearly.
Ask the students to look at the Watch Out! Box to gramma -Each S. makes
differentiate some facts when using modals. r sheet notes according to
his learning
strategies.
Transfer -Ask the students to do this exercise individually and - -S. practice the
then to compare their answers in pairs. On page 51. Individua -board structure in a
- Check the answers with the class. Note that there is lly & - controlled form. 20
more than one possible answer in some cases, but that pairs gramma -pre-teach
#3 is clearly a warning, so there is only one answer. r vocabulary for next
workshe exercise.
et

6. Consolidati -Before you ask the students to discuss the problems, -plenary - -Practice the advice
on give them a couple of minutes to think about what workshe and warning.
advice they would give and to make a few notes. et “Give
-Divide the class into groups of four or five, and ask advice 15
them to discuss the problems. for
-Listen to some ideas from the class. Ask the class to these
decide which group has given the best advice for each problem
problem. s”
Conclusion T. Give the students a sheet with exercises that they - workshe -to reinforce
and need to solve individually and then T and S will individua et “ vocabulary, 30
Evaluation check the activity together. l concept and
T. will make a global feedback to check the information structure
on students. -plenary
Homework -T. asks S. to complete WORKBOOK(p.29-30) - - -To extend practice.
task individua workbo
l ok

7. TIMETABLE FOR 1 WEEKDAY COURSE
Main input:8 hours of face training sessions.
Lesson observation: 4 teaching sessions observable live.
Week 1 9:00-11 11:15-13:30 3:00-5:00 6:00-7:00
Monday How do I Speakingactivities Practicing Different
present a LT modals types of
grammar of advice exercises
structure
PE and in
warning
language
PE
SA classrooms
LT
Contentareasare:
Languageawareness LA
Languageandculture LC
Languagelearningprocess LLP
Languageteaching LT
Planningand evaluation PE
Self-assessment SA