Dossier maria martinez

Ma. G. Martínez C.

Complete Sample Dossier
for Training Language
Teachers Level 1

13

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 Social Media/materi Time
Learning Activities Aim of activity
Form als (mins)

Icebreaker/ - T. Write the words teacher and doctor on the - Teacher introduce 1
Introduction to board. Ask the students how many syllables N/A theme.
theme each word has. Have the students repeat the -two syllable
“Talents“ words chorally, and ask them whether the nouns.
stress is on the first or the second syllable in
each word.

Extension of Recognize the
theme T. See the student‟s book page for the audio -Student book stressed
script. students syllable.
5
T: play the recording once, and have the - Audio
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.

Personalisation - See the student‟s book page for the audio -individual -Student book - Practice
script. Before you have the students work in pronunciation 10
pairs, give them time to practice saying the
words individually.

Transfer- - put the students into pairs, and have them -individual - practice
take turns saying the words. -plenary -Student book pronunciation
- Encourage students to listen to their partner‟s and correct 15
pronunciation and make sure that the first stress
syllable is stressed. -Collaborative
- when the students finish, play the recording learning
and have them repeat the words chorally.

Consolidation -Look at the watch out box. -individual -S. can see
- Ask them to identify the error. Emphasized -student‟s structure clearly.
that with occupations, we always use a or an in -plenary book 15
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…

Conclusion - S ask and answer what are the occupations of -individual -Pictures -S. “see” what
and the famous people in the pictures. they have 20
Evaluation -plenary learned and that
they can apply
it.

Homework -T. asks S. to complete WORKBOOK(p.10 -individual -workbook -speak about
task section 2) 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 Activities Social Form Media/materials Aim of activity Time
Learning (mins)

Introduction -Teacher writes some -Plenary -Board, markers To introduce the 5
to theme: cognates on the board and theme
Down time ask students to recognize
them.
Sensitizing -Have students to open their -individual -Student book Introducing 10
students to books on page 29 and reading
read in a asked them to read the title comprehension
foreign of the text. strategies.
language
Comparing -students complete task 1 -individual -Student book Apply reading 10
L1 vs L2 by by circling or underlining strategy
Recognizing words they recognized that recognizing
cognates are similar in their own cognates
language
Sensitizing -Encourage students to read Group -N/A Making students 5
students as a way to learn about aware about
about the different cultures. reading for
importance of getting
reading knowledge from
different
cultures
Brainstormin Elicit information from the Group -N/A Using previous 10
g about people in the reading. Have knowledge from
culture them know some facts students
about the famous people in
the text.
Making I asked the students to do Group -N/A Using 15
agreement this exercise individually collaborative
when and then to compare their learning
learning in a answers
group
Conclusion Have students to discuss -Plenary -N/A To reinforce the 5
the importance of reading importance of
different types of text and reading and use
help them to comprehend techniques
what they are reading by strategies when
using techniques strategies reading a text.

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 Activities Social Media/material Aim of activity Time
Learning Form s (mins)

Icebreaker/ - S. have to draw a picture of their family tree. --group - To introduce the 5
drawing - T. has to explain the instructions of the activity. -None topic.
- T. has to say that they are only drawing and writing -to elicit vocabulary
the names under each picture without any other already known.
information.
Extension of
theme -S. work in pairs. They have to ask and answer -group -notebook - To review previous 30
questions about the members in their family vocabulary about
(relationship and occupations) family members and
occupations.
-to practice simple
present tense for
questions and the
correct structure for
answers for third
persons.

Personalisation - After finishing the activity S. have to tell the T. -individual - None -Talk about their 20
information about their classmate‟s family members. families.
- Provide feedback of
the mistakes made
during the drill.

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.

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

Icebreaker/ -Introduce the activity --group Student Book -Introduce 5
Introduction to - Students look at pictures theme.
theme and brainstorm a few -to elicit
“different strokes“ examples for different -pairs vocabulary
preferences e.g. social already known.
relationships, food, exercise, -plenary
etc.
-students in pairs discuss
their personal preferences
Extension of . Make a list of pairs of -Teacher Board -Extend
theme opposites the students will -Students Markers vocabulary
know, e.g., big-small, long- Student Book -Lifestyle
short, old-new, hot-cold. adjectives 10
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
- Have the students work - Student book -Recognition of 10
Personalization individually or in pairs to Individual vocabulary
match the words to the -Pairs
pictures (on page 58). -Plenary
- 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.

Transfer Ask ss to practice in pairs - N/A S: Use the
saying what type of lifestyle Individual information in a
his/her family had and -pairs different context 15
saying why. E.g. Student A: -Plenary - provides a
My mom has a healthy progressive
lifestyle. She plays sports way to build
and she eats healthy food. vocabulary
Student B: Really? Well, my skills for
dad is 65 now, so his life education and

isn’t very exciting. for practicing
vocabulary
-Elicit vocabulary for family studied
members from ss write the recently.
words on the board.
Consolidation -Have ss read personal - -Student book S:Reflect on
profiles on section 2 and Individual their lifestyles
answer some questions after -pairs and practice the
reading with the information -plenary learned 15
on the profiles e.g. What do vocabulary
the people have in common?
In what ways are they
different?
Conclusion and I asked students to compare T. Measure the
Evaluation their answers in pairs and progress of 20
we finished this class students about
eliciting some examples of the numbers of
the vocabulary studied that words learned
day and asking them when and the concept
we can use these words. they studied.

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

10. Attachments
Attachment 1

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 Activities Social Media/materi Aim of activity Time
Learning Form als (mins)

Icebreaker/ - T. asked ssif they have time to do things, or -group -None - To introduce the 5
Managing time if they sometimes feel they don‟t have enough topic.
time to do all the things they need to do. -to elicit vocabulary
-T. explained basic concepts like the word already known and
busy, the expression to-do list. to explain new
T. emphasize the importance of effective time
vocabulary and
management.
expressions.

Extension of -T. askss to look at some pictures on a quiz on - -course book - To analyze own 40
theme page 44. Individual activities and
T. askss to say which picture shows a calm, evaluate
organized person. themselves about
T. Read the instructions for answering the quiz. the way they
T.askss to do the exercise individually. -group manage their time
T. circulate while ss are working, and offer help - -to extend
as needed. individual vocabulary.
T. When the ss finish, have them calculate -
their scores according to the chart at the
bottom of the quiz. -Pairs
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.

Personalisatio T. refer ss to the term to-do -group Course book -writing to-do list. 30
n - -Learn sentences
T. ask the class how many of them make to-do individuall for evaluating
lists regularly. y priority in tasks

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.

Conclusion T. class I asked students to reflect on their lists - Course book -Reflect on their 15
individual management time
T. highlight the importance of prioritizing. -pairs

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.

Step 1:

(a) Quiz management time
Step 2:

(a) To-do list format
Step 3:

a) Schedule for managing time.

Attachment 1

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.

- 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

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 Social Media/materi Time
Learning Activities Aim of activity
Form als (mins)

Icebreaker: - Before lesson begins, T. ask students to look - group -engage 5
Routines at a picture. - book image students in
- T. ask what a routine is. (p.41) topic.
- S. share their ideas.
- introduce
theme.

Extension of T. explain that students will hear a conversation Identify routines
theme between Mark and Janet about his routine.. -Student book and interesting
students activities. 10
S. read the questions at the end of the
conversation. - Audio

T. play the recording once and check progress.

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

Personalisation - Students walk around the classroom and ask -individual -Student book - Practice simple
each person to tell them two interesting things present 35
or unusual things they do each week. questions, use
- Before doing that, two students read the the vocabulary
model conversation aloud. and prepositions
of time during a
- After reading the conversation T. gives a little conversation.
time to think about the interesting or unusual
things that they do.

Transfer- - encourage students to circulate, asking and -individual - practice
answering questions about their activities. -plenary -N/A questions and
answers in 15
simple present

Consolidation -when students finish asking and answering -individual -S. can see
questions around the classroom, ask for the first -N/A report what they
volunteers out of several to share some -plenary found out 15
interesting or unusual things they learned about
their classmates.
Conclusion - as students give their answers, encourage the -individual -N/A -S. “see” what
and rest of the class to ask questions to find out they have 10
Evaluation more information about their classmates‟ -plenary learned and that
interest. they can apply
-write on the board some interesting or unusual it.
activities to help them stimulate and increase
their vocabulary.

Dossier maria martinez

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (20)

Similaire à Dossier maria martinez

Similaire à Dossier maria martinez (20)

Plus de veraniega

Plus de veraniega (13)

Dernier

Dernier (20)

Dossier maria martinez