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Certificación de tutores de docentes de idiomas
DOSSIER FOR STUDENTS AS TECHNICIAN UNIVERSITY
SUPERIORS IN MAINTENANCE CAREER.
BY
ROSA MARGARITA MIJANGOS SANTIAGO
Certificación de tutores de docentes de idiomas
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
Certificación de tutores de docentes de idiomas
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
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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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1. Description of the area
This area includes to Analysis of phonology, grammatical and lexical structures
and use of related basic terminology, to link between linguistic competence and
communicative competence, to target language description
and appropriate terminology, language description being understood as a system
of abstract elements, constructions, and rules, to awareness of language
systems differences to application of this awareness to teaching and learning
experience (i.e. analysis of learning materials)
2. Description of class and course
This course is level 6. There are twenty students between the ages of 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
4. Aims of the lesson
- 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
-individual -plenary
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.
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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:
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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1. Description of the area
This area will awareness of socio-cultural and intercultural aspects of
language use and language learning, with different situations related
to intercultural differences, understanding different social backgrounds
of students, cross-cultural communication, e.g. missed event or
meetings, made education or career choices, started hobbies or
interests.
2. Description of class and course
This is the same group above mentioned. There are twenty students
between the ages of 19 and 23. Most of female students do not like
English language too much and the male students English are not
their favorite subject.
The group meets on Monday afternoon between 4:00 and 5:40 p.m.
The course book is OpenMind 3. They joined the course for passing
their English class as a subject and for being able to understand
English songs
3. Topic :was-were going to
4. Aims of the lesson
- 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/
materials Aim of activity
Time (min
s)
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Icebreaker/ Introduction to theme TV magazine article
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
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.
-individual -partner -Brainstorming
- Student book
-extend rule-breaking Speak about rule-breaking and elicit several responses. .
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.
-individual -plenary
-Student book
- practice circumlocution. -familiarize students with more vocabulary which can be implemented with next exercises.
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
-board -grammar sheet
-Ss can see structure clearly. Ss can apply it.
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
-board -grammar worksheet
-S. practice the structure in a controlled form. -pre-teach vocabulary for next exercise.
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
-T give exercises and express answers in pairs to do a coevaluation.
400
Conclusion and Evaluation
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
-individual -plenary
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 ask Ss to do exercises from WORKBOOK page 66,section 5.
-individual
-workbook
Feedback the structure.
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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:
1. Description of the area
2. Description of class and course
3. Topic
4. Aims of the lesson
5. Personal aims
6. Procedure
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7. Conclusions
8. Self evaluation
9. Lesson plan
10. Attachments
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1. Description of the area
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.
2. Description of class and course
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.
4. Aims of the lesson
-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/
materials Aim of activity
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
Introduce theme. -to elicit rules Ss
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?
-individual -partner -Brainstorming
- Student book
-extend rule-breaking Speak about rule-breaking and elicit several responses. .
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.
-individual -plenary
-Student book
- practice circumlocution. -familiarize students with more vocabulary which can be implemented with next exercises.
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
-board -grammar sheet
-Ss can see structure clearly. Ss can apply it.
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
-board -grammar worksheet
-S. practice the structure in a controlled form. -pre-teach vocabulary for next exercise.
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
-T give exercises and express answers in pairs to do a coevaluation.
400
Conclusion and Evaluation
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.
-individual -plenary
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 ask Ss to do exercises from students book p.119
-individual
-workbook
Feedback the structure.
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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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Task 4: LANGUAGE TEACHING
Table of Contents:
1. Description of the area
2. Description of class and course
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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Task 4: LANGUAGE TEACHING
1. Description of the area
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.
2. Description of class and course
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.
4. Theme and motivation
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.
5. Aims of the lesson
- 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/
materials Aim of activity
Time (min
s)
Icebreaker/ Introduction to theme TV magazine article
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
Introduce theme. -to elicit rules Ss
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.
-individual -partner -Brainstorming
- Student book
-extend rule-breaking Speak about rule-breaking and elicit several responses. .
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.
-individual -plenary
-Student book
- practice circumlocution. -familiarize students with more vocabulary which can be implemented with next exercises.
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
-board -grammar sheet
-Ss can see structure clearly. Ss can apply it.
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
-board -grammar worksheet
-S. practice the structure in a controlled form. -pre-teach vocabulary for next exercise.
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
-T give exercises and express answers in pairs to do a coevaluation.
400
Conclusion and Evaluation
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.
-individual -plenary
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 ask Ss to do exercises from students book. 122 .
-individual
-workbook
Feedback the structure.
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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:
1. Description of the area
2. Description of class and course
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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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/
materials Aim of activity
Time (min
s)
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Icebreaker/ Introduction to theme TV magazine article
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
Introduce theme. -to elicit rules Ss
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.
-individual -partner -Brainstorming
- Student book
-extend rule-breaking Speak about rule-breaking and elicit several responses. .
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.
-individual -plenary
-Student book
- practice circumlocution. -familiarize students with more vocabulary which can be implemented with next exercises.
600
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Focus on Grammar
Teacher ask students to look at the How to say it box.
-plenary
-board -grammar sheet
-Ss can see structure clearly. Ss can apply it.
600
Transfer
Teacher encourages the students to use the expressions when answering the interviewer’s questions.
Individually pairs
-board -grammar worksheet
-S. practice the structure in a controlled form. -pre-teach vocabulary for next exercise.
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
-T give exercises and express answers in pairs to do a coevaluation.
400
Conclusion and Evaluation
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.
-individual -plenary
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 ask Ss to do exercises students book 1 OpenMind 3 pag 124-125
-individual
-workbook
Feedback the structure.
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10.-Attachments