task 4 handbook paty

PATRICIA MARTINEZ

TASK 4.2PREPARING A TRAINEE HANDBOOK Aim: To design a training manual for a teacher training.

Handbook for UT Teacher Training in UNIVERSIDAD TECNOLOGICA DEL SURESTE DE VERACRUZ.

GENERAL INFORMATIONThe aims of the trainingThe requirementsWhich language the training is offered in and forRequirements of the traineeApplication form for trainees interestedA questionnaireCourse rules

STRUCTURE AND TIMING

CONTENTS

CERTIFICATEGeneral informationApplication form for certificationApplication form for lesson observation

MANUALDossiers ExplanationInstructions for dossier Elaboration

EVALUATIONTeaching dossiers checklists Class Observation checklistEvaluation Procedure and Assessment criteriaTrainer Evaluation checklist

MATERIALReading ListDossiers ExamplesMaterials

EXTRASResume

GENERAL INFORMATION

The aims of the training

This Trainee handbook (TH) is designed and produced by Patricia Martinez member of the English Academy from Universidad Tecnologica del Sureste de Veracruz (UTSV), which has provided examinations in English for speakers since 2003.

The teacher in training should know: concepts related to pronunciation training, listening comprehension, understanding different accents, learning spoken and written language, planning and preparing dossier in language awareness, language and culture, language learning processes, language teaching, planning and evaluation and self-assessment and development.

This handbook also will encourage teachers in their professional development by providing steps in a developmental framework of awards for teachers of English.

The requirements

The trainee handbook is suitable for:

- Teachers in training who teach level 1 in the Universidad Tecnologica del Sureste de Veracruz

- Classroom assistants who work with level 1 in the UTSV

- Candidates taking this certification will normally have some experience of teaching English to speakers of other language.

- Teachers need at least an intermediate level of English level B1 of the Council of Europe’s Common European Framework of Reference for Languages (CEFR), e. g. TKT band score of 2.

- English as an additional language teacher who work with non-native speaker learners in mainstream classes.

Which language the training is offered in and for

This trainee handbook is offered only in English language for helping teachers in training to develop their own teaching dossiers. The TH includes the language used as English teachers and their activities. It guides to understand and design a dossier for the 6 areas, for any topic and level 1-9 that they choose to work on.

Requirements of the trainee

Language awareness 3/90

All the candidates taking this training will normally have experience in teaching English to speakers of other language. They may also be taken:

- Candidates studying for teaching qualifications who may have non-native learners in their classrooms.

- Teachers need at least an intermediate level of English. Level B1 of the Council of Europe’s Common European Framework of Reference for Languages (CEFR)

- Candidates taking this training are expected to be familiar with the language of teaching a represented in the glossary from level 1 as well as the terminology related to the description of language, subject vocabulary and concepts for this training.

- Successful candidates are likely to have experience of teaching school subjects through the medium of English.

- Candidates should be certificated in a teaching Knowledge Test with minimum band 3.

- All trainees must receive at least major or bachelor necessary for our college admission.

- All trainees must update their application form for trainees interested.

- We are required to send a quarter progress report on the training.

- All trainees must answer the questionnaire for getting integrated in their profile.

- Trainees’ updated CVs every year

- All trainees are required to be involved in conducting or teaching research and policy. All trainees are required to present work in progress about their dossiers.

- Trainees will receive formal and informal instructions in the responsible conduct of research, including language and teaching integrity and ethical principles of teaching.


Application form for trainees interested

Personal Information

Saludation First Name Last name

Email

( ) ( )Phone Mobile phone

/ /Birth day Birth month Birth year

Citizenship

F M Gender

Marital Status

City

Country

Zip / Postal codeEducation and Experience

Title of Bachelor

Years of experience

Years as a teacher

Certification Band /Score

Signature


A questionnaire

NAME:____________________________________________________________

Instructions: Choose the best answer

1. When you are teaching do you use the appropriate terminology to your students?

a) Yes b) Sometimes c) No d) I need to improve in it

2. Do you understand the principles of language learning and teaching?


3. Do you select the appropriate teaching points from teaching materials to suits different levels?


4. Do you provide your students with clear and effective explanations in a way that is helpful to them?


5. Do you use grammar books, platforms or websites effectively to provide your students with clear answers?


6. Do you provide to my students styles and strategies for learning?


7. Do you give your students feedback on their language competence in a way that is appropriate and helpful?


8. Do you encourage and motivate your students to improve?


9. Do you define the aims of my lesson and understand how to achieve them?


10. Do you use a variety of exercise types?


11. Do you use various media forms appropriately as moodle, whiteboard, smartboard, etc?



Course rules

This training handbook includes all the rules to do these certifications possible.

- All trainees must update their application form for trainees interested before starting the training.

- Trainees’ updated CVs with their application form

- We are required to send a quarter progress report on the training, depending the English level that they’re teaching.

- All trainees must answer the questionnaire for getting integrated in their profile.

- All trainees are required to be involved in conducting or teaching research and policy. All trainees are required to present work in progress about their dossiers.

- Trainees will receive formal and informal instructions in the responsible conduct of research, including language and teaching integrity and ethical principles of teaching.

- This course should be read it completely before planning and doing the dossier.

- The questionnaire should be answered by all candidates without any exception.


STRUCTURE AND TIMING

Face to face

The face to face program provides you an opportunity to sit in on University of Technological of south-east from Veracruz class to explore experiential learning in a small class setting. This trainee handbook can be development in different structures or way to teaching.

The training will include “train the trainer” programmes. This course also comes with a set of a manual where it describes and explains how to do the dossier in six different areas and it will explain the topic of the dossier as Language Awareness, Language and Culture, Language Learning Processes, Language Teaching, Planning and Evaluation, Self-Assessment and Development.

Members of the English academy will explain to the trainees what the aims of each lesson are, it will give an example of the description of a class, and it also will explain what the correct procedure to do the dossier and the conclusion of the lesson are. It is also important for trainees to know all attachments or resources that they could use for develop their classes.

All the material or resources to support are showed face to face by the English Academy will also be made available. The ultimate objective should be to create increased the best methodology and strategies for teaching, so that all trainees can utilise the information for improvement of their quality of teaching, and to create scope for teaching skills development.

All nine members of the English academy will be instructors who will teach in the face to face format. We should not forget all benefits of face to face training which are though face to face communication, additional information is available such as the deducting through body language, tone, volume and modulations of voice. Sometimes technology often does not facilitate the right type of information being shared or exchanged. This means that learning potential can be limited. However, the trainees are not entirely passive in this relationship or tutorial, as they give the instructor valuable information about how they are progressing, areas in which they are doing well and those that would benefit from further input. Face to face also delivery allows trainees to share their personal experiences, thoughts and challenges in relation to the content. This can be a rich source of learning and one that many trainees miss when undertaking distance education.

The timing for this program using face to face training will be twice a week, three hours per day, counting 60 hours in total


Blended course

The benefits of face to face courses are well documented elsewhere on this handbook. Onsite courses have the face to face contact which online courses lack, and online courses do not include any practice teaching, and for this reason are less recommended for absolute beginner teachers

There are many factors which may lead a trainee to go for online training, however, factors which include convenience, cost, access, location, learning styles and preferences.

Online courses do enable you to gain a useful insight into this handbook, and where there is a lower minimum requirement for the qualifications of teachers, these courses can serve as a 'passport' into teaching. Online courses give a foundation which is ideal for helping to orientate potential teachers who may be going off on a short term teaching mission, where teaching English is not being seen as a long-term career, nor to provide a sustainable source of income, where teaching might take place on a casual or volunteer basis.

This kind of course will take more time because it will required more practice for face to face and online practices. It should count 60 hours in total.

Online course

With our busy lives, conventional employee training can become a repetitive, time-consuming task for all involved. In-person classroom training requires that everyone involved get together at the same time/place, and the teacher must be paid for his/her time, even though the same material is presented again and again. Conventional training involves print materials, travel expenses, and many other cost-producing aspects.Flexibility: Online training works great with tight schedules. Since many people are living busy lives, these Web-based applications can be reached from home or any other Internet-accessible computer anytime! No more scheduled training sessions to work around. Trainees can train at their own pace, and work around their schedules, thereby minimizing loss of productivity.Relevance: All content-managed courses stay up-to-date, ensuring that the most accurate, relevant information reaches trainees.Affordable: Companies with a large volume of high-turnover positions where continuous training is necessary can save thousands with online training programs. They eliminate classroom related costs and materials' expenses. Now trainers can develop the course content, present it once and go on to the next project. Trainers only need to revisit the course if the content needs to be modified.Retention: Since trainees are learning at their own pace, the learning retention rate is often higher than in a classroom setting. They can still have opportunities to email or call the teacher to ask questions, although many online courses now offer an


updatable FAQ section where they can look first for answers to the most commonly asked questions, which reduces repetitive questions.Reporting: Most applications, like Osmosis, are customizable. The reporting tools are also customized to suit the company. During the analysis phase of the project, specialists determine what components are most important and develop easy ways to gather the exact data needed for grading.

This kind of course will take more time because it will required more practice for face to face and online practices. It should count 60 hours in total.

Weekend course

The way for this training will be only apply on weekends, it gives to teachers all the information that they need to know but on weekends so they will be able to develop their work and put in practices their experimental work in the week with their students.

Compact course

In this course, we use the summary of all the methodologies and strategies for teaching, it also focus in the meaning of the main concepts and includes a lot of examples about to how make the dossiers. Talking about compact course is spending the same hours for having this course but the insensitive for learning and practice increase, it means that teachers will have to spend more time practicing and doing research that reading or assist face to face to a course. It will be more practical than theoretical.


CONTENTS

This handbook helps the teachers in training to develop their own teaching dossier. It is really practical for trainees; it will help in order to design teacher’s teaching dossiers. This manual contents general information such as the aims of the training, the requirements of the trainee, the application form for trainees interested, the questioner and all the course rules.

It also specifies all strategies, structure and timing that we are using for this training. Some strategies are face to face, blended course, online course, weekend course, compact course.

This trainee handbook will develop the language awareness, language and culture, Language Learning Processes, Language Teaching, Planning and Evaluation and Self-Assessment and Development in all the trainees teachers in order to guide to meet, understand and design six dossiers for different areas, for any topic and level they choose to work on.

The six main areas of the training are:

1. Language awareness, where trainees will improve their pronunciation training, learning vocabulary, listening comprehension, understanding different accents, learning spoken and written languages. Trainees will be able to describe the language I am teaching and use the appropriate terminology, to understand the principles of language learning and teaching, to select the appropriate teaching points from teaching materials to suit different levels, to provide my students with clear and effective explanations in a way that is helpful to them, to select and apply the appropriate methodological tools to highlight differences in language systems, to use reference materials (i.e. grammar books) effectively to provide my students with clear answers with regards to language-related questions at the end of the course.

2. Language and culture, the purpose in this area is awareness of socio-cultural and intercultural aspects of language use and language learning, dealing sensitively with difficult classroom situations relating to intercultural differences, understanding different backgrounds (therefore different study methods) of students, cross-cultural communication and application of this knowledge to the teaching situation. Trainees will be able to take into account and incorporate into my teaching the educational experiences my students have had previously, to provide for individual learner styles and strategies in my teaching, to design my lessons with my students' needs and interests in mind in order to make it interesting, lively and motivating, to give my students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage of language development they are at, to encourage and motivate my students to improve at the end of the course.


3. Language learning processes, in this area the trainees will be able to take into account and incorporate into my teaching the educational experiences my students have had previously, to provide for individual learner styles and strategies in my teaching, to design my lessons with my students' needs and interests in mind in order to make it interesting, lively and motivating, to give my students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage of language development they are as well as the stage aim we are trying to achieve in a particular stage of a lesson, to encourage and motivate my students to improve, being aware of different types of motivation and capable to relate those to my students at the end of the course.

4. Language teaching, trainees will be able to define the aims of my lesson and understand how to achieve them by the end of the lesson as well as make my students aware of what my aims are, to be confident in selecting, adapting and designing materials to suits those aims, to use a variety of exercise types, to use various media forms appropriately (Module, whiteboard, Smart board...), to evaluate learning tasks and activities, to incorporate learning tasks and activities which encourage and facilitate learner autonomy and take into account learners' learning styles and cultural expectations, to give clear instructions and make sure they are understood, to manage a class effectively in a wide variety of contexts taking into consideration the learners' needs and levels of language competence as well as mixed abilities and clarify the meaning of new vocabulary through the use of different means and I am able to check that the students have understood at the end of the course.

5. Planning and evaluation, in this area trainees will be able to state the general aims of a course with reference to the CEFR (European Framework), to define the aims of my lesson so that they fit within the context of the whole course, to plan lessons and teaching programs and include appropriate tasks to suit the learning outcomes, to use various ways of conducting a course evaluation, to do a needs analysis and assess my students' language competence according to the CEFR, to inform my students on language examinations available to them and advice them on the appropriate options for them, to help my students to plan further learning to suit their needs and use a variety of inductive and deductive approaches to present a grammar structure and select an effective approach taking into account the grammar point in question and the group I'm teaching at the end of the course. At the last area but not the least

6. Self-assessment and development, in this area trainees will be able to reflect and draw conclusions from observations and self-observation in order to gain a better understanding of the teaching situation and validate, bring changes to and improve my own teaching, to receive and make use of feedback on my teaching performance, to give constructive feedback to colleagues , to incorporate the systematic sharing of ideas with colleagues to promote best practice, to access the relevant support systems that will enable me to develop further and find solutions to my teaching problems and to put forward ideas on how to ensure continuous professional development at the end of the course.


CERTIFICATE

General Information

Getting a certification as English trainee teachers will improve the trainee teaching-learning strategies in English as second language. It gives the teacher the abilities and understanding to increase the cognitive process in the way that they teach, it also helps all the communications strategies to develop the intercultural understanding.

The global necessity to learn another language, specially English, as teacher, we should motivate our student the importance of this language at present and getting this certification will help teachers to do that kind of motivation.

This certification will provide to teachers to develop their own teaching strategies or methodologies for teaching. Getting this certification, teachers will improve how to correct mistakes from their students in class, it is really important to teachers use social forms and identify how adults learn a language.

The documents require to obtaining the certificate are:

- A bachelor degree- Teaching Knowledge Test certification (three modules with at least band 3 in

each one)- Elaborate and develop six dossiers in areas as Language Awareness,

Language and Culture, Language Learning Processes, Language Teaching, Planning and Evaluation and Self-Assessment and Development.

- Have at least 1 year of experience in teaching- Trainee teachers should be attendance to all hours of this course

The candidates receive a certificate for Trainee Teachers. Candidates’ performance is reported to the European Competence Systems Certificate and evaluated it by this important and international organization. This one will be who decided is the certification has been successful and it will let the teachers know about it.


Application form for certification

Fill of the boxes with your information, all required fields must be completed or your form will be returned.

LAST NAME (as photo ID)

FIRST NAME (as photo ID)

ADDRESS. LINE 1

ADDRESS. LINE 2

CITY

COUNTRY ZIP CODE

PHONE NUMBER GENDERMALE FEMALE

DATE OF BIRTH NATIVE LANGUAGEMONTH

DAY YEAR


Application form for lesson observation

Date / Time: Duration:

Teacher: Level. & Subject: No. in Class:

Support Staff: Observer:

Context:

Where the teaching was effective, it was because:

Where the learning was effective, it was because:

Where the teaching was not so effective it was because:

Where the learning was not so effective it was because:

Agreed areas for development


MANUAL

Dossiers ExplanationThe first area is Language Awareness. Here the trainee is going to be able to describe the language taught in class, and making reference about appropriate terminology. The apprentice is going to learn how to select the appropriate teaching points from materials, in order to share the principles of language learning; also he/she is going to learn how to provide effective explanations to the learners through the use of appropriate methodological tools. By doing this, is necessary to make use of reference materials which are going to provide clear information related to the language.

Instructions for dossier ElaborationCover.- Your dossier must contain a cover where you specify the area that you are going to work with. Provide the title, the date, and the name of the person that is elaborating the dossier.

Description of the area.- Here you have to explain the characteristics of the area that you are developing, providing just a brief explanation about the area in no more than a full page.

Description of the class and course.- here you have to explain the participants of the class. You have to include number of students that are in the class, the level of the learners, their age; the characteristics of the course like the goals of the session, the topic, and the order which is going to be performed.

Topic.- You have to provide the main topic that you are using to elaborate your dossier.

Aims of the lesson.- provide the objectives that learners have to achieve at the end of the lesson according to the topic.

Personal aims.- provide the personal objectives that you want to achieve at the end of the lesson.

Procedure.- In this section you have to describe all the activities of the class. This description has to be very detailed. It must be described in order, and explaining what should the learners do and the dynamic issues. It is important to add the materials that students need in every activity. It must cover the whole class, from the introduction to the conclusion.

Conclusion.- here you have to write a general conclusion about the way you developed the dossier. You have to provide your thoughts about the aims you completed, and if it is necessary changing anything.


Self evaluation.- in this section you have to elaborate a personal evaluation about your performance and if you found any problem during the dossier creation. You have to include what you have learnt, and what do you think you could improve for future activities.

Lesson plan.- here you have to include the lesson plan that you elaborated for the dossier. You have to consider all the activities of the class, the material that you are going to use, the time for each activity, and how is going to be the interaction per activity.

Attachments.- in this section you have to include all the extra materials that you are going to use for the class; they could be worksheets, flashcards, pictures, etc.

Dossier Format

Cover.-

“ENGLISH LEVEL”

Objectives of the lesson

Topic

Theme:

“NAME OF THE AREA”

Date

Body.-

You have to consider this format:

Font: Arial 12Line space: 1.5Include a content table.

Note: The information of each section of the dossier, does not have to pass 15 lines, only the procedure section must be no less than a full pageEVALUATION


Teaching dossiers checklists

Teaching Dossier Area: Language Awareness

Necessary point to cover Covered? Observation/commentyes no

The teacher is completely familiar with the basic tools for language analysis.

The teacher is able to make general comparisons between the source language of the learners and the target language.

The teacher can deploy this knowledge in his/her teaching, using it in particular for the planning of language lessons and language courses.

The teacher is able to check his/her knowledge of the language system and to further develop it, using relevant reference sources.

Uses correct and appropriate terminology to describe language.

Formulates learning objectives clearly and comprehensibly for language lessons and parts of language lessons

Analyses language and help learners to understand language structures

Perceives and understand difficulties related to the structures of the target language which learners encounter and to provide appropriate didactical and methodological measures to deal with such problems


Provides grammatical explanations which are readily comprehensible and accessible to his/her learners

Teaching Dossier Area: Language and Culture

Necessary point to cover

Covered? Observation/comment

yes no

The teacher is aware of socio-cultural and intercultural aspects in language use and language production.

The trainer is able to sensitive learners to cultural differences.

Shows empathy with/sensitivity to the cultural background(s) of the learners

Promotes sensitivity towards cultural differences whilst avoiding cultural stereotypes in his/her learners.

Integrates socio-cultural and intercultural topics into the language lessons.


Teaching Dossier Area: Planning and Evaluation



Yes no

Is the teacher able to plan and evaluate language lessons within the context of a given curriculum/course of studies?

Understands the institutional context of his/her teaching activities and is familiar with the overall training programmes offered within his/her institution.

Understands the levels of competence defined in the European Framework of Reference, is familiar with the main language examinations offered in the target language and is able to prepare learners to take such examinations.

States general aims and objectives for a course or a series of lessons

Defines aims and objectives for a lesson and integrate them in the context of a course

Plans lessons, selecting appropriate learning tasks and activities to suit the aims and objectives of the lesson


Teaching Dossier Area: Language Acquisition



yes no

The teacher is aware of the most important concepts related to current theories of language acquisition, can recognise development patterns in the target language, and is able to integrate these into the planning of language lessons, thus structuring and supporting the language learning process.

Integrates learners' previous learning experience in his/her language lessons

Presents learning materials in a lively and relevant manner

Takes into consideration the needs and interests of the learners

Recognises the level of language competence of the learners

Anticipates possible language problems and show evidence of envisaged solutions in his/her planning


Teaching Dossier Area: Global Evaluation



yes no

Combines theoretical knowledge with practical language teaching

Acquires basic methodological-didactic competence and skills and know when and how to apply them

Understands the different aspects and problems related to modern language teaching

Reflects and analyse own teaching, based on practical examples, and draw conclusions for own further development.

Tries out and evaluate new and alternative solutions.

Learns from others.

Works together with others.


Class Observation checklist

Name of trainee _____________________

Class observed _____________________

Observer ___________________________

Date ______________________________

Mark with an X in the appropriate space: 1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed

Teaching Dossier Area: Global Evaluation

Necessary point to cover Result Observation/

Comment1 2 3 4 5

Before the lesson takes part:

The planning of the lesson

The choice of material, activities and tasks

Reflection on potential problems

Well designed materials

During the lesson:

Review of previous topic

Invites to class discussion

Solicits students input

Demonstrates awareness of individual needs of students

aims of the lesson (clear and transparent)

correction (how)

language of instruction

Context appropriate?


classroom management

social forms

atmosphere

Confidence provider

Content organized

Relates concept to students needs and experience

After the lesson:

topics to be discussed

Commitments

Proper and clear feedback

Personal feedback (if needed)


Evaluation Procedure and Assessment criteria

The evaluation criteria for the trainee are going to be according to the way which evaluation is held in the institution. The evaluations’ university is divided in two parts, 70% practice and 30% theoretical knowledge. Based on this, the observation must be considered by following the practical part. It is important that the trainee provides practical activities, more than grammar explanation. Also, the institution is focused on communicative approach; for this reason, the interaction must be by speaking practices.

The evaluation criteria would be obtained by taking into account the next activities:Class preparation, class development, and class ending. The first part must contain the way which the trainee is getting ready for the class, including material, resources, and how there is an anticipation to possible problems.During the class development, it is considered the interaction between the trainee and the students. It is necessary to catch student’s attention by providing interesting information for them. One of the most important points to consider in this part is clarifying doubts and questions properly, as well as providing clear explanations about grammar structures and communication patterns.Finally, the class ending must cover a feedback about the topic. It is important that during this section of the class, students clarify all the doubts. It is needed a general review of the session as well.

In order to achieve a satisfactory evaluation of 70% of practice, and 30% theoretical knowledge, the teacher has to achieve those three sections in every session. For that reason, the trainee has to comprehend and put into practice all those requirements. The evaluation will be divided in the next form:

Class preparation.- 30%Class development.- 45%Class ending.- 25%


Trainer Evaluation checklist

Name of trainer _____________________

Class observed ______________________

Date ______________________________

Mark with an X in the appropriate space: 1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed

Trainer Evaluation

Point to cover Result Observation/

Comment1 2 3 4 5

1. The training met my expectations.

2. I will be able to apply the knowledge learned.

3. The training objectives for each topic were identified and followed.

4. The content was organized and easy to follow.

5. The materials distributed were pertinent and useful.

6. The trainer was knowledgeable.

7. The quality of instruction was good.

8. The trainer met the training objectives.


9. Class participation and interaction were encouraged.

10. Adequate time was provided for questions and discussion.

11.- The trainer showed patience during the training

12.- The trainer showed fairness and objectivity in evaluations


Dossier for language teaching training.

CONTENTS

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

Task 2: LANGUAGE AND CULTURE - Topic: Downtown

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

Task 5: LANGUAGE TEACHING - Topic: Here, there and everywhere

Task 4: PLANNING AND EVALUATION - Topic: Different strokes

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:

- Description of the area

- Description of class and course

- Topic

- Aims of the lesson

- Correction

- Procedure

- Conclusions

- Self evaluation

- Lesson plan

- Attachments

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3. 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 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?

4. Aims of the lesson

b) To revise and practice articles a and an.

c) To revise and practice possessive nouns ‘s and s’

d) To expand vocabulary related to family members and occupations.

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

f) To revise adjectives for describing jobs and adjectives for describing employees.

g) To revise two-syllable nouns.

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5. Personal aims

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

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

j) To motivate students to experiment with the language.

k) To promote learner autonomy.

l) To motivate students to experiment with their skills.

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

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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.

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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

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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.

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9. Lesson Plan

T = teacher / S = students

Phases of Learning Activities

Social Form

Media/materials

Aim of activity

Time(mins

)

Icebreaker/Introduction to theme„Talents“

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

- Teacher

N/A

introduce theme.-two syllable nouns.

1

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

the audio script.

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

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

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

students

-Student book

- Audio

Recognize the stressed syllable.

5

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Personalisation

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

-individual

-Student book

- Practice pronunciation

10

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

-individual-plenary

-Student book

- practice pronunciation and correct stress-Collaborative learning

15

Consolidation

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

-individual

-plenary

-student’s book

-S. can see structure clearly.

15

Conclusion andEvaluation

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

-individual

-plenary

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

20

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Homework task

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

-individual

-workbook -speak about different occupations.

10.Attachments

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Task 2:

LANGUAGE AND CULTURE

Theme: DOWN TIME

- Sensitising students about the use of different types of words

- Reading: Recognizing cognates

January 2013

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Table of Contents:



3. Personal aims

4. Procedure

5. Conclusions

6. Self evaluation

7. Lesson plan

8. Attachments

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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

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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.

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

LESSON PLAN “Culture”


Phases of Learning

Activities Social Form

Media/materials

Aim of activity

Time(mins)

Introduction to theme: Down time

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

-Plenary -Board, markers

To introduce the theme

5

Sensitizing students to read in a foreign language

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

-individual -Student book Introducing reading comprehension strategies.

10

Comparing L1 vs L2 byRecognizing cognates

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

-individual -Student book Apply reading strategy recognizing cognates

10

Sensitizing students about the importance of reading

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

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

5

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Brainstorming about culture

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

Group -N/A Using previous knowledge from students

10

Making agreement when learning in a group

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

Group -N/A Using collaborative learning

15

Conclusion

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

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

5

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9. Attachments

Activity 1

Activity 2

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Task 3:

UTSV JANUARY 2013

LANGUAGE LEARNING PROCESSES

To learn the simple present, and express general information

Theme: WHAT DO YOU DO?

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UTSV

Table of Contents:

b) Description of the area

c) Description of class and course

d) Topic

e) Aims of the lesson

f) Personal aims

g) Procedure

h) Conclusions

i) Self evaluation

j) Lesson plan

k) Attachments

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l) January 2013


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.

11. Topic - Simple past present


b) Students can use previous vocabulary in a conversation.

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

b) Students can understand and use simple present.

11. Students can talk about real people. b) Students can use verbs with −s endings for third persons correctly. 12. Students can understand other people in a real conversation.

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13. Personal aims

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

c) To motivate and encourage students to experiment with the language.

d) To promote learner autonomy and improvisation during a conversation.

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

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

14. 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.

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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.

15. 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.

16. 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.

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17. Lesson Plan


Phases of Learning


Media/materials

Aim of activity

Time(mins)

Icebreaker/ drawing

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

--group-None

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

5

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

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

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

30

Personalisation

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

-individual

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

20

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10.Attachments

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UTSV Task 4:

LANGUAGE TEACHING

TOPIC: Different Strokes

To revise and practice present simple affirmative sentenceswith

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.

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January 2013

Task 4: LANGUAGE TEACHING

Table of Contents:

Page



3. Topic


5. Personal aims

6. Procedure

7. Conclusions

8. Self evaluation

9. Lesson plan

10.Attachments

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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 anA1 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.

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- To explain the use of adjectives in simple steps that the students understand and can easily employ.

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

6. Procedure

The topic of the new chapter (Unit 6/p.57) was Different Strokesand in this lesson we looked at “A green lifestyle”. A good part of thislesson 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

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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 pairsaid 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 readpersonal 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.

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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 usedrecycled 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.

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9. Lesson Plan


Phases of Learning


Media/materials

Aim of activity

Time(mins)

Icebreaker/Introduction to theme„different strokes“

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

--group

-pairs

-plenary

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

5

Extension of theme

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

-Teacher-Students

BoardMarkers

Student Book

-Extend vocabulary-Lifestyle adjectives 10

Personalization

o) Have the students work individually

-Individual-Pairs-Plenary

Student book -Recognition of vocabulary

10

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

p) Check the answer with the class.

q) 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 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.

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

-Individual-pairs-Plenary

N/A S: Use the information in a different context - provides a progressive way to build vocabulary skills for education and for practicing vocabulary studied recently.

15

Consolidation -Have ss read personal profiles on

-Individual-pairs

-Student book S:Reflect on their lifestyles

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

-plenary and practice the learned vocabulary

15


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

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

20

Homework task

Ask ss to work on activities at Macmillan platform section vocabulary

Individual Internet connection

Reinforce knowledge.

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10.Attachments

Attachment 1

Attachment 2

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Attachment 3

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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

67

UTSV TRAINEE HANDBOOK Table of Contents: January 2013



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

UTSV TRAINEE HANDBOOK 1. Description of the area.

This area covers a wide range of needs especiallyElementary 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.

3. Aims of the project

- 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:

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UTSV TRAINEE HANDBOOK 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.

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UTSV TRAINEE HANDBOOK 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.

8. Evaluation of the project and self-evaluation

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:

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UTSV TRAINEE HANDBOOK

Lesson Plan: Planning and Evaluation

T: Teacher / S: Student

Phases of Learning


Media/materials

Aim of activity

Time(mins)

Icebreaker/ Managing time

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

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

5

Extension of theme

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

-Individual

-group- individual-

-Pairs

-course book

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

40

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UTSV TRAINEE HANDBOOK Personalisation

T. refer ss to the term to-do

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

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

T. check any difficult term.

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

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

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

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

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

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

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

-group-individually

Course book

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

30

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UTSV TRAINEE HANDBOOK Conclusion T. class I asked students to reflect

on their lists

T. highlight the importance of prioritizing.

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

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

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

-individual-pairs

Course book

-Reflect on their management time

15

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Step 1:

(a) Quiz management time

Step 2:

(a) To-do list format

Step 3:

a) Schedule for managing time.

Attachment 1

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Attachment 2

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UTSV TRAINEE HANDBOOK Attachment 3

Task 6:

SELF-ASSESSMENT AND DEVELOPMENT

Topic: Day in, day out.

This lesson we will use feedback rules, difficult classroom situations. As teachers, 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.

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Table of Contents:

- Description of the area

- Description of class and course

- Theme and motivation

- Aims of the project

- Planning

- Procedure

- Conclusions

- Evaluation of the project and self-evaluation

- Lesson plans and attachments

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UTSV TRAINEE HANDBOOK - Description of the area

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.

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UTSV TRAINEE HANDBOOK 4. Aims of the lesson

- Students describe weekdays and weekend routines.

- Talk about interesting activities

- talk about unusual activities

- talk about the frequency they do their activities

- Use prepositions of time correctly.

5. Personal aims

r) To receive feedback on my teaching performance

s) To give constructive feedback to colleagues

t) To share ideas with colleagues to promote best practice

u) To promote learner autonomy.

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UTSV TRAINEE HANDBOOK - 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 ask 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

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

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UTSV TRAINEE HANDBOOK 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.

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 integrants 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.

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UTSV TRAINEE HANDBOOK 9. Lesson plan

Phases of Learning Activities

Social Form

Media/materials

Aim of activity

Time(mins

)

Icebreaker:Routines

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

- group- book image (p.41)

-engage students in topic.

- introduce theme.

5

Extension of theme T. explain that students will hear a

conversation between Mark and Janet about his routine..

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

T. play the recording once and check progress.

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

students

-Student book

- Audio

Identify routines and interesting activities.

10

Personalisation

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

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

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

-individual

-Student book

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

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

-individual-plenary

-N/A- practice questions and answers in simple present

15

Consolidation

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

-individual

-plenary

-N/A -S. can see report what they found out

15


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

-individual

-plenary

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

10

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UTSV TRAINEE HANDBOOK 10.Attachments

MATERIAL

1.- A reading list

1.- The importance of language awareness, Maria Prtic Soon; see the article at: http://dspace.mah.se/bitstream/handle/2043/6229/Examensarbete100%25vers.fin.pdf?sequence=1

2.- Language awareness: an international project, Dolors Masats; see the article at: http://jaling.ecml.at/pdfdocs/articles/English.pdf

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http://jaling.ecml.at/pdfdocs/articles/English.pdf

http://dspace.mah.se/bitstream/handle/2043/6229/Examensarbete100%25vers.fin.pdf?sequence=1

http://dspace.mah.se/bitstream/handle/2043/6229/Examensarbete100%25vers.fin.pdf?sequence=1

UTSV TRAINEE HANDBOOK 3.- 100+ ideas to promote language awareness, Joe Debono; see the article at: http://www.newburypark.redbridge.sch.uk/langofmonth/activitiesbooklet.pdf

4.- Culture and Language, Edward P. Lazear; see the full article at: http://faculty-gsb.stanford.edu/lazear/personal/PDFs/culture%20and%20language.pdf

5.- culture and language studies-wonderland through the linguistic looking glass, Biljana Misic Ilié; see the article at: http://facta.junis.ni.ac.rs/lal/lal2004/lal2004-01.pdf

6.- Factor affecting the language learning process, Bilqees Shabbir; see the complete article at: http://www.usindh.edu.pk/irjah/irjah_37/6.%20Bilqees%20Shabbir.pdf

7.- Interpreting communicative language teaching, Sandra J. Savigon; see the complete article at: http://yalepress.yale.edu/yupbooks/pdf/0300091567.pdf

8.- Planning, conducting, and evaluating parenting education programs, Karen DeBond; see the full article at: http://www.ces.ncsu.edu/depts/fcs/temp/parent_ed/pdfs/planning%20family%20programs.pdf

9.- Self-assessment and development planning; you can see the full article at: http://dera.ioe.ac.uk/4104/1/self-assessment-and-development-planning.pdf

TASK 4.3PREPARING FOR LESSON OBSERVATION

A live lesson observation will take part in your training exam.

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http://dera.ioe.ac.uk/4104/1/self-assessment-and-development-planning.pdf

http://www.ces.ncsu.edu/depts/fcs/temp/parent_ed/pdfs/planning%20family%20programs.pdf

http://www.ces.ncsu.edu/depts/fcs/temp/parent_ed/pdfs/planning%20family%20programs.pdf

http://yalepress.yale.edu/yupbooks/pdf/0300091567.pdf

http://www.usindh.edu.pk/irjah/irjah_37/6.%20Bilqees%20Shabbir.pdf

http://facta.junis.ni.ac.rs/lal/lal2004/lal2004-01.pdf

http://faculty-gsb.stanford.edu/lazear/personal/PDFs/culture%20and%20language.pdf

http://faculty-gsb.stanford.edu/lazear/personal/PDFs/culture%20and%20language.pdf

http://www.newburypark.redbridge.sch.uk/langofmonth/activitiesbooklet.pdf

UTSV TRAINEE HANDBOOK The lesson observation consists in the preparation, actual teaching, a written self-assessment by the trainee and a written evaluation of the teacher trainer of a language lesson. Please consider the following questions and send a file with your responses:

· How would you as a teacher trainer introduce the peer lesson observation?I consider that the best option is to have a real practice, so the most efficient way to do it is by providing a sample class where the observation is going to be made. First of all it is necessary an introduction about what a peer lesson observation is; also, it would be helpful if the there was a video recording of an observation example. Then it would be time to take a real peer lesson observation.

· Which observation tasks could be interesting for your trainees? Write down some ideas.The most interesting task for me would be identifying certain behaviours, for example, finding communicative patterns while students are having a speaking activity, finding behaviours of students when they are exposed to the language in long periods of time, to identify when learners feel frustrated or blocked when expressing an idea (marking their actions in order to express an idea), identify what kind of activities do students enjoy most, and based on that start with an analyze of the kind of learners that the group has.

· How would you prepare your visit with the trainee? Which information do you need before the observation? The preparation would be based on the kind of materials that the observer could need for support. The observation could be helped with a diary, or a video recorder, it is important to have an extra tool that clarifies and provides the most important points in the observation.Before an observation, it is necessary to know the amount of participants involved in the process. It is important also to know what would be the most important points to cover with the observation, and the time required for it.

· How long should the lesson observation last?The appropriate time would depend on the objective(s) of the observation; however, a good observation process must be precise, and held in a brief period of time. The analysis of the observation could be covered by the tools selected to support the process.

· How would you write down your feedback? Create a feedback sheet which you could use for your future lesson observations.

Observation Point Example of proper teaching strategy/technique

Comments on the real observation.

Provide the objectives of the class to the learners,

- Explains the objectives- Makes questions to the learners to check their understanding

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UTSV TRAINEE HANDBOOK Involve learners in self-assessment

- Helps learners to understand learning outcomes in the context of the topic- Provide time to the learners in order to reflect on what they have learned.- provides opportunities for discussion, so that learners are able to make comments, express ideas, in order to improve their skills.

Provide feedback that lead the learners clarify doubts and continue practicing

- Questions the learners about the activity.- Provides information that let students continue learning and improving.- Provides a brief general explanation about the topic at the end of the class.

Promote confidence to the learners

- Provides challenging objectives to their needs.- Provides positive comments and constructive feedback.-Congratulates the good performance of the learners.

Involve the learners in reviewing and reflecting on assessment information

- Maintains continuous dialogue about the progress of the learners.- Constantly reminding about the objectives that learners had covered.

· How would you manage the feedback-discussion? Write down the most important rules.

- Feedback discussion must be covered by following the most important points on the topic.- It is important to consider every comment as something important; it is not allowed to minimize any participation.- To avoid conflict generated by differences in the points of view.- To provide time to every participant equally.-To manage the discussion by making direct questions about learners´ understanding.-Making proper correction on the possible misunderstandings presented by learners- To conclude the topic with brief and general feedback about the topic.

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· What happens if the trainee fails? What advice would you give him/her?First of all, it is important to have a record of his/her performance, could be a checklist, a video recording, a report, etc. Based on this, clarify the strong points and weaknesses that the trainee has to cover. It is important to make the observation process as clearer as possible. Then, it is necessary to provide examples of good techniques that the trainee could use to improve the performance.

· What can the trainee do, if he does not accept the feedback of the trainerThe best solution would be requesting for the evidence of the observation process that provided the feedback. If that is not enough, it would be good having a second opinion, or even doing the observation again; only if it is necessary.

· Is a second visit possible? With the same trainer?It would be possible if it is necessary; only if the results and the evidence are questionable, or if it is necessary to make a deeper analysis on the performance of the trainee. It is not recommended that the same trainer covers the observation; this would be taken as personal. The best solution is to have a second opinion in order to corroborate or deny the first feedback.

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task 4 handbook paty

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language ofteaching

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